DCF Cymru Digital competence for Wales

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Skills for Work: Fairness and Inclusion in the Workplace

Fairness and inclusion in the workplace is a 20 hour Skills for Work unit about diversity, respect, equality, equity and inclusion, the benefits they bring to people and organisations, and how individuals and employers keep workplaces fair, including anti-discrimination law at Level 2. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Digital demand is low. No assessment criterion needs technology. Digital work is limited to optional online research into diversity events and inclusive employers, keeping a source log, and acknowledging any AI use.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (what diversity means, the benefits of diversity in work or school, treating others with respect), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S658E1, S658E2 and S658E3
  • Level 1 and Level 2: Three learning outcomes (equality, diversity and inclusion in the workplace, their value to individuals and workplaces, contributing to fair and inclusive workplaces), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S658L1 and S658L2

The digital skills in this qualification

  1. Researching diversity events and inclusive employers online

    Assessed: Taught, but not assessed

    At Level 1 and Level 2 the suggested activities ask learners to research an event that celebrates diversity, such as Pride or Black History Month, and best practice case studies of inclusive workplaces. This research is suggested, not required by the assessment criteria, and the listed resources such as ACAS and the Inclusive Top 50 Employers list are websites.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for what happens during Black History Month in Wales and note two facts with the website each came from.
    Year 8
    Pupils research one diversity event online, refine their search terms to find a Welsh example, and say whether each site is an official organisation or a personal blog.
    Year 9
    Pupils research an inclusive employer from the Inclusive Top 50 list, compare the company's own web page with an independent news report, and judge how reliable each source is.
    Show the specification wording and the DCF statements

    Where it is in the specification: Amplification of LO2, page 8; Suggested activities, page 10; Resources available to support delivery, page 11

    “conduct specific research into an event of interest”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  2. Keeping a source log and acknowledging AI use

    Assessed: Taught, but not assessed

    The pack lists a source log of resources and research notes as possible evidence, and the shared specification treats unacknowledged AI use or misleading references as malpractice. This applies to any learner who researches online; it is a rule for producing evidence, not an assessment criterion.

    DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils write the website name and date beside each fact they collect about a diversity event.
    Year 8
    Pupils keep a two column source log of website titles and links while researching equality at work, and add a line if they used an AI tool.
    Year 9
    Pupils keep a full source log for a research task on workplace inclusion, noting for each source who published it, why they trust it, and any AI help they used.
    Show the specification wording and the DCF statements

    Where it is in the specification: Possible sources of evidence, page 11; Skills for Life and Work specification, section 4.6, page 21

    “Source log of resources and research notes”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  3. Recognising offensive language and stereotypes

    Assessed: Taught, but not assessed

    Learning outcome 3 asks learners to treat others with respect, and the amplification includes using polite language and communication strategies that support inclusion. The pack itself is about face to face workplaces; its online link is the Hwb resource on digital citizenship and challenging discrimination, so this digital angle is taught, not assessed.

    DCF: Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils sort example online comments into respectful and disrespectful, and rewrite two of the disrespectful ones politely.
    Year 8
    Pupils identify language in mock group chat messages that could be racist, sexist or homophobic and discuss how to report it.
    Year 9
    Pupils examine job adverts and workplace images online for stereotypes about gender or age, and suggest wording or images that would be more inclusive.
    Show the specification wording and the DCF statements

    Where it is in the specification: Amplification of LO3, page 9; Resources available to support delivery, page 12

    “Promotes respect, well-being and digital citizenship, and how to challenge discrimination”
    Progression step 3

    • I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    Progression step 4

    • I can identify stereotypes and their impact in a range of media.

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

Good to know

Links with other qualifications

The closest link is the Skills for Life unit Equality, diversity and inclusion, which covers the same ideas outside a work context; its pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications. Within the Skills Suite, the pack suggests delivering this unit alongside Building a growth mindset, Customer service, Rights and responsibilities in the workplace, Understanding the changing labour market and Wellbeing in work. The pack itself names no GCSE, VCSE or Foundation qualification.

Source: WJEC Fairness and inclusion in the workplace unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).