Skills for Life: Faith and Belief in the Community
Faith and belief in the community is a Pearson Skills for Life unit in which learners explore their own beliefs and influences, a festival, ritual or anniversary, and an interfaith task such as an annotated menu for several faith groups, then outline or explain how faith and beliefs lead to pluralism and diversity in Wales. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma at Entry 1 to Level 2, internally assessed and graded Pass or Fail. Literacy runs through every level: making statements about beliefs, researching faith groups, and describing and explaining festivals and pluralism. Numeracy is light: timelines and population data, suggested in Annexe C.
- 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: outline, then identify the benefits of, faith and beliefs in Wales, considering life events, cultural views and the community. Evidence is from centre devised assignments (Pearson's Authorised Assignment Brief can be used or adapted), internally assessed by the centre and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) how faith and beliefs lead to pluralism, diversity and, at Level 2, inclusion in approaches to life events in the community and in Wales. Evidence is from centre devised assignments, internally assessed by the centre and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
Skills that use Representing data
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Using timelines and population data on faith
Annexe C names timelines and population data as the numeracy links, for example a timeline of a festival's origins or census data on faith in Wales. No assessment criterion asks for any calculation or data handling, so this is suggested only, and numeracy demand is low.
Numeracy: Interpreting data, Representing data, Calculation
Getting pupils ready
- Year 7
- Pupils place the key events in the story of Passover on a timeline with dates in the right order.
- Year 8
- Pupils read a bar chart of religion in Wales from the census and write three sentences about what it shows.
- Year 9
- Pupils compare census figures on faith in their local authority and in Wales, work out each group as a percentage, and comment on the differences.
Show the specification wording and the LNF statements
Where it is in the specification: Annexe C, Unit SfL 11 row, page 162
“interfaith harmony. Timelines, population data”
Progression step 3
I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).
I can represent data using:
- lists, tally charts, tables, diagrams and frequency tables
- bar charts, grouped data charts, line graphs and conversion graphs
- pictograms where one symbol represents more than one unit using a key
- Venn and Carroll diagrams.
Progression step 4
I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.
I can express one quantity as a percentage of another.
Good to know
- The unit is Unit SfL 11 with "20" guided learning hours in the unit summary (Section 3, page 5).
- A Pearson unit is achieved at one level only: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- Evidence can be written, spoken or visual: "For this unit there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 56).
- Level 2 evidence should be organised: "The evidence they produce is well-organised and shows understanding of the task" (Essential information, Level 2, page 57).
- The interfaith task and annotated menu referred to on pages 56 to 57 are set out in the Authorised Assignment Brief, and "AABs are not mandatory" (Section 1, page 1).
- Work must be in the learner's own words: "If AI is used, the final submission must be in the learner's own words and reflect their own effort" (Requirements relating to permitted/prohibited resources, page 58).
- Annexe E moves straight from SfL 5 to SfL 18 (page 172), so this unit has no Annexe E evidence row despite the unit text pointing to it (page 58).
Links with other qualifications
Describing and explaining beliefs, festivals and rituals links most closely with WJEC GCSE Religious Studies, which needs the same explaining at greater length and depth, and the Pearson 'What matters' mapping to Religion, Values and Ethics and Humanities (page 58) also links it to WJEC Foundation Humanities. Compared with the WJEC Faith and belief in the community unit, also 20 hours, Pearson asks for one criterion per level and its guidance centres literacy on personal belief statements, a festival account and an interfaith menu, while the WJEC unit spreads defining, comparing, discussing and evaluating across three learning outcomes. Discussion and reflection work is shared with the WJEC Skills Suite units Ethical choices, Values for life and Equality, diversity and inclusion.
Source: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 11: Faith and belief in the community.