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 CBAC.
Faith and belief in the community is a 20 hour Skills for Life unit, one of the units learners combine into a Skills for Life or Skills for Work Award, Certificate or Diploma. Learners find out what faith and belief mean, how beliefs are expressed locally through worship, festivals, symbols and charity work, and how belief affects people and community life. No assessment criterion asks for digital work, and Appendix A of the specification does not map the unit to digital competence. Optional digital work includes researching faiths online, mapping or surveying local places of worship, making digital festival slides, and recording discussions as evidence.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Three learning outcomes with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Sgiliau sy'n defnyddio Creu cynnwys digidol
-
Making digital slides and photo records of beliefs in the community
Learners give examples of community events and practices that reflect faith at Level 1 and describe how beliefs are celebrated by different groups at Entry 3. Suggested activities include a festival collage as posters or digital slides and a community walk or photo project recording places, posters and symbols, but a paper poster meets the same criteria.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make two slides on Diwali and Christmas, each with a photo, a caption and three facts about how the festival is celebrated.
- Blwyddyn 8
- Pupils take photos of symbols and posters on a walk round the school area, crop them and put them into a labelled slide show of belief in their community.
- Blwyddyn 9
- Pupils design a short slide show comparing how two faith groups mark a festival, choosing layout and images for a Year 6 audience and explaining their design choices.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, Level 1 and 2, page 9; Entry Level, assessment criterion E3 2.2, page 5; Level 1, assessment criterion L1 2.2, page 6
“Create posters or digital slides showing different community festivals”
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 cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
-
Recording discussions and role-plays as portfolio evidence
Many criteria at Level 1 and Level 2 ask learners to explain or discuss, and the pack lists video or audio recordings of presentations, group discussions and role-plays, and photographs of activities, as possible sources of evidence. Recording is optional, since evidence may be verbal, written, practical or visual and assessor observation records are also accepted.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a one minute audio clip on a tablet explaining what a symbol such as the Khanda means, and save it with a clear file name in a class folder.
- Blwyddyn 8
- Pupils film a short role-play about showing respect on a visit to a place of worship, trim the start and end, and save it to their own folder.
- Blwyddyn 9
- Pupils record a small group discussion on why respecting beliefs matters, add a title slide naming the question, and store it in a shared folder ready for teacher feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Sources of evidence, page 10; Specification section 4.1, Evidence requirements, page 18
“video or audio recordings of learner presentations, group discussions, or role-plays”
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 rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
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 codes are S611E1, S611E2, S611E3, S611L1 and S611L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- No special resources are needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 12). Visits to places of worship and guest speakers are suggested experiences, not requirements (page 11).
- Evidence can be oral, visual or practical as well as written: "extended written work is not required unless appropriate" (Sources of evidence, page 10). Suggested evidence includes photographs, video or audio recordings, posters and journals, and the specification says a portfolio "is not limited to paper-based materials" (section 4.1, page 18).
- Suggested assessment tasks are optional: "These tasks are not mandatory." Teachers may adapt them or devise their own (Specification section 4.1, page 18).
- AI use must be acknowledged. Misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations." Teachers must monitor work to prevent "the inappropriate use of artificial intelligence tools" (Specification sections 4.2 and 4.6, pages 19 and 21).
- Appendix A of the specification (page 28) maps this unit to literacy, critical thinking and problem solving, and personal effectiveness, but not to digital competence or numeracy, although the unit overview says digital competence "can be embedded through data collection and analysis" (page 4).
Cysylltiadau â chymwysterau eraill
The pack names GCSE Religious Studies as a linked WJEC qualification, and the unit covers the same ground at a lower level: the main world faiths and Humanism, their symbols, places of worship, festivals and leaders, and how belief shapes identity and behaviour. It names Ethical choices; Equality, diversity and inclusion; Understanding self and others; and Values for life as closely related Skills for Life units to deliver alongside it. The optional digital work, such as slides, photo records and simple surveys, uses the same basic skills as any Skills Suite unit that builds a digital portfolio.
Ffynhonnell: WJEC Faith and belief in the community unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).