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 Agored Cymru.
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.
- Corff dyfarnu
- Agored Cymru
- 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
- 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.
Y sgiliau digidol yn y cymhwyster hwn
-
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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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.
-
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: Ymddygiad ar-lein a bwlio ar-lein, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort example online comments about a religious festival into respectful and hurtful, and say how they would report the hurtful ones.
- Blwyddyn 8
- Pupils rewrite an unkind social media post about a faith group so that it disagrees politely without using stereotypes.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu adnabod iaith a allai gael ei hystyried yn ymosodol (gan gynnwys iaith hiliol, rhywiaethol, homoffobig a thrawsffobig) mewn gweithgareddau ar-lein.
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 nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.
-
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: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils record a 2 minute audio talk about a festival celebrated in their area and upload it to the class online space.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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.”
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 lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
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 archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
-
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: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils bookmark three useful pages about Sikhism and make a one page fact sheet in their own words from them.
- Blwyddyn 8
- Pupils compare a paragraph copied from a website with one they wrote themselves, and discuss why copying counts as plagiarism.
- Blwyddyn 9
- Pupils discuss why an assessment might ban AI completely, then build their own revision notes on Humanism without using any AI tool.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Appendix A, Summative Assessment Package, 4. Assessment parameters, Resources and AI, page 106
“AI tools must not be used at all.”
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 storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
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.
Da gwybod
- 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.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, Faith and Belief in the Community.