Skills for Life: Ethical Choices
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Ethical choices 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 recognise ethical dilemmas, weigh up values, viewpoints and consequences, and make and justify a decision in everyday and work scenarios. Literacy sits in reading and describing dilemmas, comparing viewpoints, explaining consequences and justifying a choice in speech or writing, with discussion and debate throughout. There is no numeracy in the criteria or the guidance, so numeracy demand is low.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- 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 S608E1, S608E2 and S608E3.
- 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 S608L1 and S608L2.
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Describing and explaining an ethical dilemma
At Entry Level learners point out or recognise a dilemma and give its two sides or the viewpoints involved, at Level 1 they describe a dilemma from a real-life or provided scenario and identify factors in the decision, and at Level 2 they explain the conflicting values and analyse the factors. This is required by the assessment criteria for learning outcome 1, often from a written case study or scenario.
Llythrennedd: Deall, ymateb a dadansoddi, Eglurder a geirfa, Strategaethau darllen, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short story about finding money on the floor and say in one sentence what the dilemma is and what the two choices are.
- Blwyddyn 8
- Pupils read a scenario about a friend copying homework and write a description of the dilemma, naming the people involved and what each one wants.
- Blwyddyn 9
- Pupils read a case study about a worker who sees a colleague break a safety rule and explain the conflicting values, such as loyalty and responsibility, and the factors that affect the decision.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6
“Describe an ethical dilemma using a real-life or”
Cam cynnydd 3
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Comparing viewpoints and values
At Level 1 learners identify personal values in a scenario and describe how different perspectives may influence choices, and at Level 2 they explain how personal and societal values influence ethical choices and compare different viewpoints. This is required by the assessment criteria for learning outcome 2, and the amplification adds the effect of bias and emotions.
Llythrennedd: Gwrando i ddeall, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to two classmates explain what they would do in a simple dilemma and say how each person's reason is different.
- Blwyddyn 8
- Pupils read two short opinion pieces on whether to report a friend's cheating and note the value each writer puts first.
- Blwyddyn 9
- Pupils compare a religious and a non-religious viewpoint on helping strangers, using short texts from two organisations, and explain how each viewpoint would change the decision.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of learning outcome 2, page 8
“Compare different viewpoints and how they affect”
Cam cynnydd 3
Rwy’n gallu gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Cam cynnydd 4
Rwy'n gallu cymharu safbwynt gwahanol awduron ar yr un pwnc, e.e. mae llygod mawr yn hynod ddiddorol neu'n bla.
Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.
Rwy'n gallu gwrando ar wybodaeth a syniadau, a nodi ac esbonio sut maen nhw'n cael eu cyflwyno i hyrwyddo safbwynt penodol (rhagfarn a gwrthrychedd).
Cam cynnydd 5
Rwy’n gallu gwrando ar safbwyntiau gwahanol bobl, eu gwerthuso'n feirniadol a'u parchu, gan eu defnyddio i lunio fy nghasgliadau ystyriol fy hun.
Rwy’n gallu darllen gydag empathi er mwyn parchu a gwerthuso'n feirniadol safbwyntiau gwahanol bobl, a'u hystyried fel sail wrth lunio fy nghasgliadau ystyriol fy hun.
Da gwybod
- The unit codes are S608E1, S608E2, S608E3, S608L1 and S608L2, 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 "tutor observation records of learner participation in discussions, role-plays, or practical tasks" and "completed scenario-based assessments (written or verbal)" (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).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Religious Studies as a related WJEC qualification (page 7), where learners explain and evaluate religious and non-religious views on ethical issues in extended writing. GCSE Business covers ethical issues and the impact of unethical decisions, VCSE Public Services covers making responsible and ethical decisions, and Foundation Humanities covers how different views shape moral and ethical thinking. Comparing viewpoints and justifying a decision also link with discussion and persuasive writing in GCSE English Language and Literature. Within the Skills Suite the pack pairs this unit with Community participation, Democracy in action, Equality, diversity and inclusion, Everyday law, Faith and belief in the community, Healthy relationships, Teamwork, Understanding self and others, Values for life and Fairness and inclusion in the workplace.
Ffynhonnell: WJEC Ethical choices 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).