Skills for Life: Faith and Belief in the Community

Da gwybod

• 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).

Cysylltiadau â chymwysterau eraill

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.