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 Purpose
-
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.
Literacy: Purpose, Planning and organising for different purposes, audiences and context, Understanding, response and analysis
Getting pupils ready
- Year 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.
- Year 8
- Pupils read a short story about someone ignored at a club and write a diary entry from that person's point of view.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can write about my thoughts, feelings and opinions, showing empathy and respect.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
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).