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.
Skills that use Collaborative talk
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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.
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).