Skills for Work: Fairness and Inclusion in the Workplace
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Fairness and inclusion in the workplace is a 20 hour Skills for Work unit about diversity, respect, equality, equity and inclusion, the benefits they bring to people and organisations, and how individuals and employers keep workplaces fair, including anti-discrimination law at Level 2. It is one unit that learners combine with others into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy sits in using the vocabulary of equality, describing and explaining benefits, reading case studies and legislation, and respectful listening and speaking in discussion and role play. There is no numeracy in the criteria or amplification.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (what diversity means, the benefits of diversity in work or school, treating others with respect), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S658E1, S658E2 and S658E3
- Level 1 and Level 2: Three learning outcomes (equality, diversity and inclusion in the workplace, their value to individuals and workplaces, contributing to fair and inclusive workplaces), evidence compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S658L1 and S658L2
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Explaining equality, diversity and inclusion in precise vocabulary
Learners say what diversity means, from identifying simple ways people differ at Entry 1 to explaining equality, diversity and inclusion at Level 1 and their importance at Level 2. The amplification adds terms such as equity, equality of opportunity and protected types of diversity, and the explanations are required by the assessment criteria for learning outcome 1.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils match the words diversity, equality and inclusion to simple definitions and give one school example of each.
- Blwyddyn 8
- Pupils write their own definitions of equality and equity and use a picture of people of different heights watching a match to explain the difference to a partner.
- Blwyddyn 9
- Pupils write a short explanation of equality, diversity and inclusion at work, using terms such as equality of opportunity and reasonable adjustment correctly.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6; amplification of LO1, pages 7 and 8
“Explain what is meant by equality, diversity and inclusion in the workplace.”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
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Describing and explaining the benefits of diversity and inclusion
Learners describe benefits for individuals and for schools or workplaces, from identifying one benefit at Entry 1 to describing specific benefits at Level 1 and analysing how promoting equality, diversity and inclusion improves relationships and performance at Level 2. This writing or talk is required by the assessment criteria for learning outcome 2.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen
Paratoi disgyblion
- Blwyddyn 7
- Pupils list two ways a mixed group helped them in a class project and write a sentence about each.
- Blwyddyn 8
- Pupils write a paragraph describing how a team with people of different ages and backgrounds can make better decisions, using connectives such as because and as a result.
- Blwyddyn 9
- Pupils write a short analysis of how an inclusive culture could improve teamwork and results in a workplace case study, linking each point to evidence.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.1 and 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of LO2, page 8
“Analyse how promoting equality, diversity and inclusion can improve workplace relationships and performance.”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Reading case studies, scenarios and workplace examples
The unit overview says learners read case studies and scenarios, and the amplification asks Level 2 learners to use case studies to support their answers and Level 1 and Level 2 learners to explore best practice examples of inclusive workplaces. Annotated case studies are a possible evidence source, but reading them is not named in any assessment criterion.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short scenario about a new pupil left out of a group and underline what shows how she feels.
- Blwyddyn 8
- Pupils annotate a one page case study of a workplace that made changes for a disabled employee, marking what was done and why it helped.
- Blwyddyn 9
- Pupils read two workplace case studies, one inclusive and one not, and use quotations from both to support a written answer on what makes a workplace fair.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit overview, integral and cross curricular skills, page 3; amplification of LO2 and LO3, pages 8 and 9; Possible sources of evidence, page 11
“use case studies to support their answers”
Cam cynnydd 3
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
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Reading about anti-discrimination law and workplace measures
Level 1 learners describe one workplace measure that protects people from discrimination and Level 2 learners analyse the relevant legislation, which the resources link to the Equality Act 2010 and protected characteristics. This is required by the assessment criteria at Level 1 and Level 2 only.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a child friendly summary of the Equality Act and list three of the protected characteristics.
- Blwyddyn 8
- Pupils read an ACAS web page on reasonable adjustments and write two examples an employer might make.
- Blwyddyn 9
- Pupils read guidance on the Equality Act 2010 from two sources and write a summary of how it protects workers from discrimination, with one example for each point.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 6; amplification of LO3, page 9; Resources available to support delivery, page 12
“Analyse relevant legislation which protects individuals from discrimination in work.”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
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Listening and speaking respectfully in discussion and role play
Learners show and describe respectful behaviour, from choosing examples at Entry 1 to describing ways to show respect at Entry 3 and explaining how individual actions and behaviours make a workplace fair at Level 2. The amplification lists listening, polite language and verbal and non-verbal communication strategies, and the suggested activities use listening role plays and group discussion.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Gwrando i ddeall, Siarad cydweithredol, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils role play in pairs, one listening well and one not, then say which body language and words made the difference.
- Blwyddyn 8
- Pupils take part in a group discussion on a school rule, each building on the last speaker's point before adding their own.
- Blwyddyn 9
- Pupils discuss a workplace scenario in a group, respond to views they disagree with calmly and respectfully, and agree three behaviours that would make the team more inclusive.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.1 to 3.3, page 5; Level 1 and Level 2, learning outcome 3, assessment criterion 3.1, page 6; amplification of LO3, page 9; Suggested activities, page 10
“Explain how individual actions and behaviours contribute to a fair and inclusive workplace.”
Cam cynnydd 3
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Rwy’n gallu gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Cam cynnydd 4
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
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Describing how people feel when they are not respected
Entry Level learners show, describe and then explain how someone might feel if they are not respected and the impact of disrespect, using feelings such as left out, alone and frustrated from the amplification. Level 1 and Level 2 learners feed back on fictional inclusion and exclusion scenarios in the suggested activities, without disclosing personal experiences.
Llythrennedd: Diben, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at picture cards of everyday situations and choose words such as left out or frustrated to say how each person might feel.
- Blwyddyn 8
- Pupils read a short story about someone ignored at a club and write a diary entry from that person's point of view.
- Blwyddyn 9
- Pupils discuss a fictional workplace scenario where a colleague is excluded, and write a reflection on its impact on the person and on the team.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Entry Level, learning outcome 3, assessment criteria 3.2 and 3.3, page 5; amplification of LO3, page 9; Suggested activities, page 10
“Describe the impact of respectful and disrespectful behaviour on individuals in your setting.”
Cam cynnydd 3
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i ddod i'm casgliadau fy hun.
Da gwybod
- Unit codes run from Entry 1 to Level 2: "S658E1" to "S658L2", 20 guided learning hours (Unit overview, page 3).
- No special equipment is needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 13).
- Extended writing is not expected: "extended written work is not required unless appropriate", and judgements should not focus on "spelling or presentation, unless specifically assessed" (Sources of evidence, page 10).
- Entry Level answers can be pictorial: "learners could use images, scenarios or picture cards to give their answers" (Suggested activities, page 10), and the specification accepts "video/audio recordings" (section 4.1, page 18).
- Topics are sensitive: scenario work should be handled so that "learners are not required to disclose personal experiences" (Suggested activities, page 10).
- AI can be used only if acknowledged. Learners "risk committing malpractice if AI is misused", for example "Copying or paraphrasing whole responses of AI-generated content." (section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may adapt them or write their own (section 4.1, page 18).
Cysylltiadau â chymwysterau eraill
The closest link is the Skills for Life unit Equality, diversity and inclusion, which covers the same ideas outside a work context; its pack names GCSE Social Studies and GCSE Religious Studies as related WJEC qualifications. Within the Skills Suite, the pack suggests delivering this unit alongside Building a growth mindset, Customer service, Rights and responsibilities in the workplace, Understanding the changing labour market and Wellbeing in work. The pack itself names no GCSE, VCSE or Foundation qualification.
Ffynhonnell: WJEC Fairness and inclusion in the workplace 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).