LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Values for Life

Values for Life is a Pearson Skills for Life unit on personal and societal values, how they are formed, their benefits and costs, and how they act as a moral compass in a changing world. It is one 10 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2, assessed internally by the centre. Literacy carries the unit: learners list, outline, describe and explain values in speech or writing, from prompted sentences at Entry 1 to extended written explanations at Level 2, and Annexe C adds discussion and debate. Numeracy is light: Annexe C suggests only interpreting simple infographics, and no criterion needs calculation.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
10
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3, rising from listing personal and societal values to identifying how values are formed and the benefits and costs of values in society. There are no mandatory evidence requirements, so the centre chooses the evidence. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 10 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) how personal values and those of society can act as a moral compass in a changing world. There are no mandatory evidence requirements. Internally assessed by the centre through a centre-devised assignment or Pearson's adaptable Authorised Assignment Brief, subject to Pearson standards verification, graded Pass or Fail. 10 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Naming and describing personal and societal values

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

    Entry 1 learners list at least two personal values and two values in society with prompts, and Entry 2 and Entry 3 learners outline or identify three or four of each. Learners need the vocabulary of values, such as honesty, empathy and fairness, and can answer in speech, short writing or diagrams. This is required by the assessment criteria.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils choose five value words from a word wall, such as loyalty and respect, and write one sentence each showing what the value looks like at school.
    Year 8
    Pupils sort value cards into personal values and values in society, then describe one from each pile to a partner using an example.
    Year 9
    Pupils write a short profile of their own four main values, defining each one precisely and linking it to an action they take.
    Show the specification wording and the LNF statements

    Where it is in the specification: Assessment criteria, Entry 1 to Entry 3, page 128; Essential information for assessment decisions, Entry 1 to Entry 3, page 129

    “list at least two personal values and two values found in society”
    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.

    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.

  2. Explaining how values were formed

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

    From Entry 2 learners outline how their values were formed, and at Entry 3 and Level 1 they give examples of influences such as upbringing, community, culture and media, describing how values shape their own behaviour. Level 2 learners explain their own values and their origins. This is required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils draw a values tree with roots labelled family, school and friends, and write a sentence for each root about a value it taught them.
    Year 8
    Pupils interview a family member about a value they hold and write a paragraph on where that value came from.
    Year 9
    Pupils write a reflective piece on how media and culture have shaped one of their values, giving a specific example.
    Show the specification wording and the LNF statements

    Where it is in the specification: Assessment criteria, Entry 2 to Level 2, page 128; Essential information for assessment decisions, pages 129 to 130

    “drawing on influences such as upbringing, community, culture, and media”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • 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 write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

  3. Explaining the moral compass and weighing benefits and costs

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

    Entry 3 learners identify two benefits and two costs of values in society, Level 1 learners describe how values form a moral compass for a modern challenge, and Level 2 learners explain at least three benefits and three costs and the difficulties of holding particular values, such as conflict or isolation. Level 2 evidence may be extended written explanations. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils complete a two column table of good and bad results of always telling the truth, then write two sentences using because and but.
    Year 8
    Pupils write a paragraph explaining how a value such as fairness could guide a decision about sharing team places, using connectives such as however and therefore.
    Year 9
    Pupils write a structured explanation of the benefits and costs of acting on a value when tackling climate change, including when holding that value might be difficult.
    Show the specification wording and the LNF statements

    Where it is in the specification: Assessment criteria, Entry 3 to Level 2, page 128; Essential information for assessment decisions, Entry 3, page 129, Level 1 and Level 2, page 130

    “explain at least three benefits and three costs of applying a moral compass”
    Progression step 3

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

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    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.

    Progression step 5

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

  4. Discussing and debating values

    Assessed: Taught, but not assessed

    Annexe C lists discussions and debates and a reflective moral compass as the literacy links, and the unit content covers applying values to dilemmas and modern challenges. The criteria can be met in writing, so discussion is suggested rather than required, although many centres will use it for evidence.

    Literacy: Collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils discuss in small groups whether it is ever right to break a promise, taking turns and giving one reason each.
    Year 8
    Pupils hold a class debate on whether school uniform supports fairness, summarising the other side's point before answering it.
    Year 9
    Pupils debate a dilemma such as reporting a friend who cheated, respond respectfully to opposing views and explain which values guided their position.
    Show the specification wording and the LNF statements

    Where it is in the specification: Annexe C, SfL 28 Literacy Links, page 165

    “Reflective moral compass; discussions/debates; written/presentation evidence linking values to scenarios”
    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.

    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.

  5. Interpreting infographics and weighing costs

    Assessed: Taught, but not assessed

    Annexe C names interpreting simple infographic graphs and visuals, where used, as the only numeracy link, and Entry 3 learners weigh costs such as the financial cost of a decision against its benefits. No criterion requires calculation or data handling, so numeracy is light and not assessed.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a simple bar chart infographic about volunteering in Wales and write two facts it shows.
    Year 8
    Pupils interpret a charity infographic showing how each pound is spent and say whether it supports the charity's stated values.
    Year 9
    Pupils examine an infographic on a modern challenge, spot any misleading scale or missing data, and explain how it could sway people's values.
    Show the specification wording and the LNF statements

    Where it is in the specification: Annexe B, page 158; Annexe C, SfL 28 Numeracy Links, page 165; Essential information for assessment decisions, Entry 3, page 129

    “identify at least two benefits and two costs associated with values in society”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

Good to know

Links with other qualifications

The talk and writing about beliefs, ethics and how society shapes values sit closest to GCSE Religious Studies, which Pearson links through the Religion, Values and Ethics guidance (page 132), and to GCSE Social Studies; explaining and justifying opinions in extended writing supports GCSE English Language and Literature. Within the WJEC Skills Suite, Ethical choices and Faith and belief in the community use similar discussion and explanation. Compared with the WJEC Values for life unit, the Pearson unit is half the size (10 hours, not 20), has one criterion per level instead of four learning outcomes, and asks learners to weigh the benefits and costs of values, which the Level 2 guidance extends to the difficulties of holding particular values.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfL 28: Values for life.