LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Ethical Choices

Ethical choices 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 recognise ethical dilemmas at home, at school, in the community and at work, suggest a responsible response to each and, from Level 1, show the decision-making process behind it. The centre sets and marks the assessment. Literacy sits in stating, describing and explaining dilemmas with reasons, writing simple scenarios, and setting out and justifying a decision, with discussion, debate and case study research suggested. 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: state, outline or identify ethical dilemmas at home, at school, in the community and (Entry 3) in a workplace, and suggest a responsible response to each. 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) ethical dilemmas from home, school, community and workplace settings, and demonstrate how individuals take responsibility by following a decision-making process. 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.

The literacy and numeracy skills in this qualification

  1. Describing and explaining ethical dilemmas

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

    Learners state (Entry 1), outline (Entry 2) or identify (Entry 3) dilemmas, then describe (Level 1) or explain (Level 2) dilemmas from home, school, community and workplace settings, saying why each is a dilemma and, at Level 2, the ethical principles involved. Entry 3 learners also write a simple scenario for each dilemma. 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 a three sentence scenario about a dilemma at school, such as seeing a friend copy homework, and say why it is hard to decide what to do.
    Year 8
    Pupils describe one dilemma each from home, school and the community in a table, giving a reason why each one is a dilemma.
    Year 9
    Pupils explain a workplace dilemma in a paragraph, naming the principles in conflict, such as honesty and loyalty, and using words like fairness and responsibility accurately.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 8, assessment criteria Entry 1 to Level 2, page 42; Essential information for assessment decisions, pages 43 to 44

    “clearly giving reasons why each situation presents a dilemma and the ethical principles involved”
    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.

  2. Setting out and justifying an ethical decision

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

    Every level suggests a responsible response, and Entry 2 learners explain how they made each decision. Level 1 learners show a decision-making process of options, consequences and choice, and Level 2 learners justify their process, including checking against values, rules or policies and reviewing the decision. This is required by the assessment criteria, and dealing with contentious choices in writing at Level 2 reaches step 5.

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

    Getting pupils ready

    Year 7
    Pupils finish the sentence "I should... because..." for three simple dilemmas, giving a reason for each choice.
    Year 8
    Pupils write a short decision plan for a dilemma, listing two options, the consequences of each, and the choice they would make.
    Year 9
    Pupils write a justified decision for a workplace dilemma, explaining the steps they followed, the rule or policy they checked, and how they would review the outcome.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 8, assessment criteria Entry 1 to Level 2, page 42; Essential information for assessment decisions, Entry 2 to Level 2, pages 43 to 44

    “considering possible options, weighing consequences, and choosing the response that best reflects fairness, honesty, and respect”
    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 write about my thoughts, feelings and opinions, showing empathy and respect.

    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 write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  3. Discussing and debating dilemmas

    Assessed: Taught, but not assessed

    Annexe C lists discussion and debate as literacy links, Entry 2 learners are expected to articulate their understanding and Level 1 learners to present their findings clearly. Discussion is a suggested way of teaching and evidencing the criteria rather than a separate requirement.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Listening to understand

    Getting pupils ready

    Year 7
    Pupils stand on a line from agree to disagree for a dilemma statement and give one reason for where they stand.
    Year 8
    Pupils discuss a dilemma in groups, each arguing a different option, then agree the most responsible choice.
    Year 9
    Pupils take part in a structured class debate on a workplace dilemma, responding to the other side's points before giving their final view.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 8, Levels of supervision and support before and during assessment, page 44; Annexe C, SfL 8 row, page 161

    “Explain/describe dilemmas; discuss/debate; apply and”
    Progression step 3

    • 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 listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

  4. Researching case studies of ethical dilemmas

    Assessed: Taught, but not assessed

    Entry 3 learners gather information from given simple sources, Level 1 learners select relevant information from sources provided, and Level 2 learners use a variety of sources, some chosen themselves. Annexe C names researching case studies as a literacy link. This shapes how learners work in the assessment but is not a separate criterion.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short case study about a found wallet and underline the facts that make it a dilemma.
    Year 8
    Pupils skim two case studies, one at home and one at work, and summarise each in three bullet points.
    Year 9
    Pupils find and read three case studies from different sources and write a summary comparing the choices people made and their consequences.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 8, Levels of supervision and support before and during assessment, page 44; Annexe C, SfL 8 row, page 161

    “They can identify, select, and use information from a variety of sources, including some self-selected.”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

Good to know

Links with other qualifications

The WJEC Skills Suite has its own Ethical choices unit at 20 guided learning hours, with four learning outcomes that ask learners to compare viewpoints and values, explain consequences and justify a decision; the Pearson unit is 10 hours with one criterion per level and asks for a set number of dilemmas across four settings and a stated decision-making process. Explaining and justifying a view links with the argument and discussion in GCSE English Language and with GCSE Religious Studies, which treats moral and ethical issues in more depth. Within the WJEC Skills Suite the closest units are Values for life and Rights and responsibilities in the workplace.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 8: Ethical choices.