LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Community Participation

Community participation is a Pearson Skills for Life unit in which learners get to know their community, its groups, services and roles, and plan and take part in a real community activity, with Level 2 learners explaining the value of active citizenship. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, achieved at one level from Entry 1 to Level 2. Literacy sits in listing, describing and explaining community groups and active citizenship, discussing and agreeing plans in a group, and writing posters. Numeracy demand is low: Pearson lists no numeracy link, and number work only arises in organising resources or collecting donations.

Awarding body
Pearson
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
Specification
Open the specification
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list familiar people or places in the community, outline at least four groups, services or places and their purposes, or identify at least three local roles and activities, and take part in a community activity, contributing to its planning at Entry 3. There are no mandatory evidence requirements; the centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.
  • Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe the importance of at least four community groups or services and how they benefit people (Level 1), or explain the value of active citizenship with examples of community participation (Level 2), and at both levels plan and take part in a community activity. The centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Describing community groups, services and their purposes

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 1 learners list familiar people, places or services, Entry 2 learners outline at least four groups, places, people or services and state their purposes, Entry 3 learners identify at least three roles and activities and their purposes, and Level 1 learners describe the purpose and importance of at least four groups or services through the benefits they provide. This is required by the assessment criteria.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils label a map of the area around school with five community places, such as the library and the leisure centre, and write one sentence on what each does.
    Year 8
    Pupils write a short description of two local services, explaining who uses them and how they help.
    Year 9
    Pupils write a structured guide to four local community groups or services, describing the purpose of each and the difference it makes to people's lives.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, assessment criteria Entry 1 to Level 1, page 26; Essential information for assessment decisions, page 27

    “describe the purpose and importance (through the benefits they provide to people) of a range”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can write a comprehensive account of a topic, theme or viewpoint.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

  2. Finding information about local groups and services

    Assessed: Taught, but not assessed

    To identify roles and activities and describe services, learners gather information from leaflets, websites and visits. Pearson lists research as a literacy link for the unit, but the criteria assess what learners can identify or describe, not the research itself, so research is taught, not assessed.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a local community newsletter to find three groups that meet each week and note when and where they meet.
    Year 8
    Pupils skim the websites of two local charities and summarise in their own words what each charity does and how people can help.
    Year 9
    Pupils research the volunteer roles in a local food bank from its website and a visitor talk, and combine the information into a short fact file.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, Essential information for assessment decisions, Entry 3, page 27; Annexe C, page 160

    “identify at least three roles and activities and their purposes within their local community”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    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 use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

  3. Contributing to group planning

    Assessed: In coursework (non-examination assessment, NEA)

    Entry 3 learners contribute to a simple plan for a community activity and carry it out, Level 1 learners take responsibility for some of the planning, such as allocating roles, and Level 2 learners plan with independence and take responsibility for some outcomes. Learners discuss options, agree tasks and work with others. This is required by the assessment criteria from Entry 3.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils take a role in a small group, such as note taker or timekeeper, to agree three jobs for a class charity sale.
    Year 8
    Pupils discuss two ideas for a school community event, listen to each other's reasons, and agree on one with a list of who does what.
    Year 9
    Pupils chair a planning meeting for a community activity, summarising the options, helping the group reach agreement and recording the actions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, assessment criteria Entry 3 to Level 2, page 26; Essential information for assessment decisions, pages 27 to 28

    “They can contribute to a simple plan and be able to implement this for a community activity”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    Progression step 4

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

  4. Explaining the value of active citizenship

    Assessed: In coursework (non-examination assessment, NEA)

    Level 2 learners use their own planning and participation to explain the value of active citizenship and how it lets people take part in social change, with examples such as addressing homelessness or climate change, lobbying the local council or volunteering. This is required by the Level 2 assessment criterion.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils discuss in pairs why people volunteer and write two sentences on how a volunteer they know helps the community.
    Year 8
    Pupils read a short case study of a young volunteer and explain in a paragraph what changed in the community because of their action.
    Year 9
    Pupils debate whether young people can change their community, then write an explanation of the value of active citizenship using an activity they took part in as evidence.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, assessment criterion Level 2, page 26; Essential information for assessment decisions, Level 2, page 28

    “use the planning and participation within the event to explain the value of active citizenship”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

  5. Writing posters and materials for the activity

    Assessed: Taught, but not assessed

    Level 1 guidance gives producing materials to support the activity, such as posters encouraging people to attend, as an example of planning. Pearson lists posters and leaflets as a literacy link. This is an example rather than a requirement, so it is taught, not assessed.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write the wording for a poster advertising a litter pick, including what, when, where and why people should come.
    Year 8
    Pupils write a short leaflet inviting older residents to a school coffee morning, choosing friendly and clear language for that audience.
    Year 9
    Pupils draft two versions of a persuasive leaflet for a community event, one for families and one for local businesses, and explain their choices.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, Essential information for assessment decisions, Level 1, page 27; Annexe C, page 160

    “producing materials to support the activity”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  6. Organising resources and donations for an activity

    Assessed: Taught, but not assessed

    Guidance examples include organising simple resources at Level 1 and taking responsibility for collecting donations, such as at a bake sale, at Entry 3, which can involve counting items, handling money and keeping simple records. Pearson's own mapping gives no direct numeracy link and no criterion requires calculation, so this is taught, not assessed.

    Numeracy: Financial literacy, Strategic competence

    Getting pupils ready

    Year 7
    Pupils count and record the money taken at a class cake sale in a simple table and work out the total.
    Year 8
    Pupils list the resources needed for a coffee morning, work out quantities for the expected number of guests, and order the tasks in a timeline.
    Year 9
    Pupils keep a record of donations to a food bank collection over two weeks, totalling items by type and deciding which items to ask for next.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 4, Essential information for assessment decisions, Entry 3 and Level 1, page 27; Annexe C, page 160

    “taking responsibility for collecting donations, e.g. a bake sale”
    Progression step 3

    • I can plan and track money and savings by keeping accurate records.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can identify, measure or obtain required information to complete the task.

Good to know

Links with other qualifications

Compared with the WJEC Community participation unit, also 20 GLH, Pearson's version has one assessment criterion per level and no separate evaluation criterion, so it asks for less reflective writing; Level 2 learners instead explain the value of active citizenship through their own activity. Describing services and explaining active citizenship support GCSE English Language and Literature and GCSE Social Studies, and Pearson's examples of climate change and homelessness link with GCSE Geography. Community roles and services link with the WJEC VCSE in Public Services, and the WJEC Skills Suite units Democracy in Action, Sustainability in Action and Teamwork cover related ground. Planning money and resources links lightly with GCSE Mathematics and Numeracy.

Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 4: Community participation.