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.
Skills that use Planning and organising for different purposes, audiences and context
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Describing and explaining ethical dilemmas
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.
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Setting out and justifying an ethical decision
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.
Good to know
- The unit is Unit SfL 8 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).
- Entry 3 learners write a scenario for each dilemma: "four different ethical dilemmas in total", "providing a simple scenario for each" (Essential information for assessment decisions, page 43).
- Level 2 learners must justify the process as well as the choice: they should "be able to justify their choice of decision-making process" (Essential information for assessment decisions, page 44).
- Command words are defined in the glossary, for example Outline means learners "provide a summary, overview or brief description" (Part B Glossary, page 153).
- 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 43).
- 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 45).
- There is no numeracy: Annexe B leaves the Numeracy Links column blank for SfL 8 and Annexe C records "No direct link" (pages 157 and 161).
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.