LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Everyday Law

Everyday law is a 20 hour Skills for Life unit about how the law touches daily life: legal terms, rights and responsibilities, where to get legal help, and the consequences of keeping or breaking the law. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy carries the unit: learners match, define and explain legal words, apply them to scenarios, compare advice sources and justify choices, mostly through talk, role-play and short written answers. Numeracy is light, limited to weighing cost when choosing advice and consumer examples such as refunds.

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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (common legal terms, rights and responsibilities, where to get help, situations where the law applies), 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.
  • Level 1 and Level 2: Four learning outcomes (legal concepts and terms, rights and responsibilities, accessing legal advice, how the law affects situations and decisions), each with two assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Understanding and using legal vocabulary

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

    Learning outcome 1 builds from pointing out and matching simple legal words such as police, rules and contract at Entry 1, to giving simple explanations at Entry 3, defining terms and using them in scenarios at Level 1, and explaining their significance at Level 2. This is required by the assessment criteria at every level.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils match word cards such as rule, law, right and consent to picture cards of everyday situations and say each word in a sentence to a partner.
    Year 8
    Pupils write their own glossary of ten legal terms, including contract, consumer and responsibility, with a definition and an example from school or home for each.
    Year 9
    Pupils explain in a short paragraph why the terms contract and consent matter when signing up for a phone deal or a part-time job, using both words accurately.
    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 7; amplification LO1, pages 8 and 9

    “Explain key legal terms and their significance in daily life”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can listen to, identify and use key words to understand the general meaning and ideas which are implied.

    Progression step 4

    • 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.

    • 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.

    • 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.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

  2. Reading scenarios and case studies to apply the law

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

    Learners read short everyday scenarios and work out which terms, rights, responsibilities and laws apply, from sorting examples into legal and not legal at Entry 1 to analysing how terms apply in a variety of scenarios at Level 2. The criteria require this; the case studies on faulty goods, workplace rights and tenancy problems are suggested examples.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read six one line situations, such as taking a sweet without paying, and sort them into legal and not legal with a reason for each.
    Year 8
    Pupils read a half page story about a teenager whose new headphones break and highlight the facts that show which consumer right applies.
    Year 9
    Pupils read a one page case study about a young worker refused a break, identify the rights and responsibilities involved, and note what the worker and employer should each do next.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criterion 1.2, learning outcome 2, assessment criterion 2.2, learning outcome 4, assessment criterion 4.1, page 7; suggested activities, page 10

    “Analyse how these terms apply in a variety of scenarios”
    Progression step 3

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

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

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

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

  3. Explaining rights, responsibilities and the consequences of breaking the law

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

    Learners give examples of rights and responsibilities at Entry Level, describe them and the consequences of following or breaking the law at Level 1, and at Level 2 explain their legal basis, evaluate how they influence decisions and assess the impact on individuals and society. These are required criteria, and evidence can be spoken, written or visual.

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

    Getting pupils ready

    Year 7
    Pupils make a two column poster of their rights and responsibilities in school, such as being treated fairly and listening to others, with one example for each.
    Year 8
    Pupils write a short explanation of what could happen to a person who rides a bike without lights at night, covering the law, the risk and the consequence.
    Year 9
    Pupils write a balanced paragraph on how shoplifting affects the person caught, the shop and the local community, using connectives such as however and as a result.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 2 and 4, pages 5 and 6; Level 1 and Level 2, learning outcomes 2 and 4, assessment criteria 2.1, 2.2, 4.1 and 4.2, page 7

    “Assess the impact on individuals and society of deciding to comply with or break the law”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    Progression step 4

    • 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 use summary, discussion of issues, detailed explanations and logic when covering a topic.

    Progression step 5

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

  4. Comparing sources of advice and justifying a recommendation

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

    Learners identify people and organisations who can help at Entry Level and describe the support each gives at Level 1. At Level 2 they compare sources for purpose, reliability and accessibility and recommend one for a given legal problem with justification, which the criteria require.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read short leaflets from three helping services, such as Childline and Citizens Advice, and write one sentence on who each one helps.
    Year 8
    Pupils read two short advice pages on the same consumer problem and note which seems more reliable and why, using clues such as who wrote it and how up to date it is.
    Year 9
    Pupils read three sources of advice on a housing problem, rank them for reliability, cost and ease of access, and write a justified recommendation for a friend.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 7; amplification LO3, page 9

    “Identify appropriate sources of advice based on given legal problems, with justification”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    Progression step 5

    • I can confidently evaluate the purpose, impact and reliability of texts.

  5. Discussing legal issues through role-play and debate

    Assessed: Taught, but not assessed

    Suggested activities include role-play of returning goods or reporting unsafe conditions, structured discussions with sentence starters at Entry Level, and a structured debate on a simple legal or ethical issue at Level 1 and Level 2. These support speaking and listening, and recordings can be evidence, but no criterion requires a debate or role-play.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils role-play returning a broken toy to a shop in pairs, using sentence starters such as I would like a refund because.
    Year 8
    Pupils take part in a class discussion on whether there should be an age limit for buying energy drinks, giving one reason and responding to one other view.
    Year 9
    Pupils hold a structured debate on whether mobile phones should be banned in schools, each speaker making a point, listening and answering a point from the other side.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, page 10; sources of evidence, page 11

    “Participate in a structured debate on a simple legal or ethical issue”
    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 sustain a convincing point of view, anticipating and responding to other perspectives.

  6. Weighing up cost and value in legal decisions

    Assessed: Taught, but not assessed

    Numeracy in this unit is light. When comparing advice sources, the amplification lists cost and ease of access as factors, and consumer examples include the right to a refund or replacement for faulty goods. No criterion requires a calculation, so this is taught context rather than assessed numeracy.

    Numeracy: Financial literacy, Strategic competence

    Getting pupils ready

    Year 7
    Pupils work out the total refund due when two items from a shopping receipt turn out to be faulty.
    Year 8
    Pupils compare the cost of free advice from Citizens Advice with a solicitor charging an hourly rate for a two hour appointment and say which suits a small consumer problem.
    Year 9
    Pupils compare a refund, a repair and a replacement offer for a faulty phone bought in a sale, working out the money each option is worth before deciding which to ask for.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification LO3, page 9; amplification LO4, page 10

    “including factors such as professional status, accuracy of information, cost, and ease of access”
    Progression step 3

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can make comparisons between prices and understand which is best value for money.

    Progression step 4

    • I can identify what further information might be required and select what information is most appropriate.

    • I can make informed decisions relating to discounts and special offers.

Good to know

Links with other qualifications

The pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications, and both develop reading viewpoints and explaining rights, responsibilities and fairness. Consumer rights also appear in GCSE Business and in the VCSE and Foundation Retail and Customer Service, which cover the Consumer Rights Act 2015, while VCSE and Foundation Public Services cover criminal justice services such as the police and courts. GCSE English Language and Literature supports the reading, explaining and debating this unit asks for. Related Skills Suite units named in the pack include Financial literacy, Democracy in action, Ethical choices, Rights and responsibilities in the workplace, and Fairness and inclusion in the workplace.

Source: WJEC Everyday law 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).