Skills for Life: Community Participation
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Community participation is a Pearson Skills for Life unit in which learners get to know their own or the wider community, its groups, services and roles, and plan and take part in a real community activity such as litter picking, a coffee morning or a community meal, with Level 2 learners explaining the value of active citizenship. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, achieved at one level from Entry 1 to Level 2. Digital demand is low: no criterion needs digital work, and digital skills sit in online research, making posters, planning the activity and online participation.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: list familiar people or places in the community, outline at least four groups, services or places and their purposes, or identify at least three local roles and activities, and take part in a community activity, contributing to its planning at Entry 3. There are no mandatory evidence requirements; the centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe the importance of at least four community groups or services and how they benefit people (Level 1), or explain the value of active citizenship with examples of community participation (Level 2), and at both levels plan and take part in a community activity. The centre sets and marks the assessment and Pearson quality assures it through standards verification. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Researching community groups and services online
Learners find out about local groups, services and roles, from listing familiar places at Entry 1 to describing at least four groups or services and their benefits at Level 1. Pearson lists ICT for research as the unit's digital link, but the criteria do not require online research, so the digital part is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use the local council website to find three services in their area, such as the library and recycling centre, and note what each does.
- Blwyddyn 8
- Pupils search for volunteering groups near the school, refine their keywords to find ones open to young people, and bookmark the most useful pages.
- Blwyddyn 9
- Pupils research four local community groups online, check whether each website is up to date and reliable, and record their sources in a table.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Annexe C, page 160; Unit SfL 4, Essential information for assessment decisions, Entry 2 to Level 1, page 27
“ICT for research and digital materials”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Making posters and materials to promote a community activity
Level 1 guidance gives producing materials to support the activity as an example of planning, such as posters to encourage people to attend. Pearson lists digital materials as a digital link, but posters are an example and need not be digital, so this is taught, not assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils design a poster in Adobe Express for a class litter pick, with the date, time, place and one clear image.
- Blwyddyn 8
- Pupils make a poster and a matching social media style post for a school coffee morning, adapting the text and layout for each.
- Blwyddyn 9
- Pupils design a leaflet for a community event, ask a small group of residents or staff for feedback, and improve it before printing.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 4, Essential information for assessment decisions, Level 1, page 27; Annexe C, page 160
“They could make posters to encourage people to attend the event”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Planning and organising the activity with digital tools
From Entry 3 learners contribute to planning a community activity, and at Level 1 they take responsibility for some of the planning, such as allocating roles and organising resources, with Level 2 learners planning independently. Planning is required by the criteria, but using shared documents, calendars or online forms to do it is the centre's choice, so the digital part is taught, not assessed.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Cydweithredu
Paratoi disgyblion
- Blwyddyn 7
- Pupils add jobs for a class charity event to a shared online checklist and put their name against the one they will do.
- Blwyddyn 8
- Pupils plan a school garden clean up in a shared document, with a table of roles, equipment and times that each group member edits.
- Blwyddyn 9
- Pupils use a shared planner and an online sign up form to organise volunteers for a community event, setting edit permissions for the planning team.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 4, assessment criteria Entry 3 to Level 2, page 26; Essential information for assessment decisions, pages 27 to 28
“allocating roles within the group, organising simple resources”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Rwy'n gallu cydweithio i greu prosiect ar-lein ar y cyd at ddiben penodol, gan rannu a gosod caniatâd mewn ffordd briodol ar gyfer aelodau eraill y grŵp, e.e. golygu, rhoi sylwadau, gweld.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Rwy'n gallu dewis yn annibynnol a defnyddio ystod o ddulliau cydweithio i greu prosiect gydag eraill mewn un iaith neu fwy, e.e. defnyddio technoleg ar-lein i rannu a chyflwyno syniadau i eraill.
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Taking part in community life online
Pearson's Annexe E says the unit includes online participation and digital citizenship, and the Level 2 examples of active citizenship include lobbying the local council and making conscious consumer choices, which learners could do through council websites, email or online petitions. No assessment criterion mentions online participation, so this is taught, not assessed.
DCF: Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at how a local community group uses its website or social media to ask for volunteers and discuss whether it reaches young people.
- Blwyddyn 8
- Pupils report a real local issue, such as a broken streetlight, through the council's online form with their teacher and record what happens next.
- Blwyddyn 9
- Pupils draft a polite email to a local councillor about a community issue, check it is respectful and safe to send, and discuss the effect online campaigns can have.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Annexe E, page 171; Unit SfL 4, Essential information for assessment decisions, Level 2, page 28
“includes online participation and digital citizenship”
Cam cynnydd 3
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Rwy'n gallu arddangos ymddygiad priodol ar-lein a defnyddio ystod o strategaethau i ddiogelu fy hun ac eraill rhag peryglon posibl, bwlio ac ymddygiad amhriodol ar-lein, e.e. diffodd sylwadau ar gyfryngau digidol, rhoi gwybod am ddefnyddwyr a’u blocio.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn briodol ar-lein, gan gadw fy hun yn ddiogel ac ymddwyn mewn modd cyfrifol.
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
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Acknowledging sources and AI in evidence
Learners must certify that their evidence is their own and reference any sources and any artificial intelligence they used, and using AI tools without acknowledging them is malpractice. This applies at every level and is a requirement of the assessment, not unit content. It matters when learners take information about community services from websites.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils copy opening times for a local library from its website and write the web address underneath.
- Blwyddyn 8
- Pupils write a summary of a local charity in their own words and add a reference to the pages they used.
- Blwyddyn 9
- Pupils use an AI tool to suggest ideas for a community event, then write an acknowledgement saying which ideas came from the AI and how they changed them.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 4, Requirements relating to permitted/prohibited resources, page 29
“they have clearly referenced any sources and any artificial intelligence used”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Da gwybod
- The unit is Unit SfL 4 and the unit summary lists it at 20 GLH (Unit summary, page 5), the same size as the WJEC Community participation unit.
- A unit counts once: "Learners can only achieve each unit once, at a single level, with the exception of" British Sign Language (Rules of Combination, page 6).
- Every level needs a real activity: even Entry 2 learners "take part in a supported community activity, while following instructions" (Essential information for assessment decisions, page 27), so schools need to arrange events such as litter picking or helping at a food bank.
- Evidence format is open: "no mandatory evidence requirements and centres can select the type of evidence" (page 27), and "No resources are explicitly prohibited for the assessment of this unit" (page 29).
- AI must be acknowledged: "A learner will have committed malpractice if they use AI tools without acknowledging them" (Requirements relating to permitted/prohibited resources, page 29).
- The unit content is not printed in the specification; it "can be found in the Teaching and Learning Support document for this unit" (Unit content, page 27).
- Pearson's Annexe E says the unit "includes online participation and digital citizenship" (page 171), but none of the assessment criteria or guidance in the unit mentions online participation.
- Section 5 says "please refer to Section 6 Glossary" (page 11), but the glossary is section 7.
Cysylltiadau â chymwysterau eraill
Compared with the WJEC Community participation unit, which is also 20 GLH, Pearson's version has one assessment criterion per level instead of three or four learning outcomes and has no separate criterion for evaluating the activity; Level 2 instead asks learners to explain the value of active citizenship through their own planning and participation. Digital demand is low in both. Active citizenship and social change link with GCSE Social Studies, and Pearson's examples of climate change and sustainable campaigns link with GCSE Geography. Community roles and services link with the WJEC VCSE in Public Services, and the WJEC Skills Suite units Democracy in Action, Sustainability in Action and Teamwork cover related ground. Making posters links with GCSE Digital Technology.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 4: Community participation.