Skills for Life: Faith and Belief in the Community

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.