LNF Cymru Literacy and numeracy for Wales

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Foundation Digital Technology

Foundation Digital Technology is a two year Entry Level and Level 1 qualification for learners aged 14 to 16, leading on to GCSE Digital Technology. Literacy sits mainly in the Unit 1 topic tests, where learners read multiple choice, objective and short answer questions and use technical terms such as CPU, RAM, MFA and phishing, and in the NEA units, where they write goals, success criteria and annotations, write text and narration for their product and reflect on their work. Numeracy sits in Unit 2: learners collect audience data, enter it in a spreadsheet, total and filter it and present it in pictograms, bar, pie and line charts. Coordinates, scores, timings and time plans add smaller numeracy demands in the games, quizzes and videos.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: The Digital World: Three digital topic tests of 20 minutes each (1 hour in total), 30%, 60 marks, set and marked by WJEC, taken in digital or paper format within a four week window under invigilated conditions
  • Unit 2: Designing Digital Solutions: Non-examination assessment, suggested timing of approximately 16 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal
  • Unit 3: Creating and Communicating with Digital Media: Non-examination assessment, suggested timing of approximately 14 hours, 35%, 70 marks, set by WJEC, marked by the centre and moderated by WJEC, assignment brief available via the WJEC Portal

The literacy and numeracy skills in this qualification

  1. Reading test questions and technical content

    Assessed: In the exam

    Unit 1 is three 20 minute topic tests made up of multiple choice, objective and short answer questions. Learners read questions closely about digital systems, online safety and digital working practices and pick out what each one asks.

    Literacy: Reading strategies

    Getting pupils ready

    Year 7
    Pupils answer ten multiple choice questions on parts of a computer, underlining the key word in each question before choosing.
    Year 8
    Pupils read a short article on cloud storage and answer short questions, skimming for the main idea and scanning for two named benefits.
    Year 9
    Pupils sit a timed 20 minute practice test on online safety with multiple choice and short answer questions, then check which questions they misread.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Unit 1, page 28; Unit 1, pages 11 to 18

    “objective test questions (OTQ) and short answer questions”
    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.

    Progression step 4

    • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

    • 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.

  2. Using technical vocabulary for digital systems and online safety

    Assessed: In the exam

    Unit 1 is full of technical terms and abbreviations, such as CPU, GPU, RAM, NIC, firmware, PII, MFA, VPN and phishing. Learners must know and spell them and use them correctly in short answers.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match ten abbreviations such as CPU and RAM to their full names and purposes, then learn the spellings in a weekly word check.
    Year 8
    Pupils build a glossary in OneNote of online safety terms such as phishing, MFA and VPN, each with their own definition and an example.
    Year 9
    Pupils explain the difference between pairs of terms that are often confused, such as cloud computing and cloud storage, in two or three sentences each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.2, 1.2.1 and 1.2.2, pages 13 to 15

    “Personal Identifiable Information (PII)”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • 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.

    • 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.

  3. Writing short explanations in the topic tests

    Assessed: In the exam

    The short answer questions in Unit 1 ask learners to show understanding, for example of the impact of a digital footprint, the impact of cyberbullying or the problems with not using technology safely. Answers need clear sentences that link a point to a reason.

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

    Getting pupils ready

    Year 7
    Pupils write one sentence explaining why a strong password matters, using because to give the reason.
    Year 8
    Pupils write a short paragraph on the impact of cyberbullying, giving two effects and linking them with connectives such as also and as a result.
    Year 9
    Pupils answer three past style short answer questions on digital footprints and device security, using a point, reason and example structure.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.2.1, 1.2.2 and 1.2.3, pages 14 to 16

    “Learners should understand the problems with not using”
    Progression step 3

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

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

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

  4. Reading critically to spot phishing, scams and fake websites

    Assessed: In the exam

    Learners know how to recognise and respond to online threats such as phishing emails, scams and unsafe or fake websites, and safe downloading practices such as checking the web address and reviews. This depends on reading digital texts for clues about their reliability.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two emails, one real and one fake, and highlight three clues that show which one is a scam.
    Year 8
    Pupils compare a real shopping website with a fake one, checking the web address, spelling and reviews, and write which they would trust and why.
    Year 9
    Pupils rate five messages and download pages for reliability, explaining the language tricks scammers use, such as urgency and threats.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.2.2, page 15

    “how to recognise and respond to online threats, such as:”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    • I can evaluate the usefulness and reliability of texts.

  5. Writing goals, success criteria and design annotations

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

    Learners write realistic project goals for their interactive product, a project plan with success criteria for their video, and annotations on their initial designs showing the visual, sound and technical aspects they intend to use.

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

    Getting pupils ready

    Year 7
    Pupils label a sketch of a game start screen with three short notes on colour, font and sound.
    Year 8
    Pupils write three success criteria for a video advert, each starting with The video will, and annotate a storyboard frame.
    Year 9
    Pupils write goals for a quiz that refer to their survey findings and annotate a full design sheet explaining each choice for the audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.2.1, page 21; Unit 3, Sections 3.1.1 and 3.1.3, pages 24 and 25

    “Learners should understand how to annotate initial designs”
    Progression step 3

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

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

    Progression step 4

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

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

  6. Writing and narrating content for an audience

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

    Learners create a product and a video that meet audience needs, which includes writing quiz questions, story dialogue and text on screen, and recording voiceovers or narration. Appendix A lists simple text narration and speech bubbles, and Appendix B lists text overlays and recorded voiceover.

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

    Getting pupils ready

    Year 7
    Pupils write five clear true or false questions for a quiz for Year 6 pupils and check each one has only one right answer.
    Year 8
    Pupils write speech bubble dialogue for a three page interactive story, keeping each line short enough for younger readers.
    Year 9
    Pupils script and record a 30 second voiceover for a video advert, then rerecord it after listening back for clarity and pace.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.2.2 and 2.3.1, pages 21 to 23; Unit 3, Section 3.2.1, page 25; Appendices A and B, pages 36 and 39

    “create a digital video which meets audience needs,”
    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 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 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 speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  7. Reflecting on how well a project met its goals

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

    Learners reflect on whether their interactive product met audience needs and what could be improved, and on how well their video met its purpose, audience needs, success criteria and time plan.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils write two sentences on their Scratch project: one thing that worked well and one thing to change.
    Year 8
    Pupils write a reflection on a short video against three success criteria, giving evidence for each and redrafting after peer comments.
    Year 9
    Pupils write a structured reflection covering purpose, audience, each success criterion and their time plan, with a specific improvement for each weakness.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.4.2, page 23; Unit 3, Section 3.3.2, page 26

    “reflect on how well the project”
    Progression step 3

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

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can improve writing through independent review and redrafting.

  8. Collecting data about audience needs

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

    Learners collect suitable data about their audience through data collection forms, surveys or observations, covering topic, style, accessibility and usability needs, and draw out data that is suitable for analysis.

    Numeracy: Collecting data

    Getting pupils ready

    Year 7
    Pupils run a tally survey of favourite game types in their class and record the totals in a table.
    Year 8
    Pupils design a Microsoft Forms questionnaire with tick box and rating questions about what a younger audience likes in a quiz.
    Year 9
    Pupils design a survey that collects both rating scale and written answers about style and accessibility needs, and check that every question gives data they can analyse.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, page 19

    “Learners should be aware of methods to collect suitable”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can collect both quantitative and qualitative data.

  9. Entering and analysing audience data

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

    Learners enter their data with correct data types such as numbers, currency and dates, then sort, filter, search and use conditional formatting to find patterns. Appendix A includes COUNT and SUM formulas, and learners extract key findings to inform their product.

    Numeracy: Interpreting data, Calculation

    Getting pupils ready

    Year 7
    Pupils sort a table of survey results from most to least popular and say which answer won and by how many.
    Year 8
    Pupils use COUNTIF and SUM in Excel to total survey answers and filter the results to compare two year groups.
    Year 9
    Pupils analyse their own survey with filters and conditional formatting, and write three findings, noting where the sample is too small to be sure.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.2 and 2.1.3, page 20; Appendix A, pages 37 and 38

    “analyse data to find patterns and results, such as:”
    Progression step 3

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    • I can add and subtract numbers using whole numbers and decimals.

    Progression step 4

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

  10. Presenting audience data in charts

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

    Learners create suitable charts to show audience needs, such as line, pie, bar and pictogram. Appendix A moves from a pictogram and a basic chart without labels to a bar chart with suitable labels, and pie or line charts with labels and a title at Level 1.

    Numeracy: Representing data

    Getting pupils ready

    Year 7
    Pupils draw a pictogram of class favourite apps by hand, then make the same data into a bar chart in Excel.
    Year 8
    Pupils make a bar chart with a title and axis labels from survey data and explain what it shows.
    Year 9
    Pupils choose between a bar, pie or line chart for three different data sets from their survey, add titles and labels and justify each choice.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.3, page 20; Appendix A, pages 37 and 38

    “Pie or Line Charts with suitable labels and title”
    Progression step 3

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can represent data using:

      • lists, tally charts, tables, diagrams and frequency tables
      • bar charts, grouped data charts, line graphs and conversion graphs
      • pictograms where one symbol represents more than one unit using a key
      • Venn and Carroll diagrams.
    Progression step 4

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

  11. Using coordinates, variables and timing in a game or quiz

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

    Appendix A includes number work inside the product: scoring systems that add one to a variable, lives or health variables, random spawning at an X and Y position and timed events. Learners use these to control game, quiz or story behaviour.

    Numeracy: Position, Conceptual understanding, Strategic competence

    Getting pupils ready

    Year 7
    Pupils move a Scratch sprite to given x and y coordinates and plot where it ends up on a grid of the stage.
    Year 8
    Pupils add a score variable that goes up by one for each coin and a timer that waits two seconds before showing a message.
    Year 9
    Pupils make an enemy appear at a random x position between set limits and a lives variable that ends the game at zero, then explain the numbers they chose.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.1, pages 22 and 23; Appendix A, pages 36 and 37

    “Scoring system (Variable: Score = Score + 1)”
    Progression step 3

    • I can use coordinates to find position.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    Progression step 4

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

  12. Planning and managing time for a project

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

    Learners plan time and resources for their video, including tasks, deadlines and contingencies, and reflect on how well they followed their time plan. Video editing also uses timing, such as how long text stays on screen and trimming clips.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils plan four tasks for a short project on a calendar and record how many lessons each one really took.
    Year 8
    Pupils build a 30 second video where each title stays on screen for a set number of seconds, then add up the clip lengths to check the total.
    Year 9
    Pupils make a time plan with dates and a contingency week, track actual against planned time in Excel and adjust the remaining tasks.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.1.1 and 3.3.2, pages 24 and 26; Appendix B, page 39

    “how well you followed your time plan”
    Progression step 3

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

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can interpret fractions of a second appropriately.

Good to know

Links with other qualifications

The qualification leads on to GCSE Digital Technology, where the same survey, spreadsheet and chart work grows into cleaning and analysing a larger WJEC data set with formulas and pivot tables, and the written planning and evaluation become longer. Survey design, frequency totals and bar, pie and line charts support the statistics work in Mathematics and Numeracy, and reading and writing about online safety links with English and Personal and Social Education.

Source: WJEC Entry Level/Level 1 Foundation Digital Technology specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).