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.
Skills that use Planning and organising for different purposes, audiences and context
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Describing and explaining features of an inclusive workplace
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.
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Writing a plan to develop open communication
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
- The unit is listed as "SfW 1 Fairness and Inclusion in the Workplace 10", so it is only 10 guided learning hours (Unit summary, page 5), half the 20 hours of the WJEC unit with the same title.
- A unit can be passed only once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- The number of examples rises with the level, from one at Entry 1 to "at least five examples, including why each is important" at Level 2 (Essential information for assessment decisions, page 13).
- Evidence can be practical or written: assignments "can include both practical and written tasks" (Assessment of units, page 9), and "there are no mandatory evidence requirements" for this unit (page 13).
- Pearson's Annexes B and C tick a numeracy link and give it as "cost" (pages 116 and 118), but nothing in the assessment criteria or the Essential information for assessment decisions involves cost or any other number work.
- The Entry 2 guidance has a stray comma in "using, inclusive language" (page 13), a small typing error that does not change the meaning.
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.