Beliefs and Values — AIM Qualifications Other General Qualification Foundations for Learning Revision

    This subtopic explores the fundamental concepts of beliefs and values, their distinctions, and how they shape personal and professional identity. Learners

    Topic Synopsis

    This subtopic explores the fundamental concepts of beliefs and values, their distinctions, and how they shape personal and professional identity. Learners will examine how internalised beliefs and core values directly influence attitudes, opinions, and behaviour in the workplace, fostering self-awareness and improving employability through better interpersonal and ethical decision-making.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Beliefs and Values

    AIM QUALIFICATIONS
    vocational

    This subtopic explores the concepts of beliefs and values, distinguishing between them and examining their profound influence on individual attitudes, opinions, and behaviour. Learners will develop self-awareness and understand how personal and societal values shape interactions in everyday life and work contexts, crucial for effective communication, teamwork, and ethical decisions.

    24
    Learning Outcomes
    40
    Assessment Guidance
    42
    Key Skills
    26
    Key Terms
    45
    Assessment Criteria

    Assessment criteria

    AIM Qualifications Level 2 Diploma in Skills for Living and Work
    AIM Qualifications Level 2 Award in Skills for Living and Work
    AIM Qualifications Level 2 Certificate in Skills for Living and Work
    AIM Qualifications Level 1 Diploma in Skills for Living and Work
    AIM Qualifications Level 1 Certificate in Skills for Living and Work
    AIM Qualifications Level 1 Award in Skills for Living and Work
    AIM Qualifications Level 2 Certificate in Employability and Development Skills
    AIM Qualifications Level 2 Award in Employability and Development Skills
    AIM Qualifications Level 2 Diploma in Employability and Development Skills
    AIM Qualifications Level 1 Award in Health and Well-Being
    AIM Qualifications Level 1 Diploma in Personal and Social Development Skills
    AIM Qualifications Entry 3 Diploma in Personal and Social Development Skills

    Topic Overview

    The Foundations for Learning module within the AIM Qualifications Level 2 Certificate in Employability and Development Skills is designed to bridge the gap between passive education and active, self-directed professional growth. It focuses on the 'metacognitive' aspect of development—essentially teaching you how to learn effectively by identifying your personal strengths, weaknesses, and preferred learning environments. By mastering these foundations, you move beyond simply absorbing information to becoming a strategic learner who can adapt to the rapidly changing demands of the modern UK workplace.

    This topic is a cornerstone of the qualification because it underpins every other unit you will study. Whether you are moving into a Level 3 course, an apprenticeship, or direct employment, the ability to set realistic goals and overcome barriers to learning is what separates successful candidates from the rest. You will explore how different settings—from formal classrooms to on-the-job training—require different approaches, and you will learn to construct a robust Personal Development Plan (PDP) that serves as a roadmap for your future career.

    Ultimately, Foundations for Learning is about empowerment. It encourages you to take ownership of your educational journey by recognizing that learning is a lifelong process, not a one-time event. By the end of this topic, you will have a clear understanding of the 'SMART' framework for goal setting and a toolkit of strategies to manage your time, resources, and motivation, ensuring you remain resilient when faced with academic or professional challenges.

    Key Concepts

    Core ideas you must understand for this topic

    • →Metacognition and Self-Awareness: Understanding your own thought processes and identifying which learning techniques (such as mind mapping, rote rehearsal, or practical application) work best for your specific needs.
    • →SMART Goal Setting: The ability to transform vague ambitions into Specific, Measurable, Achievable, Relevant, and Time-bound objectives that provide a clear path to success.
    • →Internal and External Barriers: Distinguishing between personal obstacles (like low confidence or poor time management) and environmental obstacles (like lack of resources or childcare) to develop effective mitigation strategies.
    • →The Personal Development Plan (PDP): A live document used to record current skills, identify gaps, and schedule specific actions required to reach a professional or educational milestone.
    • →Learning Environments: Evaluating how different physical and social settings—such as quiet libraries, collaborative workshops, or digital platforms—impact your ability to concentrate and retain information.

    Learning Objectives

    What you need to know and understand

    • Define the terms 'beliefs' and 'values' using clear examples.
    • Differentiate between beliefs and values in personal and professional contexts.
    • Analyse how personal beliefs and values can influence attitudes towards individuals from different backgrounds.
    • Evaluate the role of values in shaping ethical behaviour in a workplace scenario.
    • Reflect on how your own beliefs and values influence your opinions and actions.
    • Define beliefs and values using examples from personal and work contexts.
    • Compare and contrast beliefs and values to highlight their distinct characteristics.
    • Analyse how personal beliefs and values shape attitudes towards diversity.
    • Evaluate the impact of conflicting values on workplace behaviour.
    • Reflect on your own belief and value systems to identify influences on your decision-making.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Define the term 'belief' and identify personal examples
    • Define the term 'value' and distinguish it from a belief
    • Explain how a specific personal value can shape an individual's attitudes
    • Analyse a real-life situation where a person's behaviour was guided by their core beliefs
    • Reflect on how one's own beliefs and values have influenced a recent decision or opinion
    • 1 Understand what is meant by “beliefs”2 Understand what is meant by “values”3 Understand how values and beliefs can influence attitudes, opinions and behaviour

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear distinction between beliefs and values with relevant examples.
    • Evidence should include personal reflection and critical analysis of how values influence behaviour.
    • Look for application to real-life or work-based scenarios, showing understanding of impact on attitudes.
    • Credit for linking to ethical frameworks or moral reasoning.
    • Award credit for clear definitions of beliefs and values, using own words and relevant examples.
    • Look for evidence of critical reflection linking a specific belief or value to a corresponding behaviour or opinion.
    • Check that candidates distinguish between attitudes (dispositions) and opinions (expressed views) when discussing influence.
    • Reward the use of real-life scenarios or case studies that demonstrate the practical impact of values and beliefs.
    • Assess the depth of self-reflection when candidates examine personal belief systems and their origins.
    • Award credit for clearly defining 'beliefs' as personal convictions or acceptances, providing relevant examples from daily life or work.
    • Award credit for identifying and explaining the difference between beliefs and values with clear examples.
    • Award credit for demonstrating how personal values (e.g., honesty, respect) influence attitudes and behaviour in a work scenario, with logical reasoning.
    • Award credit for demonstrating a clear definition of 'beliefs' with a relevant personal or cultural example, such as a religious conviction or a statement like 'I believe hard work pays off.'
    • Award credit for accurately defining 'values' as enduring standards of importance, and providing an example like honesty, loyalty, or respect, with explanation of how it prioritises behaviour.
    • Award credit for illustrating how a specific value (e.g., environmentalism) influences a corresponding attitude (e.g., concern for pollution) and a resultant behaviour (e.g., recycling consistently).
    • Award credit for providing a clear definition of 'beliefs' as ideas or convictions held to be true, with a relevant example.
    • Award credit for accurately defining 'values' as personal principles or standards of behaviour, distinguishing them from beliefs.
    • Award credit for explaining how a specific belief can shape an attitude (e.g., belief in hard work influencing a positive attitude towards effort).
    • Award credit for demonstrating, through a scenario, how a value like honesty can directly influence behaviour in a work or social setting.
    • Award credit for providing a clear, concise definition of ‘beliefs’ as convictions or acceptances that something is true, supported by a relevant personal or observed example.
    • Award credit for accurately defining ‘values’ as enduring principles or standards of behaviour, with a distinct example differentiating them from beliefs.
    • Award credit for analysing a specific scenario where a belief or value directly influences an attitude, opinion, or behaviour, showing clear cause-and-effect reasoning.
    • Award credit for applying the concepts to one’s own life or a work-based situation, demonstrating self-awareness and linking theory to practice.
    • Award credit for clearly defining beliefs as convictions or acceptances that something is true, and values as deeply held principles or standards of behaviour.
    • Look for explicit examples that differentiate beliefs (e.g., 'I believe hard work leads to success') from values (e.g., 'I value integrity and fairness').
    • Credit must be given for linking values and beliefs to observable workplace attitudes, opinions, and actions, such as punctuality, respect for diversity, or ethical conduct.
    • Assessors should expect evidence of self-reflection where the learner identifies their own beliefs and values and explains how these influence their employability skills, e.g., communication, teamwork, or problem-solving.
    • Award credit for clearly defining 'beliefs' as convictions or acceptances that something is true, supported by relevant examples (e.g., religious, cultural, or personal beliefs).
    • Award credit for accurately defining 'values' as enduring principles or standards that guide behaviour and decision-making, with concrete examples (e.g., honesty, loyalty, respect).
    • Award credit for demonstrating understanding of the relationship between beliefs and values, including how values often stem from core beliefs.
    • Award credit for explaining with clear, context-specific examples how values and beliefs influence attitudes (e.g., a belief in equality shaping a positive attitude toward diversity), opinions (e.g., a value of environmentalism affecting views on recycling policies), and behaviour (e.g., honesty leading to transparent communication at work).
    • Award credit for defining beliefs as firmly held convictions that are often rooted in faith, culture, or personal experience, and can be religious or secular.
    • Award credit for defining values as enduring principles that guide behaviour and decision-making, such as honesty, respect, or fairness.
    • Award credit for analysing how a specific belief (e.g., 'hard work leads to success') can positively or negatively influence a person's attitude toward employment opportunities.
    • Award credit for providing examples of how differing values can lead to misunderstandings or conflict in a diverse workplace, and how self-awareness can mitigate this.
    • Award credit for demonstrating a clear definition of beliefs as ideas or convictions held to be true, distinguishing them from facts or passing thoughts.
    • Award credit for identifying personal values and explaining how they act as guiding principles in health-related decision-making, such as prioritizing family meals over convenience.
    • Award credit for providing at least one concrete example of how a specific belief or value can influence a person’s attitude or behaviour regarding a well-being topic (e.g., belief in self-care leading to regular exercise).
    • Award credit for a clear definition of 'belief' supported by a relevant personal or observed example
    • Expect learners to articulate the difference between a belief (a conviction) and a value (a guiding principle) with clarity
    • Look for specific, logical connections drawn between a stated value and a resulting attitude, opinion, or behavioural choice
    • Recognise when learners consider external factors (e.g. culture, upbringing) in shaping beliefs
    • Award credit for correctly defining 'beliefs' as firmly held convictions or acceptances that something is true, often without requiring empirical evidence.
    • Award credit for accurately defining 'values' as enduring principles or standards that guide what a person considers important in life, such as honesty, respect, or family loyalty.
    • Award credit for clearly explaining, with at least one relevant example, how a specific belief or value can directly influence an attitude, opinion, or behaviour in a given situation.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure you use concrete examples from your own life or hypothetical work situations to illustrate points.
    • 💡Pay attention to the difference between describing a belief and evaluating its impact; examiners want analysis.
    • 💡In any written task, structure your answer using 'what', 'so what', and 'now what' (reflection cycle) to demonstrate depth.
    • 💡Use a real-life scenario to illustrate how a personal belief directly influenced an opinion or action.
    • 💡When explaining influence, clearly map the pathway: belief/value → attitude/opinion → behaviour.
    • 💡For distinction questions, choose two examples (one belief, one value) and contrast their nature and effects.
    • 💡Keep a reflective diary to capture evidence of how your own beliefs and values have impacted your choices, which can be drawn upon in assessments.
    • 💡When defining beliefs and values, always support with personal or observed examples to demonstrate understanding.
    • 💡For the influence on behaviour, consider a specific context like the workplace, and show cause and effect clearly.
    • 💡Use the 'because' technique to link values/beliefs to specific attitudes or actions, e.g., 'I behave respectfully because I value fairness.'
    • 💡In portfolio evidence, use a personal reflection or diary entry to concretely trace how one of your core values has shaped a recent decision or action, showing the full chain from value to behaviour.
    • 💡When defining terms, always pair the definition with a specific, named example from your own life or a known workplace scenario to demonstrate applied understanding and avoid vague generalisations.
    • 💡When defining terms, use a simple structure: state the definition, then give a clear, everyday example to show understanding.
    • 💡For questions on influence, always connect a specific belief or value to a specific attitude or behaviour—avoid vague statements.
    • 💡In coursework, reflect on your own experiences; assessors value authentic examples that demonstrate genuine understanding of how beliefs and values affect your life and work choices.
    • 💡Use a simple table or diagram to visually map out a personal belief, its corresponding value, and a specific instance where it shaped your behaviour to demonstrate clear understanding.
    • 💡When describing how beliefs influence behaviour, always include the ‘why’ – explain the internal reasoning, not just the observable action.
    • 💡Refer to a workplace or community scenario (e.g., teamwork, customer service) to show practical relevance and meet assessment criteria for application.
    • 💡Avoid general statements; anchor every point in a named belief or value and a concrete outcome to provide the depth of evidence expected at this level.
    • 💡Use real or simulated workplace scenarios to demonstrate how your values guide your decision-making, e.g., handling a conflict or meeting a deadline.
    • 💡Structure your response to show a clear chain: belief → value → attitude/opinion → behaviour, with at least one worked example.
    • 💡Reflect on a time when you had to adjust your behaviour because your personal values conflicted with a workplace requirement, and explain the outcome.
    • 💡For coursework, create a values audit or personal development plan that maps your core values to specific employability skills requested by employers.
    • 💡Structure your responses by first defining the term, then giving a clear personal or workplace example, and finally analysing how it shapes attitudes, opinions, or behaviour.
    • 💡Use the 'ABC' model (Attitudes, Behaviour, Consequences) to map out how a specific value or belief leads to particular outcomes in an employability context.
    • 💡Reflect on your own experiences or relevant case studies to demonstrate practical insight, which assessors value as evidence of deep understanding.
    • 💡When discussing influence, explicitly differentiate between impacts on attitude (internal feeling), opinion (expressed view), and behaviour (action taken) to show comprehensive grasp of the learning outcome.
    • 💡In assignments, always include self-reflection on your own beliefs and values, linking them to employability skills such as adaptability and open-mindedness.
    • 💡When explaining how beliefs influence behaviour, use concrete workplace scenarios (e.g., how a belief in punctuality affects time management) to demonstrate understanding.
    • 💡Ensure that your answers consider the impact on others; for example, discuss how respecting diverse values enhances teamwork and customer relations.
    • 💡Review the unit terminology carefully—be prepared to define 'attitude', 'opinion', and 'behaviour' separately, showing how they are interconnected but distinct outcomes of beliefs and values.
    • 💡When explaining how beliefs and values influence behaviour, use the ABC model: identify the Attitude, the resulting Behaviour, and the Consequence on well-being.
    • 💡In assignments, include personal reflections but ground them in the definitions of beliefs and values, explicitly stating whether something is a belief or a value.
    • 💡For assessment tasks, always connect your examples back to health and well-being scenarios, such as mental health, diet, exercise, or relationships, to demonstrate practical understanding.
    • 💡Use real-life scenarios or personal experiences to demonstrate understanding; portfolio evidence should be reflective and specific
    • 💡When explaining influence, break down the process step by step: identify the belief/value, then link it to the attitude/opinion, and finally to the resulting behaviour
    • 💡Practice defining terms succinctly in your own words to avoid simply copying dictionary definitions
    • 💡Use concrete, personal examples from your own life or observed scenarios to illustrate how a belief/value affected your behaviour or attitude—this demonstrates application of knowledge.
    • 💡In written tasks, structure your answer by first defining the key term, then providing an example, and finally explaining the connection to influence on attitudes/opinions/behaviour.
    • 💡When discussing influence, always show the 'before and after' or the causal link: e.g., 'Because I value fairness, when I saw someone being treated unfairly, I spoke up.'
    • 💡Always provide concrete examples from your own experience. When discussing barriers to learning, don't just list them; explain how a specific barrier has affected you and exactly what steps you took to overcome it.
    • 💡Use the 'SMART' acronym explicitly in your answers. If a question asks you to set a goal, break it down into the five SMART components to ensure you capture every mark available for clarity and structure.
    • 💡Focus on the 'Why' as much as the 'What.' When describing a learning resource or environment, explain why it is beneficial for your specific learning needs to demonstrate deep self-reflection.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing beliefs with facts or assuming all values are universally shared.
    • Failure to distinguish between personal and professional values.
    • Superficial reflection without exploring how deeply held beliefs shape reactions.
    • Confusing beliefs as specific convictions with values as broad guiding principles.
    • Assuming values and beliefs are static and cannot evolve over time.
    • Overlooking the role of cultural, social, or familial background in shaping beliefs and values.
    • Offering generic examples without making a clear link between a value, an attitude, and a resulting behaviour.
    • Confusing beliefs with values, or using the terms interchangeably without distinction.
    • Failing to provide concrete examples of how beliefs and values influence behaviour, instead making vague statements.
    • Overlooking the impact of conflicting values and beliefs on workplace dynamics, e.g., when personal values clash with organisational culture.
    • Conflating beliefs with facts: learners often treat subjective beliefs as objective truths, failing to recognise that beliefs are not always universally verifiable.
    • Using the terms 'values' and 'beliefs' interchangeably without distinguishing that values are principles for judging right/wrong or importance, whereas beliefs are cognitive assertions about reality.
    • Describing influence in a one-dimensional way, such as stating 'values affect behaviour' without explaining the mediating role of attitudes and opinions in that chain.
    • Confusing beliefs and values as interchangeable terms, rather than recognising beliefs as cognitive convictions and values as guiding principles.
    • Struggling to provide concrete, personal examples of beliefs and values, often repeating generic statements without reflection.
    • Failing to link values and beliefs to actual behaviour, instead describing them in abstract without showing real-world influence on actions or decisions.
    • Confusing beliefs with knowledge or facts, treating them as universally proven rather than personally held truths.
    • Failing to distinguish between beliefs and values, often using the terms interchangeably or providing overlapping examples.
    • Describing values as vague ideals (e.g., ‘being nice’) without linking them to concrete behaviours or decision-making.
    • Assuming all individuals share the same beliefs and values, neglecting cultural, religious, or personal diversity.
    • Treating beliefs and values as interchangeable without recognising that beliefs are often cognitive and specific, while values are broader, enduring principles.
    • Failing to connect beliefs and values to actual behaviour, instead providing only abstract definitions without workplace application.
    • Assuming all beliefs are religious or spiritual, ignoring secular or professional beliefs such as 'teamwork leads to better results'.
    • Overlooking the influence of cultural or societal values and how they might conflict with workplace norms or employer expectations.
    • Confusing beliefs and values, treating them as synonymous rather than recognising that beliefs are cognitive acceptances while values are evaluative standards that guide action.
    • Providing only abstract definitions without practical, real-world examples that illustrate the influence on attitudes, opinions, or behaviour.
    • Failing to explicitly link values/beliefs to specific behaviours, leaving a gap between theory and application, especially in employability scenarios.
    • Overlooking the potential for conflicting values or beliefs between individuals, which can lead to misunderstandings or conflict in the workplace.
    • Confusing beliefs with values: learners often treat them as interchangeable rather than recognizing that beliefs are convictions (what we think is true) while values are standards (what we consider important).
    • Assuming beliefs and values are fixed and unchangeable, ignoring how life experiences, education, and cultural exposure can reshape them over time.
    • Failing to distinguish between personal and professional contexts, leading to inappropriate application of personal beliefs in a workplace setting.
    • Overgeneralising: learners may state that 'all people from a certain background share the same beliefs', not accounting for individual diversity.
    • Confusing beliefs with opinions: assuming beliefs are easily changed superficial views rather than enduring convictions that often operate subconsciously.
    • Listing values without explaining their influence on behaviour, e.g., stating 'I value health' but not linking it to specific actions or attitudes.
    • Failing to recognize that cultural or familial beliefs can unconsciously shape attitudes towards well-being, leading to oversimplified explanations of personal choices.
    • Confusing beliefs with facts, presenting opinions as universal truths
    • Treating beliefs and values as interchangeable without distinguishing their roles
    • Failing to provide concrete examples, relying on vague or theoretical descriptions
    • Overlooking the two-way influence: how behaviour can also reinforce or change beliefs
    • Confusing beliefs with values: beliefs are cognitive (what we think is true), while values are evaluative (what we consider important).
    • Assuming all beliefs and values are fixed or universal, rather than recognising they can vary between individuals, cultures, and over time.
    • Failing to distinguish between attitudes (overall evaluations), opinions (specific views), and behaviour (actions), often using them interchangeably.
    • The 'Fixed Learning Style' Myth: Many students believe they can only learn in one specific way (e.g., 'I am only a visual learner'). In reality, the most effective learners are those who can adapt their style to the subject matter, using a multi-sensory approach.
    • Confusing Busy-ness with Productivity: Students often think that spending hours reading is 'learning.' The curriculum emphasizes that active learning—such as self-testing or practical application—is far more effective than passive reading.
    • Goals vs. Dreams: A common mistake is setting goals that are too broad, such as 'I want to be successful.' Examiners look for specific, actionable steps that can be measured over a set period.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1, Days 1-2: Conduct a personal skills audit. List your current strengths and areas for improvement, and research the different types of learning preferences (Visual, Auditory, Read/Write, Kinaesthetic).
    2. 2Week 1, Days 3-5: Focus on goal setting. Practice writing three SMART goals—one for your current course, one for a hobby, and one for your future career—ensuring each meets all five SMART criteria.
    3. 3Week 2, Days 1-3: Identify your personal barriers to learning. Categorize them into 'Internal' and 'External' and write a 100-word strategy for overcoming each one.
    4. 4Week 2, Days 4-5: Create a mock Personal Development Plan (PDP). Include your goals, the resources you need, a timeline for completion, and how you will measure your success.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Reflective Accounts: You may be asked to write a short essay or paragraph reflecting on a past learning experience. Advice: Be honest about what went wrong and focus heavily on what you learned from the experience.
    • 📋Action Planning Tables: You might be given a template to fill out for a specific scenario. Advice: Ensure every action step is logical and that the 'Time-bound' column contains realistic dates.
    • 📋Scenario Analysis: You may be given a case study of a student struggling to learn. Advice: Identify the specific barriers the student is facing and recommend two SMART goals to help them improve.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic self-reflection skills and the ability to identify personal likes and dislikes regarding study.
    • •A foundational understanding of Level 1 communication skills, particularly the ability to write clear, structured sentences.
    • •Familiarity with basic digital tools for research and document creation.

    Key Terminology

    Essential terms to know

    • Personal identity and self-awareness
    • Cultural and social influences
    • Moral and ethical reasoning
    • Impact on behaviour
    • Values in the workplace
    • Defining beliefs
    • Defining values
    • Influence on attitudes
    • Influence on opinions
    • Behavioural consequences
    • Self-reflection and application
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by 'beliefs'., Understand what is meant by 'values'., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Understand what is meant by “beliefs”., Understand what is meant by “values”., Understand how values and beliefs can influence attitudes, opinions and behaviour.
    • Nature of Beliefs
    • Nature of Values
    • Formation of Beliefs and Values
    • Influence on Attitudes
    • Influence on Behaviour
    • Personal and Social Identity
    • 1 Understand what is meant by “beliefs”2 Understand what is meant by “values”3 Understand how values and beliefs can influence attitudes, opinions and behaviour

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