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 Planning and organising for different purposes, audiences and context
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Describing and explaining equality, diversity and inclusion
Learners list (Entry 1), outline (Entry 2) or identify (Entry 3) examples of equality, diversity and inclusion, then describe why they matter in at least two settings (Level 1) or explain their principles and how they apply in at least three contexts (Level 2). Answers can be written or spoken and must use examples for each term. This is required by the assessment criteria.
Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils write one sentence defining each of equality, diversity and inclusion, each with an example from their own school day.
- Year 8
- Pupils describe in a short paragraph why inclusion matters in two settings, such as a classroom and a youth club, using a word bank of key terms.
- Year 9
- Pupils write a structured explanation of the principles of equality, diversity and inclusion and show how each applies at school, at work and in the community.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 7, assessment criteria Entry 1 to Level 2, page 38; Essential information for assessment decisions, page 39
“Learners can explain the principles of equality, diversity, and inclusion and apply them”
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.
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Reflecting on inclusion with empathy and respect
The unit aims to develop learners' skills in exploring and challenging issues in their own lives and community, and Annexe C lists reflection and written or oral responses as the literacy links. Reflection is suggested rather than named in the criteria, but it supports the Level 1 and Level 2 descriptions of why inclusion matters.
Literacy: Planning and organising for different purposes, audiences and context, Purpose, Listening to understand
Getting pupils ready
- Year 7
- Pupils write a short diary entry about a time they felt left out or included, and how it made them feel.
- Year 8
- Pupils listen to a classmate describe a family tradition, then say what they learned and how it differs from their own, speaking respectfully.
- Year 9
- Pupils write a reflection after a class inclusion activity on what went well, who might still have felt left out, and what they would change.
Show the specification wording and the LNF statements
Where it is in the specification: Unit SfL 7, Purpose and Aim, page 38; Annexe C, SfL 7 row, page 161
“Describe, explain, reflect, written/oral responses”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.
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.