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 Pearson.
Faith and belief in the community is a Pearson Skills for Life unit in which learners explore their own beliefs and what has influenced them, a festival, ritual or anniversary, and an interfaith task such as planning an annotated menu for several faith groups, then outline or explain how faith and beliefs lead to pluralism and diversity in Wales. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2, internally assessed and graded Pass or Fail. Digital demand is low: no criterion needs a digital tool. Digital work sits in researching faith groups, presenting with photos or slides, and acknowledging sources and AI.
- 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: outline, then identify the benefits of, faith and beliefs in Wales, considering life events, cultural views and the community. Evidence is from centre devised assignments (Pearson's Authorised Assignment Brief can be used or adapted), internally assessed by the centre and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) how faith and beliefs lead to pluralism, diversity and, at Level 2, inclusion in approaches to life events in the community and in Wales. Evidence is from centre devised assignments, internally assessed by the centre and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Researching faith groups and festivals from a range of sources
Learners research faiths, festivals and the dietary and cultural requirements of different faith groups, four groups at Level 1 and at least five at Level 2. Level 2 learners are expected to use a variety of sources, including some they choose themselves. Research is part of the assessment guidance, but the specification does not require it to be done online; Annexe C suggests ICT for research.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a child friendly website such as BBC Bitesize to find three facts about Diwali and note the web address beside each fact.
- Blwyddyn 8
- Pupils search for how Eid al Fitr is celebrated, try different keywords to narrow the results, and pick the two most useful pages.
- Blwyddyn 9
- Pupils research the food rules of three faith groups using official faith organisation websites and a news site, and explain which source they trust most and why.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 11, Essential information for assessment decisions, Level 1 and Level 2, pages 56 to 57; Levels of supervision and support, Level 2, page 58; Annexe C, page 162
“They can identify, select, and use information from a variety of sources, including some self-selected sources.”
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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Referencing sources and acknowledging AI
Every learner must certify that the evidence is their own, reference any sources used and acknowledge any AI tool, and the final submission must be in their own words. Using AI without acknowledging it counts as malpractice. This applies at every level.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a simple list of the websites and books they used to the end of a fact sheet about a place of worship.
- Blwyddyn 8
- Pupils rewrite a paragraph copied from a website about Hanukkah in their own words and add a reference to the original page.
- Blwyddyn 9
- Pupils use an AI chatbot to suggest questions about Vaisakhi, then write their own answers and add a note saying exactly how the AI was used.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 11, Requirements relating to permitted/prohibited resources, page 58
“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.
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Presenting beliefs and festivals with photos and slides
The Entry 2 guidance describes learners presenting photos, objects, slides or comments about what they believe and what influences them, and Annexe C names posters and presentations. This is one suggested way of presenting evidence; the specification has no mandatory evidence requirements, so the digital production itself is not assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make three slides about a family tradition, each with a photo and a short caption explaining what happens.
- Blwyddyn 8
- Pupils design a digital poster for an interfaith celebration in the school, choosing images and text that are respectful to every group invited.
- Blwyddyn 9
- Pupils build a short presentation linking the origins, symbols and rituals of one festival, and adjust the layout after feedback from a partner.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit SfL 11, Essential information for assessment decisions, Entry 2, page 56; Annexe C, page 162
“They present a range of photos, objects or slides or comments in an appropriate format.”
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 sicrhau bod yr allbwn yn briodol at ddiben 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.
Da gwybod
- The unit is Unit SfL 11 with "20" guided learning hours in the unit summary (Section 3, page 5); the qualifications are listed by number, for example "C00/5444/7 Pearson Level 2 Skills for Life Award" (Qualification titles, page 4).
- Unlike WJEC units, a Pearson unit is achieved at one level only: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- The teaching content is not in the specification: "This can be found in the Teaching and Learning Support document for this unit" (Unit content, page 56).
- There is no fixed evidence format: "For this unit there are no mandatory evidence requirements and centres can select the type of evidence" (Essential information for assessment decisions, page 56).
- The essential information refers to "the interfaith task" and an "annotated menu" (pages 56 to 57), which are set out in Pearson's Authorised Assignment Brief rather than the specification, and "AABs are not mandatory" (Section 1, page 1).
- 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 58).
- Annexe C lists the digital links as "ICT for research, posters, presentations" (page 162), but none of these is an assessment criterion.
- Annexe E, which gives evidence for the cross-cutting themes, moves straight from SfL 5 to SfL 18 (page 172), so there is no Annexe E row for this unit even though the unit text says its mapping "can be found in Annexe E" (page 58).
Cysylltiadau â chymwysterau eraill
The unit sits closest to WJEC GCSE Religious Studies, which studies world faiths, festivals and beliefs in far more depth, and the Pearson 'What matters' mapping is to Religion, Values and Ethics and Humanities (page 58), which also links it to WJEC Foundation Humanities. Compared with the WJEC Faith and belief in the community unit, also 20 hours, Pearson sets one broad criterion per level centred on pluralism, diversity and inclusion in Wales and builds evidence around personal beliefs, a festival and an interfaith menu task, while WJEC uses three learning outcomes on what belief means, how it is expressed locally and its effects on people and society. Neither version asks for digital work in its criteria. Related WJEC Skills Suite units on the page are Ethical choices, Values for life and Equality, diversity and inclusion.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 11: Faith and belief in the community.