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
Skills that use Proofreading, editing and improving
-
Proofreading and editing short texts
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.
Good to know
- Both kinds of text appear in the tests: continuous and non-continuous texts are defined and "Both types will be used in assessment." (Unit 1, page 11).
- Each Unit 1 test and Unit 2 task is 40 minutes "(plus 10 minutes reading time)" (Summary of assessment, page 5), so short timed reading practice matters.
- Unit 2 texts are chosen by the teacher: "Teachers must select short functional texts that reflect the real-world, learning and work in Wales" (Section 3.2, page 20).
- Accuracy is half the marks: AO2 includes "Write with general accuracy, including grammar, punctuation and spelling." and carries 50% of the overall weighting (Section 3.1, page 19).
- Notes are allowed for speaking: "Candidates are permitted to produce annotated texts and brief notes during the preparatory stages" (Section 3.2, page 21).
- Units 2 and 3 allow one resubmission: "teachers may allow a learner one opportunity to improve their evidence and resubmit it" (Section 3.4, page 22), but any feedback must "avoid directing learners on how to improve their mark" (page 23).
- Appendix A ticks Listening, Reading, Speaking and Writing for all three units, and maps the number system and statistics strands of Developing Mathematical Proficiency to Units 1 and 2 only (Appendix A, pages 28 and 29).
- The Unit 3 weighting is inconsistent: the summary gives "30% of qualification" (page 5) but the overview says "The two tasks contribute to 40% of the overall qualification grade." (page 20). The 30% figure matches the grading table on page 26. The Unit 3 content headings are also numbered 3.1, 3.2, 3.4 and 3.5 on page 17 while the amplification uses 3.1 to 3.4.
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).