Skills for Life: Equality, Diversity and Inclusion
Equality, diversity and inclusion is one 10 hour Pearson unit that learners combine with others into a Pearson Skills for Life or Skills for Work Award, Certificate or Diploma, at any level from Entry 1 to Level 2. Learners give examples of equality, diversity and inclusion, describe or explain why they matter in settings such as school, work and the community, and take part in, plan or deliver an inclusion activity. The centre sets and marks the assessment. Literacy sits in listing, outlining, describing and explaining with examples, in writing or speech, and in the talk needed to plan and run the activity. Annexe C records no direct 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: list, outline or identify everyday examples of equality, diversity and inclusion and take part in a simple inclusion activity. There are no mandatory evidence requirements. Evidence is internally assessed by the centre, using the Pearson Authorised Assignment Brief or its own assignment, and quality assured through Pearson standards verification. 10 guided learning hours, graded Pass or Fail.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) equality, diversity and inclusion in at least two or three settings, and contribute to planning an inclusion activity (Level 1) or plan and deliver one independently (Level 2). There are no mandatory evidence requirements. Evidence is internally assessed by the centre and quality assured through Pearson standards verification. 10 guided learning hours, graded Pass or Fail.
Skills that use Collaborative talk
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Talking through the plan for an inclusion activity
Entry learners join in a simple inclusion activity and Entry 3 learners contribute ideas to it. Level 1 learners contribute to planning and show decision making, and Level 2 learners plan and deliver an activity independently, adapting their approach to the people taking part. Planning and running the activity depends on discussion, agreeing roles and explaining the activity to others. This is required by the assessment criteria.
Literacy: Collaborative talk, Questioning, Purpose
Getting pupils ready
- Year 7
- Pupils take a role in a small group, such as note taker or timekeeper, and agree one game everyone in the class could join in.
- Year 8
- Pupils discuss options for a lunchtime activity that includes a pupil who uses a wheelchair, list the choices and agree one as a group.
- Year 9
- Pupils explain the rules of their planned inclusion activity to a younger group, check they have understood, and change how they explain it if someone is confused.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 7, assessment criteria Entry 3 to Level 2, page 38; Essential information for assessment decisions, Level 1 and Level 2, page 39
“They plan and deliver an inclusion activity independently, adapting their approach as needed to different situations”
Progression step 3
I can contribute to group discussion in different roles, taking responsibility for completing the task well.
I can ask and answer questions, building on and developing the ideas of others in group discussions.
Progression step 4
I can recognise a range of options for action and reach agreement to achieve the aims of the group.
I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.
Good to know
- The unit is Unit SfL 7 and the unit summary lists it at "10" guided learning hours, half the 20 hours of the WJEC unit of the same name (Unit summary, page 5).
- The amount of writing rises with the level: Entry 2 learners "should give one example for each", Entry 3 at least two, and Level 1 needs "At least two different settings" with examples (Essential information for assessment decisions, page 39).
- Command words are defined in the glossary, for example Explain means learners "provide details and give reasons and/or evidence to support an opinion, view or argument" (Part B Glossary, page 152).
- Evidence can be spoken or written: "centres can select the type of evidence, as long as it enables the learner to meet the Assessment criteria" (Essential information for assessment decisions, page 39), and learners can be assessed in Welsh or English (Language of assessment, page 8).
- A learner achieves the unit once at one level: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- AI use must be acknowledged: "If AI is used, the final submission must be in the learner's own words and reflect their own effort" (Requirements relating to permitted/prohibited resources, page 40).
- There is no numeracy: Annexe B leaves the Numeracy Links column blank for SfL 7 and Annexe C records "No direct link" (pages 157 and 161).
Links with other qualifications
The WJEC Skills Suite has its own Equality, diversity and inclusion unit at 20 guided learning hours with four learning outcomes, asking learners to explain terms, analyse the effects of discrimination and propose actions; the Pearson unit is 10 hours with one broad criterion per level and asks for more practical talk, because learners plan and take part in an inclusion activity. Explaining viewpoints and discussing sensitive issues links with GCSE Social Studies, GCSE Religious Studies and the spoken and written explanation in GCSE English Language. Within the WJEC Skills Suite the closest units are Fairness and inclusion in the workplace, Values for life and Understanding self and others.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 7: Equality, diversity and inclusion.