Skills for Life: Understanding Self and Others
Understanding Self and Others is a Skills for Life unit on emotions, identity, diversity and positive relationships. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy demand is medium and mostly spoken: learners name and describe feelings, describe and analyse their identity, discuss differences respectfully, and show communication, active listening and conflict resolution in pairs and groups. Extended writing is not required. Numeracy demand is low because no criterion, amplification point or suggested activity involves number, measurement or data.
- 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 covering awareness of personal feelings and emotions, aspects of their own identity, similarities and differences with others, and ways to build positive relationships and interact socially. 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 covering self-awareness and emotional intelligence, personal identity and the factors that shape it, similarities and differences between individuals and groups, and interpersonal skills that support healthy relationships. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Questioning
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Listening actively and communicating in pairs and groups
Entry learners show positive social behaviour, follow a basic instruction and take part in a social interaction, responding appropriately. Level 1 learners demonstrate effective communication skills in a group or pair activity, and Level 2 learners apply effective communication and empathy in a range of social situations. This is required and is usually evidenced by observation records, peer feedback or video.
Literacy: Listening to understand, Listening as part of collaborative talk, Collaborative talk, Questioning, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils take turns in a paired interview about hobbies, then report back one thing their partner said to show they listened.
- Year 8
- Pupils work in a group of four to plan a class event, each taking a role such as chair or note taker, and use question starters to build on each other's ideas.
- Year 9
- Pupils hold a peer feedback conversation after a group task, summarising what their partner said before responding, and adapting their tone when the partner seems upset.
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, page 6; amplification, page 9
“peer feedback activities to practise communication, empathy, and active listening”
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 listen to and respond to others with questions and comments which focus on reasons, implications and next steps.
I can contribute to group discussion in different roles, taking responsibility for completing the task well.
Progression step 4
I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.
I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Discussing differences, diversity and stereotypes respectfully
Entry 3 learners suggest differences respectfully and without judgement, Level 1 learners describe why diversity is important in relationships and communities, and Level 2 learners explain the value of differences within diverse groups and analyse how stereotypes or assumptions may affect interactions. The criteria are required; case studies and structured debates are suggested ways to build the discussion and reading.
Literacy: Collaborative talk, Understanding, response and analysis, Questioning
Getting pupils ready
- Year 7
- Pupils read a short story about a new pupil from another country and sort the words that show how characters treat difference into respectful and unkind.
- Year 8
- Pupils discuss a case study of a mixed-age team and give two reasons, in full sentences, why the group works better because of its differences.
- Year 9
- Pupils take part in a structured discussion on assumptions such as 'older people are bad with technology', backing their view with an example and responding politely to someone who disagrees.
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; amplification, page 8; suggested activities, pages 9 and 10
“Developing respectful language when discussing differences.”
Progression step 3
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
I can read to identify different people’s viewpoints on various subjects and develop empathy.
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.
I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
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Talking through conflict and misunderstandings
Level 1 learners outline strategies for resolving simple conflicts or misunderstandings and Level 2 learners use appropriate strategies to manage conflict and maintain positive relationships, for example when disagreeing over roles in a group task. This is required. Learners listen to both sides, explain their own view calmly and agree a way forward, often shown through role-play.
Literacy: Listening as part of collaborative talk, Questioning, Collaborative talk
Getting pupils ready
- Year 7
- Pupils read a comic strip of two friends arguing over a game and write what each could say to calm things down.
- Year 8
- Pupils role-play two pupils who both want the same equipment, using 'I feel' statements and summarising the other person's view before suggesting a fair solution.
- Year 9
- Pupils mediate a role-played disagreement over roles in a group project, asking open questions, listing options and leading the group to agree on one.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criteria 4.2, page 6; amplification, page 9; suggested activities, page 10
“role-play or simulations of conflict resolution in vocational or everyday contexts”
Progression step 3
I can listen in order to show agreement and disagreement in collaborative discussion and situations.
I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.
Progression step 4
I can recognise a range of options for action and reach agreement to achieve the aims of the group.
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 S627E1, S627E2, S627E3, S627L1 and S627L2, and the overview lists "GLH 20" (Unit overview, page 3).
- Spoken work counts: "evidence may be verbal, written, practical or visual, extended written work is not required unless appropriate" (Sources of evidence, page 10).
- Spelling is not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 10).
- Support varies by level: Entry 1 learners may need "use of symbols, or assistive technology" and Entry 2 learners may use "scaffolded templates" (Skills for Life and Work specification, section 4.2, page 19).
- The pack says Languages, literacy and communication is supported "through structured conversations, active listening and opportunities to express thoughts and feelings clearly and respectfully" (Unit overview, page 4), although Appendix A of the specification ticks neither Literacy nor Numeracy for this unit (page 28).
- Suggested assessment tasks "are not mandatory", and teachers may adapt them or devise their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only if acknowledged: when properly referenced AI use "can be acceptable", but "Failing to acknowledge use of AI tools when they have been used as a source of information" counts as malpractice (Skills for Life and Work specification, section 4.6, page 21).
Links with other qualifications
The pack names GCSE Social Studies as a linked WJEC qualification, along with AS and A level Psychology; discussing diversity, stereotypes and identity builds the explaining and analysing Social Studies asks for. Talking about feelings, listening actively and discussing other viewpoints with respect build the spoken language skills of GCSE English Language and Literature, and communication and empathy also link with GCSE Health and Social Care and Childcare. Role-play of social situations and conflict links with GCSE Drama. Within the Skills Suite the pack names Values for life, Ethical choices, Looking after others, Teamwork, Equality, diversity and inclusion, and Personal development planning as closely related units.
Source: WJEC Understanding self and others 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).