Skills for Life: Equality, Diversity and Inclusion
Equality, diversity and inclusion is one 20 hour Skills for Life unit, written at Entry 1 to Level 2, that learners combine with other units into a Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma. Learners explain the three terms, describe rights and, at Level 2, key legislation, explore differences between people, analyse the effects of discrimination and propose actions to challenge inequality. Literacy runs through every criterion as explaining, describing and analysing, in speech or writing, and through respectful discussion. There is no numeracy in the criteria or the guidance, so numeracy demand is low.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes, each with two 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, unit codes S607E1, S607E2 and S607E3.
- Level 1 and Level 2: Four learning outcomes, each with two assessment criteria at Level 1 and at Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, unit codes S607L1 and S607L2.
The literacy and numeracy skills in this qualification
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Explaining the terms equality, diversity and inclusion
At Entry Level learners point out, recognise or suggest the meaning of the terms in basic terms, and at Level 1 and Level 2 they explain them, at Level 2 in detail with their relevance in society. The amplification asks learners to identify meanings and associated words, using pictures at Entry Level. This is required by the assessment criteria for learning outcome 1.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils match the words equality, diversity and inclusion to pictures and simple definitions, then use each word in a spoken sentence about their school.
- Year 8
- Pupils write a glossary entry for each term with an everyday example, such as everyone getting a turn, and a linked word like fairness or belonging.
- Year 9
- Pupils write a paragraph explaining the three terms and why they matter in a community, using words such as rights, responsibilities and prejudice correctly.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 1, assessment criterion 1.1, page 5; Level 1 and Level 2, learning outcome 1, assessment criterion 1.1, page 6; amplification of learning outcome 1, page 7
“Explain the terms equality, diversity and inclusion”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
Progression step 4
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.
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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Describing differences and explaining why respecting them matters
At Entry Level learners show, select or suggest ways people are similar and different, at Level 1 they describe individual and cultural differences and explain why respecting them benefits individuals and communities, and at Level 2 they analyse the importance of respecting differences for social harmony. This is required by the assessment criteria for learning outcome 2.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils interview a partner about hobbies, food and family celebrations, then say two ways they are the same and two ways they are different.
- Year 8
- Pupils write a short account of a cultural tradition in their community, describing what happens and what it means to the people who take part.
- Year 9
- Pupils write an explanation of why respecting different beliefs and backgrounds helps a school or town work well, using a real local example.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 and 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6
“Explain why respecting these differences benefits”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
I can write about my thoughts, feelings and opinions, showing empathy and respect.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
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Explaining and analysing the effects of discrimination
At Entry Level learners show or suggest how unfair behaviour affects someone's feelings, at Level 1 they explain how discriminatory behaviour can affect wellbeing, and at Level 2 they analyse its emotional, social and practical impacts. The criteria are assessed, and the suggested activities include reading and analysing case studies of discrimination or exclusion in real vocational contexts.
Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils read a short story about someone left out of a game and write two sentences on how the character feels and why.
- Year 8
- Pupils read a case study about a worker treated unfairly because of their age and explain how it affects their confidence, friendships and work.
- Year 9
- Pupils read two case studies of exclusion, then write a structured answer separating the emotional, social and practical effects on the people involved.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; Entry Level, learning outcome 3, page 5; Suggested activities, page 9
“Analyse the emotional, social and practical impacts”
Progression step 3
I can read to identify different people’s viewpoints on various subjects and develop empathy.
I can write about my thoughts, feelings and opinions, showing empathy and respect.
Progression step 4
I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
Progression step 5
I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.
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Discussing sensitive topics respectfully
The pack says learners practise listening and discussing sensitive topics respectfully, and suggested activities include pair discussions at Entry Level and debates and interviews at Level 1 and Level 2. Observed discussions can provide evidence for the criteria, but discussion skills themselves are not assessed.
Literacy: Listening to understand, Listening as part of collaborative talk, Collaborative talk, Purpose
Getting pupils ready
- Year 7
- Pupils take turns in a talking circle to share a time they felt included or left out, using sentence starters and listening without interrupting.
- Year 8
- Pupils interview a classmate about a family tradition, take notes and report back respectfully to the group, checking they have the details right.
- Year 9
- Pupils hold a structured debate on a fairness scenario, such as a team that only picks the fastest players, responding to the other side's points before giving their own.
Show the specification wording and the LNF statements
Where it is in the specification: Unit overview, page 4; Suggested activities, page 9; Sources of evidence, page 10
“Learners practise listening and discussing sensitive topics respectfully”
Progression step 3
I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.
I can listen in order to show agreement and disagreement in collaborative discussion and situations.
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
Progression step 4
I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.
I can use talk in a range of authentic contexts to explore challenging or contentious issues.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
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Reviewing inclusion issues and proposing actions
At Level 1 learners identify issues of inequality or exclusion in familiar settings and outline actions to challenge them, and at Level 2 they review equality or inclusion issues in familiar or wider community contexts and suggest constructive, realistic actions. These criteria are assessed, and a suggested activity is to create an action plan to promote fairness and inclusion.
Literacy: Collaborative talk, Planning and organising for different purposes, audiences and context, Questioning
Getting pupils ready
- Year 7
- Pupils spot one situation in school where someone might be left out, such as choosing teams, and say one thing that would help.
- Year 8
- Pupils agree in a group on two ways to make a school club more inclusive and write them up as a short proposal to the head of year.
- Year 9
- Pupils review an inclusion issue in their town, such as access to a sports centre for wheelchair users, and write a persuasive letter suggesting realistic changes.
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; Suggested activities, page 9
“Review equality or inclusion issues in familiar or”
Progression step 3
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
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 recognise a range of options for action and reach agreement to achieve the aims of the group.
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 can sustain a convincing point of view, anticipating and responding to other perspectives.
Good to know
- The unit codes are S607E1, S607E2, S607E3, S607L1 and S607L2, and the unit is 20 guided learning hours (Unit overview, page 3). Learners can complete it at several levels, but "only the highest level of the unit achieved will count towards the GLH" (Specification Section 2.2, page 10).
- Spelling is not marked: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed." and "extended written work is not required unless appropriate" (Sources of evidence, page 10).
- Evidence can be spoken or recorded, for example "observation records of learners participating in role-plays or group discussions" and "reflective journals or learning logs" (page 10). The portfolio "is not limited to paper-based materials" (Specification Section 4.1, page 18).
- A plural in a criterion means at least two: "If not specified, then a plural reference within assessment criterion refers to a minimum of two." (pages 5 and 6).
- Suggested assessment tasks "are not mandatory". Teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (Specification Section 4.1, page 18).
- AI use must be acknowledged. "When properly referenced, this can be acceptable", but misuse includes "Copying or paraphrasing whole responses of AI-generated content." (Specification Section 4.6, page 21), and learners sign a declaration that their work is their own (Section 4.2, page 19).
- No resources are needed for assessment: "Assessment of this unit should not require any specific resources." (page 12). Appendix A maps the unit to Literacy but not Numeracy (Specification Appendix A, page 28).
Links with other qualifications
The pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications (page 7). GCSE Social Studies covers identity, rights, responsibilities and diversity in Wales, and GCSE Religious Studies covers religious teaching on discrimination, both with extended explaining and discussing. GCSE Health and Social Care and Childcare and Foundation Health and Social Care and Childcare cover discrimination, prejudice and inclusion in care settings, VCSE Public Services covers equality, diversity and inclusion legislation, GCSE Business covers diversity and discrimination in the workplace, and Foundation Humanities covers the right to be protected from discrimination. Respectful debate and persuasive writing link with GCSE English Language and Literature. Within the Skills Suite the pack pairs this unit with Fairness and inclusion in the workplace, Community participation, Ethical choices, Everyday law, Faith and belief in the community, Healthy relationships, Teamwork, Understanding self and others and Values for life.
Source: WJEC Equality, diversity, and inclusion 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).