LNF Cymru Literacy and numeracy for Wales

← All qualifications

Skills for Life: Democracy In Action

Democracy in action is a Skills for Life unit in which learners find out what democracy is, why it matters and how it works in Wales, and show practical ways to make informed decisions about their own political rights and responsibilities. It is one 10 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, achieved at one level from Entry 1 to Level 2. Literacy sits in stating, describing and explaining democracy with examples, reading information from a range of sources, and giving reasons for decisions at Level 2. Discussion and debate appear in the unit's aim but not the criteria. The specification gives no numeracy link.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: state, outline or identify what democracy is (and at Entry 3 why it matters and how it works in Wales), and demonstrate at least two, three or four ways to make decisions about own political rights and responsibilities. Evidence is centre-devised and internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 10 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) what democracy is, why it is important and how it works in Wales, and demonstrate at least five (Level 1) or six, with reasons (Level 2), ways to make informed decisions about own political rights and responsibilities. Evidence is centre-devised and internally assessed by the centre, with Pearson standards verification. Graded Pass or Fail. 10 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Explaining what democracy is and how it works in Wales

    Assessed: In coursework (non-examination assessment, NEA)

    Learners state, outline, identify, describe and at Level 2 explain what democracy is, why it matters and how it works in Wales, using terms such as Senedd Cymru, elections and representation. Level 2 explanations need detailed examples of democratic processes. This is required by the assessment criteria at every level.

    Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils write three sentences explaining what democracy means, using a word bank that includes vote, represent and Senedd.
    Year 8
    Pupils give a one minute talk to a partner explaining how a law is made in the Senedd, using a flow chart they have drawn.
    Year 9
    Pupils write a short explanation of why democracy matters, with one example from Wales and one from the wider UK, organised in clear paragraphs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 5, Assessment criteria, page 30; Essential information for assessment decisions, Entry 1 to Level 1, page 31, Level 2, page 32

    “explain the importance of democracy and, specifically how it works in Wales”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  2. Reading and selecting information from sources

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 3 learners gather information from given simple sources, Level 1 learners select relevant information from provided sources, and Level 2 learners identify, select and use information from a variety of sources and explain why they fact-check and trust only reputable ones. Reading is how learners gather the content for the criteria, though the sources are the centre's choice.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a young people's guide to the Senedd for three facts and copy them into a fact file in their own words.
    Year 8
    Pupils read two short texts about votes at 16 and sort sentences from them into facts and opinions.
    Year 9
    Pupils read a news report and a campaign leaflet on the same issue, judge which is more reliable and summarise the useful information from each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 5, Levels of supervision and support, page 32; Essential information for assessment decisions, Level 2, page 32

    “select and use relevant information from a range of provided sources”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can distinguish between facts, theories and opinions.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can distinguish between facts/evidence and bias/arguments.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  3. Giving reasons for informed decisions about rights

    Assessed: In coursework (non-examination assessment, NEA)

    Learners demonstrate ways to make decisions about their own political rights and responsibilities, from two simple ways at Entry 1 to at least six at Level 2, where each must come with a reason. Examples include knowing their rights, registering to vote and fact-checking information. This is required by the assessment criteria.

    Literacy: Purpose, Planning and organising for different purposes, audiences and context, Questioning

    Getting pupils ready

    Year 7
    Pupils choose one way to have their say in school, such as voting for the school council, and write two sentences on why it matters.
    Year 8
    Pupils make a table of three ways a 16 year old in Wales can take part in democracy, with a reason for each one.
    Year 9
    Pupils write a short guide for new voters giving five informed choices, such as registering and checking facts, each backed with a clear reason.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 5, Assessment criteria, page 30; Essential information for assessment decisions, Entry 1 to Level 1, page 31, Level 2, page 32

    “demonstrate at least six ways to make informed decisions about their own political rights and responsibilities, providing reasons for each”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    Progression step 4

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

  4. Discussing and debating political issues

    Assessed: Taught, but not assessed

    The unit's aim names discussion and debate as practical skills to develop. The assessment criteria do not require a debate, so this is taught rather than assessed, although a recorded discussion can be used as evidence.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils discuss in groups whether school uniform rules should be put to a pupil vote, taking turns and showing agreement or disagreement politely.
    Year 8
    Pupils hold a class debate on lowering the voting age further, with each speaker responding to the point made before.
    Year 9
    Pupils run a mock Senedd debate on a local issue, taking party roles, asking questions of each other and summarising the arguments at the end.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 5, Purpose and Aim, page 30

    “skills to research, engage in discussion and debate, and to make informed decisions”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can listen in order to show agreement and disagreement in collaborative discussion and situations.

    Progression step 4

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

Good to know

Links with other qualifications

Explaining democracy and rights and judging sources link with GCSE Social Studies and GCSE History, and the reading and explaining work supports GCSE English Language and Literature. Within the WJEC Skills Suite, Everyday Law, Community Participation and Ethical Choices use similar explanation and reasoning. The WJEC Democracy in action unit is 20 hours and requires a discussion or debate at every level, with presenting and justifying a viewpoint at Level 1 and Level 2, so it carries more speaking and listening; the Pearson unit is 10 hours and assesses mainly written or spoken explanation and reasoned decisions.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfL 5: Democracy in action.