Skills for Life: Faith and Belief in the Community
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Using the vocabulary of faith and belief
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.
Llythrennedd: Eglurder a geirfa, Geirfa, sillafu, gramadeg
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils sort statements into religious, moral and personal beliefs and write a short paragraph explaining the difference, using the correct terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
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Describing and explaining how beliefs are expressed in the community
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences describing how a local church or mosque is used by the community, using a photo and a word bank.
- Blwyddyn 8
- Pupils explain in a paragraph how a faith-run food bank shows belief in action, using because and so that to link ideas.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Cam cynnydd 5
Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.
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Comparing similarities and differences between beliefs and groups
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.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 5
Rwy'n gallu cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.
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Discussing beliefs and respect with sensitivity
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.
Llythrennedd: Gwrando i ddeall, Siarad cydweithredol, Diben
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy’n gallu gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.
Rwy'n gallu defnyddio sgiliau siarad mewn amrywiaeth o gyd-destunau dilys er mwyn ystyried materion heriol neu ddadleuol.
Cam cynnydd 5
Rwy’n gallu gwrando ar safbwyntiau gwahanol bobl, eu gwerthuso'n feirniadol a'u parchu, gan eu defnyddio i lunio fy nghasgliadau ystyriol fy hun.
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Asking questions of guest speakers and community members
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.
Llythrennedd: Gofyn cwestiynau, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils write two polite questions for a visiting speaker about their faith and note one answer they hear.
- Blwyddyn 8
- Pupils interview a family member about a tradition they keep, asking prepared questions and one follow-up question, then summarise the answers.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Suggested activities, Level 1 and 2, pages 9 and 10; Experiences, page 11
“Learners are encouraged to prepare respectful questions in advance”
Cam cynnydd 3
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Rwy'n gallu defnyddio technegau i gofio prif bwyntiau cyflwyniadau, e.e. gwneud nodiadau, crynhoi, adolygu.
Cam cynnydd 4
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
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Reflecting on belief, identity and their own actions
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a short journal entry about a celebration in their own family and what it means to them.
- Blwyddyn 8
- Pupils write a personal respect pledge with three actions they will take in school and explain one of them to the class.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 5
Rwy'n gallu ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.
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Surveying and charting local faith and belief
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.
Rhifedd: Casglu data, Cynrychioli data, Safle
Paratoi disgyblion
- Blwyddyn 7
- Pupils tally the places of worship on a local street map and give each one a grid reference.
- Blwyddyn 8
- Pupils collect class answers on which festivals families celebrate in a tally chart and draw a bar chart with a suitable scale.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit overview, integral and cross-curricular skills, page 4
“mapping local places of worship, creating surveys and analysing findings using appropriate software tools”
Cam cynnydd 3
Rwy'n gallu casglu data perthnasol i ateb cwestiynau a ofynnwyd.
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
Rwy'n gallu defnyddio cyfeirnodau grid i nodi lleoliad.
Cam cynnydd 4
Rwy'n gallu casglu fy nata fy hun ar gyfer arolwg, e.e. drwy lunio holiadur.
Rwy'n gallu llunio a dehongli graffiau a diagramau (gan gynnwys siartiau cylch) i gynrychioli data arwahanol neu barhaus, gan ddewis graddfa briodol.
Da gwybod
- The unit codes are S611E1, S611E2, S611E3, S611L1 and S611L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- Spoken evidence counts: "extended written work is not required unless appropriate", and assessor judgements should not focus on spelling or presentation unless specifically assessed (Sources of evidence, page 10).
- A plural in a criterion means at least two: "If not specified, then a plural reference within assessment criterion refers to a minimum of two." (pages 5 and 6).
- Suggested assessment tasks are optional: "These tasks are not mandatory." Teachers may adapt them or devise their own (Specification section 4.1, page 18). No specific resources are needed for assessment (page 12).
- AI use must be acknowledged. Misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." (Specification section 4.6, page 21).
- Appendix A of the specification (page 28) maps this unit to literacy, but not to numeracy, although the unit overview says numeracy "can be embedded through data collection and analysis" (page 4).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).