Skills for Life: Ethical Choices
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.
- 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 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.
The literacy and numeracy skills in this qualification
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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.
Literacy: Understanding, response and analysis, Clarity and vocabulary, Reading strategies, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 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.
- Year 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.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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”
Progression step 3
I can read to identify different people’s viewpoints on various subjects and develop empathy.
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
Progression step 4
I can gain a full understanding of texts using inference, deduction and analysis.
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
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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.
Literacy: Listening to understand, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils listen to two classmates explain what they would do in a simple dilemma and say how each person's reason is different.
- Year 8
- Pupils read two short opinion pieces on whether to report a friend's cheating and note the value each writer puts first.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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”
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 read to identify different people’s viewpoints on various subjects and develop empathy.
Progression step 4
I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.
I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.
I can listen to information and ideas, and identify and explain how they are presented to promote a particular viewpoint (bias and objectivity).
Progression step 5
I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.
I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.
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Explaining consequences and who is affected
At Entry Level learners point out or state consequences and whether they help or harm, at Level 1 they describe consequences of at least two actions and explain who may be affected, and at Level 2 they assess short-term and long-term consequences and evaluate their impact on different people. This is required by the assessment criteria for learning outcome 3.
Literacy: Connectives and syntax, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils finish the sentence starters "If I keep it, then" and "If I hand it in, then" for a scenario about finding a lost phone.
- Year 8
- Pupils write a paragraph on two choices in a gossip scenario, using connectives such as because, so and as a result to explain who is affected.
- Year 9
- Pupils write a structured answer on a dilemma about staying silent over bullying, separating short and long term consequences for the victim, the bystander and the school.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6
“Assess the short-term and long-term consequences”
Progression step 3
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.
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Discussing and debating dilemmas
Suggested activities include a personal choice sharing circle at Entry Level and a structured debate on whether to report bullying or misconduct, a multiple perspective role-play and a values ranking task at Level 1 and Level 2. Observed discussions can provide evidence for the criteria, but discussion skills themselves are not assessed.
Literacy: Collaborative talk, Questioning, Listening as part of collaborative talk
Getting pupils ready
- Year 7
- Pupils move to a tell the truth or stay quiet side of the room after a short story and each give one reason for where they stand.
- Year 8
- Pupils rank loyalty, fairness and honesty for a dilemma in small groups, listening to each other and agreeing an order they can explain.
- Year 9
- Pupils debate whether to report a friend's misconduct, taking a side, answering the other team's points and summarising the strongest argument against them.
Show the specification wording and the LNF statements
Where it is in the specification: Suggested activities, page 9; Sources of evidence, page 10
“learners debate whether to report bullying or misconduct, considering short-term and long-term consequences”
Progression step 3
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.
I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.
Progression step 4
I can use talk in a range of authentic contexts to explore challenging or contentious issues.
I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.
I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.
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Stating a decision and justifying it
At Entry Level learners show or state their choice and give a reason linked to fairness or kindness, reflecting on values at Entry 3. At Level 1 they make a decision and explain it with simple reasoning linked to values or fairness, and at Level 2 they make a well-reasoned decision with a detailed justification supported by values, principles or outcomes. This is required by the assessment criteria for learning outcome 4.
Literacy: Purpose, Planning and organising for different purposes, audiences and context, Questioning
Getting pupils ready
- Year 7
- Pupils say what they would do if they saw someone being left out, finishing the sentence "I would do this because it is fair or kind".
- Year 8
- Pupils write a short paragraph giving their decision on a lost wallet dilemma and two reasons linked to honesty and fairness.
- Year 9
- Pupils write a justified decision on a dilemma about loyalty and honesty, explaining the values behind it, answering one opposing view and saying why their choice gives the better outcome.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.1 and 4.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6
“Give a detailed justification supported by values,”
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.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
Progression step 5
I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.
I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).