LNF Cymru Literacy and numeracy for Wales

← All qualifications

Skills for Life: Faith and Belief in the Community

Faith and belief in the community is a 20 hour Skills for Life unit, one of the units learners combine into a Skills for Life or Skills for Work Award, Certificate or Diploma at Entry Level or Level 1 and 2. Learners find out what faith and belief mean, how beliefs are expressed in the community and how belief affects people and society. Literacy runs through every criterion: naming and giving examples at Entry Level, then defining, describing, explaining, comparing, discussing and evaluating at Levels 1 and 2, in speech or writing. Numeracy is light and optional, limited to a suggested survey or map of local places of worship.

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 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: Three learning outcomes 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.

The literacy and numeracy skills in this qualification

  1. Using the vocabulary of faith and belief

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

    Learners name a faith, a symbol and a place of worship at Entry 1 and give key features at Entry 2 and 3. At Level 1 they define faith and belief with an example of each, and at Level 2 they distinguish religious, moral and personal beliefs, using terms the amplification sets out such as gurdwara, synagogue, imam and Humanism.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match cards naming six places of worship, leaders and symbols to the right faith, then use three of the words in their own sentences.
    Year 8
    Pupils write one sentence definitions of faith, belief, worship and festival and use each word correctly when explaining a photo of a local place of worship.
    Year 9
    Pupils sort statements into religious, moral and personal beliefs and write a short paragraph explaining the difference, using the correct terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria L1 1.1 and L2 1.1, page 6; Entry Level, learning outcome 1, page 5; amplification of LO1, page 8

    “Define the terms 'faith' and 'belief', giving one example of each.”
    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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  2. Describing and explaining how beliefs are expressed in the community

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

    Learners describe two ways beliefs are expressed at Entry 3, explain how individuals and groups express their beliefs at Level 1, and analyse this and evaluate how expressions of belief contribute to community identity and diversity at Level 2. The command words step up from show and give to describe, explain, analyse and evaluate, and evidence can be spoken or written.

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

    Getting pupils ready

    Year 7
    Pupils write three sentences describing how a local church or mosque is used by the community, using a photo and a word bank.
    Year 8
    Pupils explain in a paragraph how a faith-run food bank shows belief in action, using because and so that to link ideas.
    Year 9
    Pupils write a short structured piece explaining how two festivals in their town bring people together, ending with a judgement on which does more for the whole community and why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion E3 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria L1 2.1, L2 2.1 and L2 2.3, page 6

    “Explain how individuals and groups express their beliefs in the community.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    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.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

  3. Comparing similarities and differences between beliefs and groups

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

    Learners compare simply their own experiences with those of another community at Entry 3, and at Level 2 discuss similarities and differences in how people express faith and belief and in how groups express beliefs. Suggested comparison tasks and comparison charts help, for example Christian and Muslim prayer, festivals, clothing and symbols.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two short texts about Eid and Christmas and fill in a two column table of what is the same and what is different.
    Year 8
    Pupils read about prayer in two faiths from a book and a website and complete a Venn diagram, then write two sentences summarising the main similarity.
    Year 9
    Pupils use three sources to compare how two faith groups in Wales mark a life event, then write a short comparison that explains why the differences exist.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, assessment criterion E3 2.3, page 5; Level 2, assessment criteria L2 1.3 and L2 2.2, page 6; Sources of evidence, page 10

    “Discuss similarities and differences in the ways that beliefs are expressed across groups.”
    Progression step 3

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    Progression step 5

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

  4. Discussing beliefs and respect with sensitivity

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

    Learners give examples of how people show respect for different beliefs at Entry 2, describe how respect supports community life at Entry 3 and Level 1, and at Level 2 discuss the consequences of respecting or not respecting beliefs. Group discussion and respect scenarios are suggested ways to gather this evidence, recorded or observed.

    Literacy: Listening to understand, Collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils take turns in a small group to say one way to show respect when visiting a place of worship, listening and adding to the previous speaker's idea.
    Year 8
    Pupils discuss a scenario where someone laughs at a classmate's fast during Ramadan, agreeing in their group what should happen and explaining why.
    Year 9
    Pupils hold a structured discussion on what happens to a community when beliefs are not respected, responding to each other's points before writing their own conclusion.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, assessment criteria E2 3.2 and E3 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria L1 3.2 and L2 3.2, page 6; Suggested activities, pages 9 and 10

    “Discuss the consequences of respecting or not respecting beliefs.”
    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 contribute to group discussion in different roles, taking responsibility for completing the task well.

    Progression step 4

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

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    Progression step 5

    • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

  5. Asking questions of guest speakers and community members

    Assessed: Taught, but not assessed

    The pack suggests inviting a local faith leader or community representative, interviewing family or community members about how belief influences their lives, and preparing respectful questions in advance. These activities feed criteria such as explaining how beliefs influence choices and behaviour at Level 1, but questioning a speaker is suggested, not required.

    Literacy: Questioning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils write two polite questions for a visiting speaker about their faith and note one answer they hear.
    Year 8
    Pupils interview a family member about a tradition they keep, asking prepared questions and one follow-up question, then summarise the answers.
    Year 9
    Pupils plan open questions for a faith leader, take notes during the visit, and write a summary of how the speaker's belief shapes their daily life.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities, Level 1 and 2, pages 9 and 10; Experiences, page 11

    “Learners are encouraged to prepare respectful questions in advance”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    Progression step 4

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

    • I can use different techniques to help me remember, record and respond to what I hear.

  6. Reflecting on belief, identity and their own actions

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

    Learners state something they have seen or experienced at Entry 2, give examples of things they do to respect another person's belief at Level 1, explain how faith and belief shape identity and values at Level 2, and reflect on how belief influences society. Journals and respect pledges are suggested evidence.

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

    Getting pupils ready

    Year 7
    Pupils write a short journal entry about a celebration in their own family and what it means to them.
    Year 8
    Pupils write a personal respect pledge with three actions they will take in school and explain one of them to the class.
    Year 9
    Pupils write a reflective paragraph on how a belief they hold, religious or not, shapes a choice they make, and how it might affect people around them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, assessment criterion E2 2.3, page 5; Level 1 and Level 2, assessment criteria L1 3.3, L2 1.2 and L2 3.1, page 6; Sources of evidence, page 10

    “Reflect on how belief influences society.”
    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 share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    Progression step 5

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  7. Surveying and charting local faith and belief

    Assessed: Taught, but not assessed

    Numeracy is light. The unit overview suggests embedding numeracy through data collection and analysis, such as mapping local places of worship and creating surveys. No assessment criterion asks for data, counts or charts, so this is optional enrichment.

    Numeracy: Collecting data, Representing data, Position

    Getting pupils ready

    Year 7
    Pupils tally the places of worship on a local street map and give each one a grid reference.
    Year 8
    Pupils collect class answers on which festivals families celebrate in a tally chart and draw a bar chart with a suitable scale.
    Year 9
    Pupils design a short questionnaire on community events linked to belief, collect 20 responses and show the results in a pie chart with a sentence on what it shows.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit overview, integral and cross-curricular skills, page 4

    “mapping local places of worship, creating surveys and analysing findings using appropriate software tools”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • 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.

    • I can use grid references to specify location.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

Good to know

Links with other qualifications

The pack names GCSE Religious Studies as a linked WJEC qualification. Both ask learners to explain beliefs, compare how faiths and non-religious worldviews such as Humanism express them, and discuss the impact of belief on people and society, so the unit gives useful practice in explaining and discussing at a lower level. Ethical choices; Equality, diversity and inclusion; Understanding self and others; and Values for life are the closely related Skills for Life units the pack suggests delivering alongside it, and they share the same discussion and reflection work.

Source: WJEC Faith and belief in the community 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).