Skills for Work: Fairness and Inclusion in the Workplace
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.
- 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): 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
Skills that use Collaborative talk
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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.
Literacy: Listening as part of collaborative talk, Listening to understand, Collaborative talk, Questioning
Getting pupils ready
- Year 7
- Pupils role play in pairs, one listening well and one not, then say which body language and words made the difference.
- Year 8
- Pupils take part in a group discussion on a school rule, each building on the last speaker's point before adding their own.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
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 listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.
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.
Good to know
- 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).
Links with other qualifications
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.
Source: 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).