LNF Cymru Literacy and numeracy for Wales

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Foundation English

WJEC Entry Level/Level 1 Foundation English is a two year, 120 guided learning hour course for learners aged 14 to 16 working at entry level, graded Entry 1 to Level 1 Pass, with a route on to GCSE English Language and Literature. Literacy is the whole qualification. Unit 1 tests reading short texts and functional writing, Unit 2 asks for a reading response, a functional piece and a short creative piece under high control, and Unit 3 assesses a researched presentation and a group discussion of a literary extract. Accuracy in spelling, punctuation and grammar is marked throughout. Numeracy is light: learners read tables, charts, infographics, times and prices in everyday texts and may use statistics as evidence in their presentation.

Awarding body
WJEC
Level
Entry Level and Level 1
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 and Writing for Practical Purposes: Two topic tests of 40 minutes each (plus 10 minutes reading time), 30%, 60 marks (2 x 30), set and marked by WJEC, taken on screen or on paper within a four week assessment window under invigilated examination conditions
  • Unit 2: Reading and Writing for Real-World and Creative Contexts: Written assessment of two tasks of 40 minutes each (plus 10 minutes reading and planning time), 40%, 40 marks (2 x 20), outline set by WJEC and tailored by the centre, sat under high control conditions, marked by the centre and moderated by WJEC
  • Unit 3: Speaking and Listening for Real-World and Literary Contexts: Speaking and listening assessment of approximately 12 minutes: an Individual Researched Presentation of 3 to 5 minutes and a group discussion of a literary extract of 5 to 7 minutes, 30%, 40 marks (2 x 20), WJEC set tasks, marked by the centre and moderated by WJEC

The literacy and numeracy skills in this qualification

  1. Finding and sequencing information in short texts

    Assessed: In the exam

    Learners read short continuous and non-continuous texts such as instructions, recipes, leaflets and adverts, and retrieve, select and sequence relevant information. Unit 1 tests this with find and copy, matching, multiple choice and sequencing questions.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a recipe to find the cooking time and three ingredients, then put six jumbled method steps back in order.
    Year 8
    Pupils skim a leisure centre leaflet for its main purpose, then scan it to answer five find and copy questions against the clock.
    Year 9
    Pupils read an unseen set of instructions and a related poster, answer retrieval, matching and sequencing questions, and highlight where in each text they found every answer.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1 and 1.2, page 11

    “retrieve, select, and sequence relevant information”
    Progression step 3

    • 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.

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    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 use my knowledge of how different texts are structured, organised and linked to support my understanding of a topic, e.g. use of hyperlinks in a printed/digital text to extend my research and understanding.

  2. Inferring meaning, tone and purpose

    Assessed: In the exam and in coursework (NEA)

    Learners identify explicit information and infer implicit meaning in Unit 1, and in Unit 2 they explain impressions and viewpoints and infer tone and purpose from contextual and linguistic clues. Inference and deduction is a named question type.

    Literacy: Reading strategies

    Getting pupils ready

    Year 7
    Pupils read a short letter of complaint and say how the writer feels, pointing to two words that show it.
    Year 8
    Pupils read a job advertisement and work out what kind of person the employer wants, even where it is not stated, giving a clue from the text for each idea.
    Year 9
    Pupils read two short texts on the same event, one formal and one chatty, and explain the purpose and tone of each with quoted evidence.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1 and 1.2, page 11; Unit 2, Section 2.2, page 14

    “infer tone and purpose using contextual and linguistic”
    Progression step 3

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

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    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 gain a full understanding of texts using inference, deduction and analysis.

  3. Explaining how language, layout and presentation create meaning

    Assessed: In the exam and in coursework (NEA)

    Unit 1 questions cover vocabulary in context and analysis of language. In Unit 2 learners recognise and analyse how layout, structure and presentational features such as headings, images and organisation influence meaning in functional texts.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils label the headline, subheadings, bullet points and picture on a health and safety poster and say what job each does.
    Year 8
    Pupils pick three words from an event poster and explain what each makes the reader think or feel, then explain why the most important information is in the biggest print.
    Year 9
    Pupils write a short paragraph on how a promotional leaflet uses language and layout to persuade, using at least two quotations and one comment on presentation.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.2, page 11; Unit 2, Sections 2.1 and 2.2, page 14

    “recognise how layout, structure, and presentational”
    Progression step 3

    • I can use my knowledge of language construction and text organisation to support my understanding.

    • I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.

    Progression step 4

    • I can use my knowledge of:

      • word roots and families
      • grammar, sentence and whole-text structure
      • content and context

      to make sense of words, sentences and whole texts.

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

  4. Comparing ideas across texts and backing points with evidence

    Assessed: In the exam and in coursework (NEA)

    Learners compare ideas across different text formats and support their points with evidence drawn directly from the texts. In Unit 2 they support ideas with appropriate textual evidence or examples.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two short reviews of the same film and fill in a table showing what each reviewer liked and disliked.
    Year 8
    Pupils compare a leaflet and a webpage about the same attraction, writing three sentences on a similarity and a difference, each with a short quotation.
    Year 9
    Pupils write an extended answer comparing the views in two texts on school uniform, using a point, evidence and explanation structure for each idea.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1 and 1.2, page 11; Unit 2, Section 2.2, page 14

    “support points with evidence drawn directly from texts”
    Progression step 3

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    • I can read to identify different people’s viewpoints on various subjects and develop empathy.

    Progression step 4

    • I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.

    • I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

  5. Writing functional texts for a clear purpose and audience

    Assessed: In the exam and in coursework (NEA)

    Learners write short and extended functional pieces in Unit 1 and, in Unit 2, a functional response linked directly to the reading stimulus, such as a job application, leaflet, review or blog. They adapt tone, register and format and organise ideas clearly and logically.

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

    Getting pupils ready

    Year 7
    Pupils write a short email to a teacher asking to join a club, using a greeting, a clear request and a polite sign off.
    Year 8
    Pupils write a leaflet section for Year 6 pupils about their school, then rewrite the same information as a formal letter to parents and compare the tone.
    Year 9
    Pupils read a job advertisement and write a letter of application in response, organising paragraphs logically and matching the formal register the advert expects.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3, page 12; Unit 2, Section 2.3, pages 14 and 15

    “adapt tone, register and format to suit audience and”
    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.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

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

  6. Writing creatively to describe or narrate

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

    In Unit 2 learners produce a short creative response, either descriptive or narrative. They write descriptively using sensory detail, write narratively about a sequence of events, and select vocabulary to create tone and a particular effect.

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

    Getting pupils ready

    Year 7
    Pupils describe a busy market using one detail for each of the five senses.
    Year 8
    Pupils write a short story opening about a first day somewhere new, varying sentence length and choosing words to build a nervous mood.
    Year 9
    Pupils write a full short narrative with a clear sequence of events and a descriptive paragraph, then underline three word choices and explain the effect they wanted.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.4, page 15

    “write descriptively using sensory detail”
    Progression step 3

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

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

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

    Progression step 4

    • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

  7. Writing accurately with correct spelling, punctuation and grammar

    Assessed: In the exam and in coursework (NEA)

    Accurate spelling, punctuation and grammar is required in Unit 1 functional writing and in both Unit 2 writing tasks, alongside clear organisation of ideas. It is assessed under AO2, which carries half of the qualification's weighting.

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

    Getting pupils ready

    Year 7
    Pupils learn ten commonly misspelt words each week and practise full stops, capital letters and commas in lists in their own sentences.
    Year 8
    Pupils use apostrophes for possession and contraction correctly and join ideas with connectives such as however and because in paragraphed writing.
    Year 9
    Pupils write a timed piece of around 250 words, then check every sentence for punctuation, tense and spelling using a short checklist.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3, page 12; Unit 2, Sections 2.3 and 2.4, pages 14 and 15; Section 3.1, page 19

    “Write with general accuracy, including grammar, punctuation and spelling”
    Progression step 3

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

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

    • I can use paragraphs and make links between them.

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

    Progression step 4

    • I can use the full range of punctuation accurately (including colons, semicolons and parenthesis) to clarify, organise and expand meaning.

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

    • 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.

  8. Proofreading and editing short texts

    Assessed: In the exam

    Unit 1 asks learners to write short responses that show understanding, with editing, ordering and proofreading given as examples. Learners spot and correct errors and improve short pieces of text.

    Literacy: Proofreading, editing and improving, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils find and correct five spelling and punctuation mistakes planted in a short notice.
    Year 8
    Pupils reorder the jumbled sentences of a short set of instructions and correct the errors in tense and punctuation.
    Year 9
    Pupils proofread and edit a paragraph from an unseen letter, explaining each change they make and why it improves clarity.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Overview of unit, page 10

    “writing short responses to demonstrate understanding (for example, editing, ordering,”
    Progression step 3

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

    • I can understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had an apple, cracker and cheese for tea.

    Progression step 4

    • I can improve writing through independent review and redrafting.

  9. Giving an individual researched presentation

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

    Learners prepare and deliver a 3 to 5 minute presentation on a topic from one of four set themes. It must describe the topic, explain some advantages and disadvantages and give a view with reasons, using evidence and language adapted to the audience.

    Literacy: Clarity and vocabulary, Purpose, Understanding, response and analysis, Questioning

    Getting pupils ready

    Year 7
    Pupils give a one minute talk to a small group about a hobby, speaking clearly and looking at the audience.
    Year 8
    Pupils give a two minute talk on a local issue using cue cards, including one fact they researched and their own opinion with a reason.
    Year 9
    Pupils give a three minute researched talk on a sustainability topic, explaining advantages and disadvantages, justifying their view with evidence, and answering a question from the audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.1 and 3.2, page 17; Section 3.2, page 21

    “express and justify a personal viewpoint using evidence”
    Progression step 3

    • 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.

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

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    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 can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

  10. Discussing a literary extract

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

    In a 5 to 7 minute group discussion learners talk about an extract from a text they have studied, chosen by the teacher. They explain what is happening, what the writer wants the reader to think or feel, which words stand out and why, and link the extract to the rest of the text and the real world.

    Literacy: Reading strategies, Clarity and vocabulary, Questioning

    Getting pupils ready

    Year 7
    Pupils read a short poem in pairs and each choose one line they like, saying what it makes them picture.
    Year 8
    Pupils discuss a short story extract in a group, saying how a character feels and pointing to words that show it.
    Year 9
    Pupils prepare annotations on an extract from a class novel, then lead part of a group discussion on the writer's word choices and how the extract links to another moment in the book.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.3, page 17; Section 3.2, page 21

    “explain how language and structure create effect”
    Progression step 3

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

    • I can gain a full understanding of texts using inference, deduction and analysis.

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

  11. Listening and responding in group discussion

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

    Learners demonstrate active listening, respond to others respectfully and constructively, ask relevant questions and support, challenge or build on others' ideas. This is assessed through the group discussion in Unit 3.

    Literacy: Listening as part of collaborative talk, Questioning, Collaborative talk, Listening to understand

    Getting pupils ready

    Year 7
    Pupils take turns in a small group discussion about a class rule, repeating back what the last speaker said before adding their own point.
    Year 8
    Pupils discuss a question about a story in a group, using sentence starters to agree, disagree politely and ask a follow up question.
    Year 9
    Pupils take part in a group discussion on a text where the teacher notes how well they build on, challenge and question other speakers, not only their own points.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4, page 17; Section 3.2, page 21

    “respond to others respectfully and constructively”
    Progression step 3

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can listen in order to show agreement and disagreement in collaborative discussion and situations.

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

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    Progression step 4

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

  12. Reading information in tables, charts and infographics

    Assessed: In the exam and in coursework (NEA)

    Non-continuous texts such as tables, charts, forms and infographics are used in both Unit 1 and Unit 2, and learners interpret key information and ideas from these formats. Appendix A maps the statistics strand of Developing Mathematical Proficiency to Units 1 and 2.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a simple bar chart on an infographic about pets and answer three questions such as which pet is most popular.
    Year 8
    Pupils read an infographic about young people's screen time and write two sentences on what the figures show.
    Year 9
    Pupils read a charity infographic with a pie chart and a table, answer questions on it, and say whether one claim in the text is fully supported by the figures.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1, page 11; Unit 2, Section 2.1, page 14; Appendix A, page 29

    “tables, charts, forms, or mixed layouts”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

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

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

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

  13. Reading times, dates and prices in everyday texts

    Assessed: In the exam and in coursework (NEA)

    The everyday texts learners read include leisure centre activity leaflets, posters for an event, recipes and job advertisements, which carry times, dates, prices and quantities. Appendix A maps the number system strand to Units 1 and 2, although the specification does not set out number questions.

    Numeracy: Measurement, Financial literacy

    Getting pupils ready

    Year 7
    Pupils read a cinema poster and find the start time, the price for a child and the day the film ends.
    Year 8
    Pupils use a leisure centre timetable and price list to plan a Saturday visit, working out which sessions fit and the total cost.
    Year 9
    Pupils compare two event leaflets with different prices, offers and times, and write a short reply to a friend recommending one with reasons drawn from the figures.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1, page 11; Unit 2, Section 2.1, page 14; Appendix A, page 29

    “leisure centre activity leaflet”
    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 make comparisons between prices and understand which is best value for money.

    Progression step 4

    • I can use timetables and time zones to calculate travel time.

    • I can make informed decisions relating to discounts and special offers.

  14. Using statistics and facts as evidence in a presentation

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

    When preparing the Individual Researched Presentation, learners may annotate texts and make brief notes, which may focus on statistics, facts, examples or quotations. They use relevant evidence to support their view.

    Numeracy: Interpreting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils find one number fact about their local area, such as its population, and say it aloud in a sentence.
    Year 8
    Pupils find two statistics about a health topic, write them on a cue card with the source, and explain what each number means in plain words.
    Year 9
    Pupils choose the most convincing statistic for a short talk, round it sensibly for listeners, and explain whether it really supports their view.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 21; Unit 3, Section 3.2, page 17

    “Annotations may focus on, for example, statistics, facts, examples or relevant quotations”
    Progression step 3

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

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

    Progression step 4

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

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

Good to know

Links with other qualifications

Foundation English builds directly towards GCSE English Language and Literature, which the specification names as a progression route. The skills are the same in kind: reading for explicit and implicit meaning, analysing language and layout, writing for purpose and audience, creative writing, a researched individual presentation and group discussion of literature. The GCSE steps these up with longer and more complex texts, comparison of poems and whole literary texts, extended critical essays and more sustained, accurate writing. Reading functional texts about work and leisure in Wales also supports the vocational Foundation qualifications, and reading charts and infographics links with Mathematics and Numeracy.

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