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