Skills for Life: Faith and Belief in the Community
Faith and Belief in the Community is an Agored Cymru Skills for Life unit in which learners study a religious or non-religious organised worldview in their own community, the personal worldview of someone they know, and how both kinds of worldview can help or harm community life; at Entry Level 2 and Entry Level 1 the third outcome is about naming local cultures and showing respect for them instead. It is one 20 hour unit at Entry Level 1 to Level 2, assessed by one supervised centre-devised task of no more than 60 minutes and graded Pass or Fail. Literacy demand is medium: every criterion is answered in words, from naming and stating at Entry Level to describing factors, influences and positive and negative impacts at Level 2, in one sitting with no drafting, although audio and video evidence are allowed. Numeracy demand is low: the only link is historical dates, named in the mapping table, and no criterion needs a calculation.
- Awarding body
- Agored Cymru
- 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
- Level 2 (Unit ID CDR914, Unit Code DD12CY046) and Level 1 (Unit ID CDR915, Unit Code DD11CY025): Three learning outcomes and 8 assessment criteria at each level, on organised worldviews, personal worldviews and their impact on the learner's own community. Level 2 learners describe an organised worldview, at least three factors that shaped it and how it influences people's behaviour, then a personal worldview of someone they know, at least three factors that shaped it and how it affects that person's behaviour, and finally how each kind of worldview could have a positive and/or negative impact on the community. Level 1 learners outline and identify the same things. There are no prescribed assessment methods: one centre-devised summative task under the mandatory Summative Assessment Package in Appendix A, completed under direct supervision in no more than 60 minutes, with no AI, no drafting and no feedback once it starts. Internally assessed by the centre and moderated by Agored Cymru. Pass or Fail. 20 guided learning hours, 2 credits.
- Entry Level 3 (Unit ID CDR916, Unit Code DD1E3CY001): Three learning outcomes and 8 assessment criteria. Learners identify a group with a religious or non-religious worldview in the community, outline one thing that has influenced it and give one example of how it behaves because of its beliefs; identify a person's beliefs, something that influenced them and something they do because of them; then state a way a group helps the community and a way it can cause problems, and a good and a bad thing a person's belief can do. No prescribed assessment methods; same Appendix A conditions as the other levels. Internally assessed, Pass or Fail. 20 guided learning hours, 2 credits.
- Entry Level 2 (Unit ID CDR917, Unit Code DD1E2CY001) and Entry Level 1 (Unit ID CDR918, Unit Code DD1E1CY001): Learning outcomes 1 and 2 match Entry Level 3 (name a group, identify three things (Entry 2) or name one thing (Entry 1) that influenced it, give an example of its behaviour, identify a person's beliefs and an influence on them). Entry 2 also asks what the person does because of their beliefs; Entry 1 drops that criterion. Learning outcome 3 is different from the higher levels: learners know different cultures in the community, naming at least three (Entry 2) or at least two (Entry 1), identifying or indicating their features such as beliefs and celebrations, and identifying ways to show respect for other cultures. No prescribed assessment methods; same Appendix A conditions. Internally assessed, Pass or Fail. 20 guided learning hours, 2 credits.
The literacy and numeracy skills in this qualification
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Describing an organised worldview and what has shaped it
Learners describe (Level 2), outline (Level 1) or identify and name (Entry Level) an organised religious or non-religious worldview in their community, such as Christianity, Islam, Sikhism or Humanism, the factors that shaped it, such as history, culture, important people, events, teachings and traditions, and how it influences people's behaviour through charity work, festivals, moral choices, dress or diet. Level 2 and Level 1 need at least three factors.
Literacy: Planning and organising for different purposes, audiences and context, Clarity and vocabulary, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils write 5 sentences about a faith group in their town, using the words worship, festival and teaching correctly.
- Year 8
- Pupils write a paragraph on three things that shaped Sikhism, such as Guru Nanak, the langar tradition and Vaisakhi, linking each to what Sikhs do today.
- Year 9
- Pupils write a structured account of how Humanism developed and how its ideas shape the choices Humanists make, using connectives such as because and therefore.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, learning outcome 1, AC 1.1 to 1.3, pages 43 to 44 (Level 2), 46 (Level 1), 48 to 49 (Entry Level 3), 50 to 51 (Entry Level 2) and 53 to 54 (Entry Level 1)
“Describe the factors that have shaped the organised worldview”
Progression step 3
I can write a comprehensive account of a topic, theme or viewpoint.
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
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Finding out about and describing a personal worldview
Learners describe, outline or identify the beliefs of a real person in their community, such as a neighbour, teacher, family member or local figure, the factors that shaped them (Level 2 and Level 1 need at least three, such as family, friends, culture, experiences, books, media, education and religion), and how those beliefs affect what the person does. In practice this means asking someone about their beliefs, listening carefully and reporting their view fairly.
Literacy: Listening to understand, Questioning
Getting pupils ready
- Year 7
- Pupils ask a partner 3 prepared questions about what matters most to them and write down the answers accurately.
- Year 8
- Pupils interview a member of staff about what has influenced their values, take notes, and report back to the class in their own words.
- Year 9
- Pupils interview a family member or local figure about their beliefs, then write a fair summary of the person's view and how it shapes the way they live.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, learning outcome 2, AC 2.1 to 2.3, pages 44 (Level 2), 47 (Level 1), 49 (Entry Level 3), 51 (Entry Level 2) and 54 (Entry Level 1)
“This could be a neighbour, teacher, family member, or local figure.”
Progression step 3
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 use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.
Progression step 4
I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.
I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.
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Weighing the positive and negative impact of beliefs
At Entry Level 3, Level 1 and Level 2, learners state, outline or describe how an organised worldview and a personal worldview could have a positive and/or negative impact on their community, such as promoting kindness, helping others and community spirit, or causing disagreement, creating division and limiting acceptance of diversity. Writing about this needs balance, empathy and care with wording.
Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils list two ways a local faith group helps people in the area and one way beliefs can lead to disagreement, then share their list with a partner.
- Year 8
- Pupils write a balanced paragraph on how a food bank run by a church helps the community, and how disagreements about beliefs can divide people.
- Year 9
- Pupils write a short report weighing the positive and negative effects of one personal belief on a community, using the language of balance such as however and on the other hand.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, learning outcome 3, AC 3.1 and 3.2, pages 44 (Level 2), 47 (Level 1) and 49 (Entry Level 3)
“could have a positive and/or negative impact”
Progression step 3
I can read to identify different people’s viewpoints on various subjects and develop empathy.
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 use summary, discussion of issues, detailed explanations and logic when covering a topic.
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Naming local cultures and ways to show respect
At Entry Level 2 and Entry Level 1, learning outcome 3 asks learners to name cultures found in their community (at least three at Entry 2, at least two at Entry 1), identify or indicate their features, including beliefs and how they celebrate, and identify ways to show respect for other cultures, such as appropriate greetings.
Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Purpose
Getting pupils ready
- Year 7
- Pupils name three cultures found in their school community and write one sentence on how each celebrates a special day.
- Year 8
- Pupils learn greetings used by different cultures in Wales and make a labelled poster explaining when each one is used.
- Year 9
- Pupils write a short guide for new pupils on 3 ways to show respect for cultures different from their own, with a reason for each.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, learning outcome 3, AC 3.1 to 3.3, pages 51 (Entry Level 2) and 54 (Entry Level 1)
“Identify ways to show respect for other cultures.”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
Progression step 4
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
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Discussing belief with respect and reading faith texts
The Literacy row of the mapping table says the unit encourages reading and interpreting texts from a range of faith traditions and supports respectful written and spoken expression on sensitive topics. No criterion asks learners to read a sacred text or take part in a discussion, so this is part of teaching rather than the assessment.
Literacy: Collaborative talk, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils read a short story from a faith tradition, such as the Good Samaritan, and explain in their own words what it teaches about helping others.
- Year 8
- Pupils agree ground rules for talking about beliefs, then hold a small group discussion on whether religious festivals should be school holidays.
- Year 9
- Pupils compare short passages on kindness from two faith traditions and a Humanist text, then discuss the similarities using respectful language.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, mapping table, Literacy, page 56
“Supports respectful written and spoken expression on sensitive topics”
Progression step 3
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
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 use talk in a range of authentic contexts to explore challenging or contentious issues.
I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.
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Writing a complete answer in one supervised sitting
Appendix A says learners must produce their own reference materials before the task, drafting and redrafting are not permitted, feedback stops once the task starts, and the assessment takes no more than 60 minutes. Learners need to plan from their own notes and write, or record, a complete answer first time.
Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils turn a page of notes on a festival into a short timed paragraph, written in one go without help.
- Year 8
- Pupils make a one page set of notes on a faith group, then use only those notes to answer two questions in 20 minutes.
- Year 9
- Pupils plan from their own notes and write a timed answer on how a belief shapes behaviour, then check it against the question before handing it in.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix A, Summative Assessment Package, 4. Assessment parameters, page 106
“Drafting and redrafting are not permitted in this summative task.”
Progression step 3
I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.
I can explore different ways to plan, draft and present my work appropriately.
Progression step 4
I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
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Using historical dates and the festival calendar
The Numeracy row of the mapping table says the unit uses numerical information in historical dates. Learners may use dates when describing the history and events that shaped a worldview, or when looking at when festivals fall in the year. No criterion asks for dates or calculations, so this is taught, not assessed.
Numeracy: Measurement, Calculation, Interpreting data
Getting pupils ready
- Year 7
- Pupils mark the dates of Christmas, Diwali, Eid al Fitr and Vaisakhi on this year's calendar and work out how many weeks lie between each.
- Year 8
- Pupils make a timeline of 5 key events in the history of one faith and calculate how many years ago each happened.
- Year 9
- Pupils explain why some festivals move date each year, using lunar and solar calendars, and compare dates across 3 years in a table.
Show the specification wording and the LNF statements
Where it is in the specification: Faith and Belief in the Community, mapping table, Numeracy, page 56; AC 1.2 amplification, page 43
“Uses numerical information in historical dates”
Progression step 3
I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.
I can add and subtract numbers using whole numbers and decimals.
Progression step 4
I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.
I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.
Good to know
- Learners can count the unit at one level only: "multiple levels of the same unit title are not permitted" (Section Two, Unit aggregation, page 9). The exception is British Sign Language, not this unit.
- Every level is 20 guided learning hours and 2 credits, with a lower age restriction of 14 (unit tables, pages 43, 46, 48, 50 and 53).
- The centre chooses the evidence: "There are no prescribed assessment methods for this unit." (pages 44, 47, 49, 51 and 54).
- No special resources are needed: "There are no minimum resource requirements for this unit." (pages 44, 47, 49, 51 and 54).
- The summative assessment is short: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, page 106).
- The assessment is supervised: "All assessment production must be completed under direct supervision" (Appendix A, page 106).
- AI is banned outright, which is stricter than Pearson's acknowledge-it rule: "AI tools must not be used at all." (Appendix A, page 106).
- Learners bring their own notes: "Learners must produce their own reference materials, in preparation for completing their summative assessment." (Appendix A, page 106).
- One attempt at the work: "Drafting and redrafting are not permitted in this summative task." (Appendix A, page 106), and "There are no resubmission opportunities available for these qualifications." (Section Five, page 99).
- Evidence can be "Digital (or written) documents", audio, video or an "E-portfolio, through online submission." (Appendix A, page 106).
- Agored has written exemplar assessments for this unit, but they sit outside the specification: "These exemplars are constructed using Microsoft Word" (Section Five, page 98).
- The command words set the depth: "Describe" means detailed, factual information in a logical way, while "Outline" means "Give the main characteristics or key points/features" (Command Word Definitions, page 93).
- Entry Level 2 and Entry Level 1 do not assess the impact of worldviews. Their learning outcome 3 is "Know different cultures in the community." (pages 51 and 54), while Entry Level 3, Level 1 and Level 2 ask about positive and negative impact.
- The Literacy row of the mapping table names "reading and interpreting texts from a range of faith traditions" and "respectful written and spoken expression on sensitive topics" (page 56); no criterion asks learners to read a sacred text.
- The only numeracy link is one line in the mapping table: "Uses numerical information in historical dates" (page 56). No criterion asks for a date or a number beyond counting factors.
- Several criteria set a minimum count, for example "At least three factors." (Level 2, page 43) and "At least two ways." (Entry Level 2, page 51).
Links with other qualifications
Describing worldviews and their impact links most closely with WJEC GCSE Religious Studies, which asks for the same describing and explaining at greater length, and with WJEC GCSE English Language, where learners also write and speak about other people's views with sensitivity. Agored maps the unit to the Humanities Area of Learning and Experience (page 45). Related Skills for Life units in the same suite are Equality, Diversity and Inclusion; Ethical Choices; Understanding Self and Others; Values for Life; and Community Participation (page 13). Compared with the WJEC Faith and belief in the community unit, also 20 hours, Agored asks learners to describe rather than discuss and evaluate, and centres the writing on one organised and one personal worldview. Pearson's version puts its literacy into personal belief statements, a festival account and an interfaith menu task. Agored is the only one of the three to make the whole piece of writing a single supervised task with no drafting.
Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Faith and Belief in the Community.