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
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.
Skills that use Questioning
-
Taking part in a discussion or debate
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.
-
Presenting a reasoned viewpoint or argument
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.
-
Justifying a decision with evidence
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.
Good to know
- Unit codes run from Entry 1 to Level 2: "S605E1" to "S605L2", and the unit is 20 guided learning hours (Unit overview, page 3).
- Spoken evidence counts. The pack says evidence "may be verbal, written, practical, or visual" and extended written work "is not required unless appropriate" (Sources of evidence, page 10).
- Assessors judge the criteria, not accuracy of writing: judgements "should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 10).
- Debates can be filmed for the portfolio: the pack lists "Audio or video recordings" of debates, role plays or interviews and "Learner observation records" (Sources of evidence, page 10).
- Suggested activities and assessment tasks are optional: the specification says "These tasks are not mandatory" (section 4.1, page 18).
- AI tools must be acknowledged. "Copying or paraphrasing whole responses of AI-generated content" is listed as AI misuse (Specification section 4.6, page 21).
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).