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, such as Christianity, Islam, Sikhism or Humanism, then 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, offered at Entry Level 1 to Level 2, that learners combine with others into a Skills for Life or Skills for Life and Work Award, Certificate or Diploma, assessed by one supervised centre-devised task of no more than 60 minutes and graded Pass or Fail. Digital demand is low: no criterion needs a digital tool and there are no prescribed assessment methods. Digital work is limited to online research and respectful online communication, which the mapping table suggests, the option of submitting a digital document, audio, video or e-portfolio, and Appendix A's complete ban on AI.
- Awarding body
- Agored Cymru
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital 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.
The digital skills in this qualification
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Researching faith groups and interfaith work online
The unit's mapping table says the unit supports research into faith-based organisations and online interfaith initiatives, and the qualification expects learners to have enough digital access for basic internet-based research. Learners need facts about an organised worldview in their community, such as its history, teachings, festivals and charity work, before the summative task. No criterion requires the research to be online, and it happens during teaching, before the assessment, so it is not assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a child friendly website to find three facts about a local church, mosque or gurdwara and note the web address beside each fact.
- Year 8
- Pupils search for a faith-based charity working in Wales, try different keywords to narrow the results, and pick the two most useful pages.
- Year 9
- Pupils compare what a faith organisation's own website and a news report say about the same interfaith project, and explain which source they trust more and why.
Show the specification wording and the DCF statements
Where it is in the specification: Faith and Belief in the Community, mapping table, Digital Competence, page 56; Section One, Resource Requirements, page 7
“Supports research into faith-based organisations and online interfaith initiatives”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Communicating respectfully about belief online
The mapping table says the unit encourages responsible digital communication and cultural sensitivity online, and the Critical Thinking row adds challenging stereotypes. This fits the unit's content on how beliefs can promote kindness or cause disagreement and division, but no criterion asks learners to communicate online, so it is taught, not assessed.
DCF: Online behaviour and online bullying, Health and well-being
Getting pupils ready
- Year 7
- Pupils sort example online comments about a religious festival into respectful and hurtful, and say how they would report the hurtful ones.
- Year 8
- Pupils rewrite an unkind social media post about a faith group so that it disagrees politely without using stereotypes.
- Year 9
- Pupils examine how one faith group is shown in a set of news headlines and memes, identify the stereotypes, and write guidance for respectful posting.
Show the specification wording and the DCF statements
Where it is in the specification: Faith and Belief in the Community, mapping table, Digital Competence and Critical Thinking and Problem Solving, page 56
“Encourages responsible digital communication and cultural sensitivity online”
Progression step 3
I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.
I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.
Progression step 4
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
I can identify stereotypes and their impact in a range of media.
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Submitting evidence as a digital document, recording or e-portfolio
Appendix A lets learners submit evidence as digital or written documents, audio content, video content or an e-portfolio through online submission. With no prescribed assessment methods, a centre may set a typed account, a recorded talk or a short video about a local worldview. The evidence is assessed, but a handwritten document is also allowed, so digital production is a likely route rather than a requirement.
DCF: Creating digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils type a short report about a place of worship they have visited, add a photo with a caption, and save it to their class folder.
- Year 8
- Pupils record a 2 minute audio talk about a festival celebrated in their area and upload it to the class online space.
- Year 9
- Pupils film a short interview with a family member about what has shaped their beliefs, edit it, and add it to a digital portfolio with a written summary.
Show the specification wording and the DCF statements
Where it is in the specification: Appendix A, Summative Assessment Package, 4. Permitted evidence types, page 106; Faith and Belief in the Community, Prescribed Assessment Methods, pages 44, 47, 49, 51 and 54
“E-portfolio, through online submission.”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can upload files from a local drive to online storage.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can explore and develop a range of formal text document structures for different audiences and purposes.
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Preparing own notes and working without AI
Appendix A bans AI tools completely and says learners must produce their own reference materials before the summative task. So any notes or bookmarks learners gather during teaching must be their own work, and they cannot use AI to write or improve the assessed evidence at any level. This applies to the assessed task, so it is assessed through the NEA conditions.
DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils bookmark three useful pages about Sikhism and make a one page fact sheet in their own words from them.
- Year 8
- Pupils compare a paragraph copied from a website with one they wrote themselves, and discuss why copying counts as plagiarism.
- Year 9
- Pupils discuss why an assessment might ban AI completely, then build their own revision notes on Humanism without using any AI tool.
Show the specification wording and the DCF statements
Where it is in the specification: Appendix A, Summative Assessment Package, 4. Assessment parameters, Resources and AI, page 106
“AI tools must not be used at all.”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.
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 qualification assumes basic digital access: "Learners will need to have access to digital technology, sufficient to be able to conduct basic internet-based research" (Resource Requirements, page 7).
- The Digital Competence row of the unit's mapping table lists "research into faith-based organisations and online interfaith initiatives" and "responsible digital communication and cultural sensitivity online" (page 56), but no assessment criterion asks for either.
Links with other qualifications
The unit sits closest to WJEC GCSE Religious Studies, which studies religious and non-religious beliefs and their effect on people and society in far more depth, and Agored maps it to the Humanities Area of Learning and Experience (page 45), which also links it to WJEC Foundation Humanities. 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 keeps three learning outcomes but builds them around the Curriculum for Wales idea of organised and personal worldviews, while WJEC asks what belief means, how it is expressed locally and its effects. Pearson sets one broad criterion per level on pluralism, diversity and inclusion in Wales with an interfaith menu task. None of the three asks for digital work in its criteria. Agored's assessment rules are the tightest: one supervised task of no more than 60 minutes, with no AI at all, where Pearson only requires AI to be acknowledged.
Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Faith and Belief in the Community.