LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Community Participation

Community participation is a Skills for Life unit in which learners find out about local services, learn about active citizenship and sustainability, and plan, take part in and evaluate a community activity or project. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy sits in describing, comparing and explaining services, working with others, and reflecting on and evaluating their contribution, which can be spoken, recorded or written. Numeracy is light and suggested only: planning time, money and resources, and keeping simple logs and charts.

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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (knowing the community and local services, active citizenship and sustainability, and taking part in a simple community activity or project), each with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (understanding the community and local services, the impact of active citizenship and sustainability, planning and taking part in a community activity or project, and evaluating it), each with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

Skills that use Planning and organising for different purposes, audiences and context

  1. Describing, comparing and explaining local services

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

    Learners move from pointing out places and services at Entry 1 to describing how services support people at Entry 3, describing services and their users at Level 1, and comparing services and explaining how they meet different needs at Level 2. Evidence may be spoken, written or visual. 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 their area with four local services and write one sentence on what each one does.
    Year 8
    Pupils describe two local services, such as the library and the pharmacy, saying who uses each one and why.
    Year 9
    Pupils write a short comparison of a food bank and a health centre, explaining how each meets a different need in the community.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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

    “Give a description of how two community services support people.”
    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. Reflecting on and evaluating own contribution and sustainability

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

    At Level 1 learners describe their contribution, say what went well and one area for improvement, and reflect on sustainability. At Level 2 they evaluate their contribution against their role and responsibilities, and evaluate the sustainability of the activity, suggesting improvements. Reflections can be written, audio, video or scribed, and are required by the assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils complete a short reflection sheet after a class recycling task, saying what they did and one thing that went well.
    Year 8
    Pupils record a one minute audio reflection on a school garden project, naming one thing to improve next time and why.
    Year 9
    Pupils write a short evaluation of their role in a charity event and whether the event could be run again without extra money or volunteers.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 6; Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 6

    “Identify what went well and one area for improvement.”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • 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 share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

  3. Writing promotional posters and leaflets

    Assessed: Taught, but not assessed

    Suggested activities include making posters or signs for a local event at Entry Level and a poster, leaflet or digital content to promote a community initiative at Level 1 and Level 2. Learners write short, clear text for a public audience. No criterion requires this, so it is taught rather than assessed.

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

    Getting pupils ready

    Year 7
    Pupils write a poster for a class litter pick with a heading, the date, the place and what to bring.
    Year 8
    Pupils write a leaflet for a uniform swap that explains why reusing uniform helps families and the environment.
    Year 9
    Pupils write two versions of an event notice, one for parents and one for younger pupils, changing the wording and tone for each audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, page 9

    “Make posters or signs to support a local event or community initiative”
    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.

Good to know

Links with other qualifications

The pack names GCSE Social Studies and VCSE Public Services as related WJEC qualifications, and Democracy in action, Equality, diversity and inclusion, Ethical choices, Everyday law, Faith and belief in the community, Sustainability in action, Teamwork, Values for life and Sustainable economic development as closely related Skills Suite units. Describing local services and evaluating sustainability also links with GCSE Geography, and planning time and money for an event links with GCSE Mathematics and Numeracy.

Source: WJEC Community participation 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).