LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Democracy In Action

Democracy in action is a 20 hour Skills for Life unit about who makes decisions locally and nationally in Wales, how people can have their say, and how to research, debate and decide on a political or local issue. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy demand is high: every level requires discussion or debate, and Level 1 and Level 2 add reading source material, presenting an argument and justifying a decision. Numeracy is light and optional, mainly surveys and mock election results.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
High
Amount of numeracy 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 (decision makers who represent others, ways people share their views, taking part in a group discussion or debate) with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (what democracy means, how people participate, researching, presenting and discussing viewpoints on an issue, making an informed decision) with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Taking part in a discussion or debate

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

    At Entry Level learners share a thought or opinion on an issue and respond to other people's views, moving from support at Entry 1 to independence at Entry 3. At Level 1 they describe an opposing viewpoint and respond constructively, and at Level 2 they evaluate different views and respond constructively. All of this is required by the assessment criteria.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Questioning, Purpose

    Getting pupils ready

    Year 7
    Pupils discuss in groups whether school uniform should be compulsory, each giving one view and repeating back one view from someone else.
    Year 8
    Pupils take roles in a structured debate on a local issue such as a new skate park, and each speaker must respond to the previous speaker's point before making their own.
    Year 9
    Pupils hold a panel discussion on votes at 16, then summarise the strongest opposing argument and explain how they would answer it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criterion 3.3, page 6

    “Evaluate different views and respond constructively.”
    Progression step 3

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

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    • 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 respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

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

    Progression step 5

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

  2. Presenting a reasoned viewpoint or argument

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

    At Level 1 learners present their own viewpoint with supporting reasons, and at Level 2 a well reasoned argument using evidence; at Entry 3 they express a view independently with a reason. These are assessment criteria, and the presentation can be spoken, written or recorded.

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

    Getting pupils ready

    Year 7
    Pupils give a one minute talk on one change they would make to their school, with two reasons.
    Year 8
    Pupils write and deliver a short speech for a school council election, using persuasive techniques and one fact to back each promise.
    Year 9
    Pupils write a persuasive article on a local issue such as a library closure, using evidence from two sources and answering one counter argument.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 6; Entry Level, learning outcome 3, assessment criterion 3.1, page 5

    “Present a well-reasoned argument, using evidence.”
    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 express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

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

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    Progression step 5

    • I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  3. Reading source material and comparing viewpoints

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

    At Level 1 learners identify information from source material on a chosen political or local issue, and at Level 2 they analyse it, as assessment criteria. The amplification asks them to consider facts, opinions and viewpoints and the credibility of sources such as Senedd pages, news and social media.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short news report about a local decision and highlight facts in one colour and opinions in another.
    Year 8
    Pupils read two articles giving different views on a 20mph speed limit and list each writer's main points and the evidence behind them.
    Year 9
    Pupils read a council report, a news article and a campaign leaflet on the same issue, judge how reliable each is and write a short balanced summary.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.1, page 6; amplification of learning outcome 3, page 8

    “Consider and use a variety of facts, opinions and viewpoints”
    Progression step 3

    • I can read to identify different people’s viewpoints on various subjects and develop empathy.

    • 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 read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

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

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

  4. Explaining how democracy and decisions affect people

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

    Learners describe or explain key features of a democratic system, how local decisions affect individuals and communities, and why participation matters, rising from describing at Level 1 to explaining and evaluating at Level 2. Entry learners give statements and examples about decision makers. These are assessment criteria and need subject vocabulary such as Senedd, devolution and representation.

    Literacy: Vocabulary, spelling, grammar, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write a short paragraph explaining who runs the school council and one decision it made, using the words vote and representative.
    Year 8
    Pupils make a labelled diagram of who decides what in Wales, the council, the Senedd and the UK Parliament, with a sentence explaining each.
    Year 9
    Pupils write an explanation of how a recent council decision, such as changes to bin collections, affects three different groups in their community.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcomes 1 and 2, assessment criteria 1.1 to 2.2, page 6; Entry Level, learning outcomes 1 and 2, page 5

    “Explain at least three key features of a democratic”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

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

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • 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.

  5. Justifying a decision with evidence

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

    At Level 1 learners make a decision based on evidence and discussion and explain their reasons clearly. At Level 2 they decide after detailed analysis and justify the decision with evidence and logical reasoning. Both are assessment criteria; the amplification adds weighing who is affected, fairness and long term impact.

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

    Getting pupils ready

    Year 7
    Pupils choose between two options for spending a class fund and write two sentences explaining their choice.
    Year 8
    Pupils weigh up the pros and cons of a new housing estate near school in a table, then write a paragraph giving their decision and the main reason.
    Year 9
    Pupils act as a council committee, agree a decision on a local transport plan and write a justification that refers to evidence, fairness and long term impact.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; amplification of learning outcome 4, page 9

    “Justify the decision with evidence and logical”
    Progression step 3

    • 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.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

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

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

  6. Using surveys and vote results

    Assessed: Taught, but not assessed

    Numeracy is light in this unit. The pack suggests a simple survey on a local issue at Entry Level and analysing mock election results at Level 1 and Level 2, and the amplification mentions using evidence and data, but no assessment criterion requires calculation or graphs.

    Numeracy: Collecting data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils tally class votes on a school issue and draw a bar chart of the results.
    Year 8
    Pupils design a five question survey on a local issue, collect 20 responses and work out the percentage for each answer.
    Year 9
    Pupils compare the results of a mock election by year group, work out turnout as a percentage and discuss whether the result really shows what the school thinks.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, page 9; amplification of learning outcome 4, page 9

    “Create a simple survey on a local issue and share findings with the class.”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

The pack names links with GCSE Social Studies and GCSE History, and the work on Senedd and council decisions, rights and civic participation also sits close to the Social Studies and History units of Foundation Humanities. The debate, viewpoint and source reading work overlaps with spoken language, persuasive writing and reading non-fiction in GCSE English Language and Literature. Within the Skills Suite the pack suggests delivering it alongside Community participation, Equality, diversity, and inclusion, Ethical choices, Everyday law, Values for life, Fairness and inclusion in the workplace, Rights and responsibilities in the workplace, Exploring career pathways and Working in Wales.

Source: WJEC Democracy in action 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).