LNF Cymru Literacy and numeracy for Wales

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Foundation Core Cymraeg

Entry Level Foundation Core Cymraeg is a two-year Welsh language course for learners aged 14 to 16 working towards Entry Level 1, 2 or 3, and it is almost entirely literacy, in Welsh. Learners read simple texts and answer multiple-choice questions (Unit 1, 25%), hold a role-play conversation about the world of work and present their local area orally (Unit 2, 40%), and write two short practical texts of up to 100 words, such as a CV or application form and information about local facilities (Unit 3, 35%). Everything is built on two themes, Yr Ardal (The Area) and Byd Gwaith (The World of Work). Numeracy is light: learners understand and use times, dates and costs in Welsh, for example the opening times and prices of local facilities.

Awarding body
WJEC
Level
Entry Level
First taught
September 2027
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Reading to understand and refer to familiar contexts: Two multiple-choice subject tests of 30 minutes each, taken on screen or on paper within a four-week summer window, 25%, 40 marks (20 per test), set and marked by WJEC
  • Unit 2: Oracy for everyday life: Practical assessment of individual oral tasks lasting 4 to 6 minutes, with up to 2 hours of supervised preparation for Part 2 Task 1, 40%, 40 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 3: Writing for practical purposes: Written assessment of two writing tasks of up to 100 words each, up to 45 minutes per task plus up to 30 minutes of supervised research, 35%, 20 marks, set by WJEC, marked by the centre and moderated by WJEC

The literacy and numeracy skills in this qualification

  1. Reading simple texts for main points and detail

    Assessed: In the exam

    In Unit 1 learners read simple Welsh texts about personal details, the world of work and the local area and answer multiple-choice questions on them. They need the main points and specific details, such as a person's hobbies, work experience or the facilities in a town.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short Welsh profile of a teenager and tick the correct name, age, town and two hobbies from a list.
    Year 8
    Pupils read a short Welsh text about a town's facilities and answer multiple-choice questions on what there is to do and what the writer likes.
    Year 9
    Pupils skim a short Welsh job advert and a work experience diary for gist, then scan them to answer timed multiple-choice questions on skills, times and opinions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, overview and Sections 1.1.1 to 1.1.3, pages 10 and 11

    “understand the main points and specific details of simple reading texts”
    Progression step 3

    • I can read words and sentences from different texts using a range of strategies to make meaning.

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

  2. Building Welsh vocabulary for familiar topics

    Assessed: In the exam and in coursework (NEA)

    All three units draw on a core vocabulary for personal details, hobbies, personal skills, jobs, places, facilities and the weather. Learners build this by hearing, seeing and reading Welsh and then reuse it in their own speaking and writing.

    Literacy: Understanding, response and analysis, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils match Welsh words for hobbies and places in town to pictures, then use five of them in spoken sentences.
    Year 8
    Pupils keep a Welsh word bank for jobs and personal skills such as being organised or a team player, and use it to describe a family member.
    Year 9
    Pupils collect useful words and phrases from a Welsh job advert and a leaflet about the area, then reuse them in a short paragraph about themselves.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 1.1, page 6; Unit 1, Sections 1.1.1 to 1.1.3, pages 10 and 11

    “develop knowledge and understanding of Welsh vocabulary and structure”
    Progression step 3

    • I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

    • I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.

    Progression step 4

    • I can read to build my vocabulary and develop sentence structures, and use these effectively in my own communication.

    • I can listen to build my vocabulary and sentence structure, and use these in my own communication.

  3. Listening to and answering familiar questions

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners understand familiar spoken questions about themselves, the world of work and their area and respond verbally using simple sentences. Questions include what sort of person are you, do you like your area and what would you like to see in your area.

    Literacy: Listening for meaning, Developing vocabulary, Listening to understand

    Getting pupils ready

    Year 7
    Pupils answer simple spoken Welsh questions from the teacher about their name, age, where they live and their hobbies.
    Year 8
    Pupils listen to a partner's Welsh questions about their town and answer in full sentences, picking out key words such as where, what and why.
    Year 9
    Pupils answer unseen spoken Welsh questions about their personal skills and the job they would like, using a key word in each question to shape their reply.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, overview and Sections 2.1.1 and 2.1.2, pages 13 to 15

    “offer a simple response to familiar questions”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can listen to, identify and use key words to understand the general meaning and ideas which are implied.

    Progression step 4

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • I can use different techniques to help me remember, record and respond to what I hear.

  4. Holding a role-play conversation about the world of work

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners take part in a role-play based on the world of work, holding a conversation with the teacher about themselves, their personal skills and a job. They also ask simple questions such as when does the job start and what time does the work finish.

    Literacy: Collaborative talk, Questioning, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils act out a short Welsh role-play at a café counter, asking for and giving simple information.
    Year 8
    Pupils role-play joining a youth club in Welsh, answering questions about themselves and asking when and where the club meets.
    Year 9
    Pupils role-play a short job interview in Welsh, describing their personal skills and asking the employer when the job starts and what time work finishes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, overview and Section 2.1.1, pages 13 and 14

    “use role-play based on the world of work and respond to questions”
    Progression step 3

    • I have experienced speaking with different people in a variety of authentic contexts.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I have experienced speaking with different people in a variety of authentic contexts.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  5. Presenting information about the area orally

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners present verbal information about their area using simple sentences, covering what is in the area, its attractions and leisure facilities and what there is to do. They then answer questions on it, and may prepare under supervision beforehand.

    Literacy: Purpose, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils say three Welsh sentences about what there is in their town, using a picture prompt.
    Year 8
    Pupils give a one minute talk in Welsh about local facilities, using cue cards, and answer one question from a partner.
    Year 9
    Pupils prepare and give a two minute Welsh presentation about their area, covering attractions and things to do, then answer unprepared questions from the class.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, overview and Section 2.1.2, pages 13 and 15; Section 3.2, page 20

    “present information and answer questions based on their area”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  6. Expressing simple opinions and reasons

    Assessed: In the exam and in coursework (NEA)

    Learners read, say and write simple opinions, such as likes and dislikes, enjoy and don't enjoy, and I prefer. In Units 2 and 3 they give simple views about their area and about the world of work, including why they like or dislike something.

    Literacy: Purpose, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils say and write whether they like or dislike five hobbies in Welsh, using simple opinion phrases.
    Year 8
    Pupils give opinions in Welsh about places in their town and add a reason with because, in speech and in writing.
    Year 9
    Pupils write and say what they like and dislike about their area and what they would like to see there, giving a reason for each opinion.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 10; Unit 2, Sections 2.1.1 and 2.1.2, pages 14 and 15; Unit 3, Sections 3.1.1 and 3.1.2, page 17

    “Learners should be able to express simple views about the”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

  7. Writing practical work-related texts

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 learners complete a work-related writing task of up to 100 words, such as an application letter, a job application form, a CV or a personal information form. They present information about themselves, including personal skills and the job they would like, and say simply why they want a job.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils fill in a simple Welsh form with their name, age, address, school and hobbies.
    Year 8
    Pupils write a short Welsh letter to a local business asking for work experience, following a model layout.
    Year 9
    Pupils write a short Welsh CV and covering email for a weekend job, including their personal skills, school subjects and why they want the job.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, overview and Section 3.1.1, pages 16 and 17; Section 3.2, page 20

    “for example writing an application letter, completing a job application form, writing a CV”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  8. Writing information about the local area

    Assessed: In coursework (non-examination assessment, NEA)

    For Unit 3 Task 2 learners write up to 100 words of information about clubs, facilities or attractions in their area, covering what it is, time, location, cost, contact details and arrival details, with a simple opinion. They choose the format, for example a Word document, PowerPoint, letter, email or poster.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils write three Welsh sentences about a local park or beach for a class display.
    Year 8
    Pupils write a short Welsh leaflet about a local club, giving the day, time, cost and where it meets.
    Year 9
    Pupils plan and write a 100 word Welsh information page about a local attraction, with headings for times, cost, location and contact details and a short opinion.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, overview and Section 3.1.2, pages 16 and 17; Section 3.2, pages 20 and 21

    “provide written information about the local area, for example facilities, attractions, clubs.”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can present my work appropriately in digital contexts.

    Progression step 4

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

  9. Using verb tenses and adjectives in simple sentences

    Assessed: In the exam and in coursework (NEA)

    Each unit lists language elements that learners understand and use, including different verb tenses such as I went, I would like and I enjoyed or didn't enjoy, and adjectives such as busy, fun and boring. Learners recognise them in Unit 1 reading and use them in Unit 2 speaking and Unit 3 writing.

    Literacy: Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils describe their town in Welsh using present tense sentences and three adjectives such as busy, quiet and fun.
    Year 8
    Pupils write about a trip in Welsh using I went, it was and I enjoyed or I didn't enjoy, with an adjective in each sentence.
    Year 9
    Pupils write and say a short Welsh paragraph that moves between past, present and future, such as what they did on work experience and the job they would like.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.4, pages 11 and 12; Unit 2, Section 2.1.3, page 15; Unit 3, Section 3.1.3, page 17

    “different verb tenses, for example:”
    Progression step 3

    • I can use language appropriate to writing, including standard forms, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses.

    • I can use the standard form of a variety of words, e.g. present, past and negative forms.

    • I can use simple, compound and complex sentence structures for emphasis and effect.

    Progression step 4

    • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

  10. Spelling familiar vocabulary and using punctuation

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 3 asks learners to use simple sentences with correct spelling of familiar vocabulary and punctuation. Appendix A ticks writing for Unit 3 only, so this is where written accuracy is marked.

    Literacy: Vocabulary, spelling, grammar, Punctuation, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils learn to spell ten Welsh words for hobbies and places, using Welsh letter sounds such as ll, dd and ch, and check them in a short sentence quiz.
    Year 8
    Pupils check a short Welsh paragraph for capital letters, full stops and question marks, and correct the spelling of familiar words using a word bank.
    Year 9
    Pupils proofread and redraft their own Welsh writing about the area, correcting spelling and punctuation before handing in a final copy.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.3, page 17; Appendix A, page 27

    “Learners should be able to use simple sentences, including:”
    Progression step 3

    • I can use my knowledge of letter sounds and patterns accurately in my spelling, including:

      • roots, e.g. light, geo, appear
      • suffixes, e.g. -able, -cious/tious, -ful
      • plural forms correctly in context, e.g. -s, -es, -ies.

    • I can use a range of punctuation accurately (including apostrophe for possession) to clarify and expand meaning.

    Progression step 4

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    • I can improve writing through independent review and redrafting.

  11. Using other languages to support learning Welsh

    Assessed: Taught, but not assessed

    The specification supports building on learners' knowledge of other languages, such as English, to help them learn Welsh, and developing their understanding of how Welsh works. This is part of how the course is taught rather than a separate assessed task.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils compare a short English and Welsh sign from their town and spot the words that look or sound alike.
    Year 8
    Pupils read a short English notice about a club and pass on its key details to a partner in Welsh.
    Year 9
    Pupils use what they know about English sentence patterns to work out new Welsh phrases in a job advert, then explain the information in Welsh.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 1.2, page 7

    “previous knowledge of language(s) to support the learning of”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

  12. Understanding and using times and dates in Welsh

    Assessed: In the exam and in coursework (NEA)

    Units 1 and 2 list time and dates as language elements, including day, week, month, year, seasons and next and last. In Unit 2 learners ask what time work starts or finishes, and in Unit 3 they give the time of a club or facility.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils say and write the time in Welsh from analogue and digital clocks, and the days of the week and months of the year.
    Year 8
    Pupils read a Welsh timetable for a leisure centre and say what time each activity starts and finishes on different days.
    Year 9
    Pupils use a Welsh rota for a part-time job to answer questions on start and finish times, how many hours are worked and which day is next week.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.4, pages 11 and 12; Unit 2, Sections 2.1.1 and 2.1.3, pages 14 and 15; Unit 3, Section 3.1.2, page 17

    “time, for example: day, week, month, year”
    Progression step 3

    • I can read and use analogue and digital clocks.

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

  13. Giving costs and practical details for local facilities

    Assessed: In coursework (non-examination assessment, NEA)

    For Unit 3 Task 2 learners present information about clubs, facilities and attractions that includes time, location, cost, contact details and arrival details. They obtain these facts during their research and write prices, times and phone numbers accurately in Welsh, and dealing with money is listed as a personal skill for the world of work.

    Numeracy: Strategic competence, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils say and write prices in Welsh from a café menu, using pounds and pence correctly.
    Year 8
    Pupils find the cost and opening times of the local swimming pool from a leaflet and write them in a Welsh information table.
    Year 9
    Pupils pick out the cost, times, location and phone number of a local attraction from a website and choose which facts a visitor needs most for a Welsh information page.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 17; Section 3.2, pages 20 and 21; Unit 1, Section 1.1.2, page 11

    “present written information about the local area, for example facilities, attractions,”
    Progression step 3

    • I can identify, measure or obtain required information to complete the task.

    • I can use appropriate notation, symbols and units of measurement.

    Progression step 4

    • I can identify what further information might be required and select what information is most appropriate.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

Good to know

Links with other qualifications

The specification says the qualification "provides a broad foundation for progression to GCSE Core Cymraeg" (page 7). GCSE Core Cymraeg builds on the same speaking, listening, reading and writing in Welsh but asks for much more: spontaneous discussion and justified opinions, inference in longer texts, extended writing in different forms, accurate mutations, and reading and discussing charts and statistics. The practical writing here, such as job applications and information about the area, matches Foundation English, so the two departments can share models of forms, letters and leaflets.

Source: WJEC Entry Level Foundation Core Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).