LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Fairness and Inclusion in the Workplace

Fairness and inclusion in the workplace is a Skills for Work unit in which learners find out what makes a workplace inclusive and fair, such as respect, equal opportunities, accessible environments and inclusive language, and plan how to develop their own open communication skills in their setting. It is one 10 hour unit that learners combine with others into a Pearson Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2, and it is assessed internally by the centre. Literacy sits in reading given case studies, describing and explaining features with examples, using active listening and inclusive language, and writing a development plan. There is no numeracy in the criteria or guidance.

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 Entry level: learners state the meaning of (Entry 1), outline the key features of (Entry 2) or identify the features of (Entry 3) a fair and inclusive workplace, and give one way, ways, or at Entry 3 a simple plan, to develop their own skills to support open communication in their own setting. Evidence is assessed internally by the centre through a centre-devised assignment, which can be based on Pearson's Authorised Assignment Brief, and is quality assured by Pearson standards verification. 10 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each level: learners describe (Level 1) or explain (Level 2) the features of an inclusive and fair workplace and produce an appropriate (Level 1) or detailed (Level 2) plan for developing skills and strategies to support open communication in their own setting. Evidence is assessed internally by the centre and quality assured by Pearson standards verification. 10 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing and explaining features of an inclusive workplace

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

    Learners state, outline or identify features of an inclusive and fair workplace at Entry level, describe them with three or four examples and why each matters at Level 1, and explain them with at least five examples and the measures used to achieve them at Level 2. This is required by the assessment criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils list three ways a school treats everyone fairly and write one sentence explaining why each one matters.
    Year 8
    Pupils write a paragraph describing an accessible workplace, using the terms equal opportunities, reasonable adjustment and inclusive language correctly.
    Year 9
    Pupils write a structured explanation of five features of an inclusive workplace, giving an example, a reason and a measure an employer could take for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 1, assessment criteria Entry 1 to Level 2, page 12; Essential information for assessment decisions, pages 13 to 14

    “Learners can describe the key features of inclusive workplaces, supporting their description with at least three or four examples”
    Progression step 3

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

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

    Progression step 4

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

    • 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. Reading given workplace case studies

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

    Entry 3 learners gather information from given simple sources such as workplace case studies, and Level 2 learners select relevant information from a limited range of given sources and check its accuracy. This reading underpins the examples the criteria require at every level.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short story about a new worker and underline two things the employer did to make them feel welcome.
    Year 8
    Pupils read two workplace case studies and complete a table of what each employer does well and what it could improve.
    Year 9
    Pupils read three case studies, select the information that shows fair or unfair treatment, and summarise the measures each employer used.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 1, Levels of supervision and support before and during assessment, Entry 3 and Level 2, page 14

    “They can select and use relevant information from a limited range of given sources.”
    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 evaluate the usefulness and reliability of texts.

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

  3. Using active listening and open communication

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

    Entry 1 learners state one way to support open communication, such as appropriate body language, Entry 2 learners outline two ways such as active listening, and Level 1 and Level 2 learners identify skills and strategies for open communication in their own setting. This is required by the assessment criteria at every level.

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

    Getting pupils ready

    Year 7
    Pupils practise active listening in pairs, nodding and asking one follow up question, then swap roles and say what helped.
    Year 8
    Pupils take part in a group discussion on a fairness scenario and each must summarise the previous speaker's point before adding their own.
    Year 9
    Pupils lead a short team meeting role play, using questions and summaries to make sure every member's view is heard and agreed actions are recorded.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 1, assessment criteria Entry 1 to Level 2, page 12; Essential information for assessment decisions, Entry 1 and Entry 2, page 13

    “using active listening, appropriate body language and facial expressions”
    Progression step 3

    • 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.

  4. Choosing inclusive and respectful language

    Assessed: Taught, but not assessed

    Inclusive language is given as an example feature of an inclusive workplace at Entry 2, and language is named in the unit's aim. Learners may choose it as one of the features they describe, but the criteria do not require it specifically.

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

    Getting pupils ready

    Year 7
    Pupils swap gendered job titles such as fireman for inclusive ones such as firefighter and explain the change.
    Year 8
    Pupils rewrite a workplace notice so that it uses inclusive language and plain English for all staff.
    Year 9
    Pupils give a short talk to new staff on respectful language at work, choosing words and tone that show empathy and respect.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 1, Purpose and Aim, page 12; Essential information for assessment decisions, Entry 2, page 13

    “creating an accessible environment and using, inclusive language”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

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

  5. Writing a plan to develop open communication

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

    Entry 3 learners produce a simple plan with a few areas and activities, Level 1 learners an appropriate plan with targeted actions, and Level 2 learners a detailed plan for a number of specific skills and strategies in their own setting. This is required by the assessment criteria from Entry 3.

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

    Getting pupils ready

    Year 7
    Pupils write two targets for listening better in class and one action for each.
    Year 8
    Pupils draft a plan with headings for the skill, the action, who will help and when, then improve it after teacher feedback.
    Year 9
    Pupils write a detailed plan for improving communication in a school club, with specific skills, strategies and linked reasons for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 1, assessment criteria Entry 3 to Level 2, page 12; Essential information for assessment decisions, Entry 3 to Level 2, pages 13 to 14

    “by producing a detailed plan to develop a number of specific skills and strategies they have identified for their own setting”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

Good to know

Links with other qualifications

Describing and explaining equality and inclusion links to GCSE Social Studies and GCSE Religious Studies, and the active listening and open communication strand links to the oracy in GCSE English Language and Literature and to the WJEC Skills Suite units Customer service and Equality, diversity and inclusion. Compared with the WJEC Fairness and inclusion in the workplace unit, which is 20 guided learning hours with three learning outcomes and more reading about diversity, discrimination law and case studies, the Pearson unit is 10 guided learning hours and its literacy centres on describing features of an inclusive workplace with examples and writing a personal plan for open communication.

Source: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfW 1: Fairness and inclusion in the workplace.