Skills for Life: Values for Life
Values for Life is a Skills for Life unit on personal, societal and cultural values and how they guide decisions and ethical choices. 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: learners recognise, describe, explain, analyse and evaluate values in talk and writing, discuss differences respectfully and read case studies, and Appendix A maps the unit to Literacy. Extended writing is not required. Numeracy demand is low because no criterion, amplification point or suggested activity involves number 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 personal values and why they matter, values held by society and their purpose, differences between personal values and those of others, and how values help guide decisions and behaviour. 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 how personal values shape actions and decisions, the role of societal and cultural values in shaping behaviour, similarities and differences between personal values and those of others, and how values act as a moral compass in a changing world. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Collaborative talk
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Discussing and debating differing values respectfully
Entry learners recognise or suggest differences between their own values and those of others, Level 1 learners describe those differences and why people hold different values, and Level 2 learners analyse the impact of differing values on relationships or groups and explain how people manage or resolve them. The criteria are required; debating a vocational dilemma, such as reporting a mistake, is a suggested activity.
Literacy: Listening to understand, Questioning, Collaborative talk
Getting pupils ready
- Year 7
- Pupils stand along a line from agree to disagree for statements such as 'it is fine to tell a white lie' and explain their position to someone standing elsewhere.
- Year 8
- Pupils hold a small group discussion on whether school uniform is fair, each giving a reason and then summarising a view different from their own.
- Year 9
- Pupils debate a workplace dilemma, such as fairness in shift planning, keeping to a respectful structure and responding directly to the other side's points.
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, page 9
“Exploring respect, empathy and constructive communication.”
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 ask and answer questions, building on and developing the ideas of others in group discussions.
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
Progression step 4
I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.
I can sustain a convincing point of view, anticipating and responding to other perspectives.
I can use talk in a range of authentic contexts to explore challenging or contentious issues.
Progression step 5
I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.
Good to know
- The unit codes are S628E1, S628E2, S628E3, S628L1 and S628L2, 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 11), and evidence can include "Audio recordings of learner discussions, reflections, or explanations" (page 11).
- Spelling is not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 11).
- 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 overview says the unit builds "Literacy through discussion and written tasks" (Unit overview, page 4), and Appendix A of the specification ticks Literacy but not 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 Religious Studies and GCSE Social Studies, along with AS and A level Sociology, as linked WJEC qualifications; both GCSEs ask learners to explain, analyse and evaluate beliefs and values in writing and discussion, so the explaining and evaluating here is a step towards them. Debating dilemmas and reading case studies for implied attitudes also build GCSE English Language and Literature skills in spoken argument and inference. Within the Skills Suite the pack names closely related units including Ethical choices, Democracy in action, Faith and belief in the community, Understanding self and others, and Personal development planning.
Source: WJEC Values for life 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).