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 Understanding, response and analysis
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Finding and sequencing information in short texts
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.
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Explaining how language, layout and presentation create meaning
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.
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Comparing ideas across texts and backing points with evidence
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.
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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.
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Giving an individual researched presentation
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.
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).