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 Reading strategies
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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.
Literacy: Understanding, response and analysis, Reading strategies
Getting pupils ready
- Year 7
- Pupils read a short scenario about a new pupil left out of a group and underline what shows how she feels.
- Year 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.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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”
Progression step 3
I can read to identify different people’s viewpoints on various subjects and develop empathy.
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 read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.
I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.
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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.
Literacy: Understanding, response and analysis, Reading strategies
Getting pupils ready
- Year 7
- Pupils read a child friendly summary of the Equality Act and list three of the protected characteristics.
- Year 8
- Pupils read an ACAS web page on reasonable adjustments and write two examples an employer might make.
- Year 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.
Show the specification wording and the LNF statements
Where it is in the specification: 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.”
Progression step 3
I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
Progression step 4
I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.
I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.
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).