LNF Cymru Literacy and numeracy for Wales

← All qualifications

Foundation Health and Social Care, and Childcare

Foundation Health and Social Care, and Childcare is a two-year, two-unit Work-Related Foundation Qualification for learners aged 14 to 16 working at Entry Level or Level 1. Every learner takes Unit 1 on the sectors, communication, safeguarding and wellbeing, then either Unit 2 Adult Health and Social Care or Unit 3 Childcare, all assessed through a teacher-set portfolio moderated by WJEC. Literacy runs through everything: Unit 1 has a whole learning outcome on communicating with children and adults in Welsh or English, and evidence comes from role-plays, presentations, case studies, reports, leaflets and blogs. Numeracy is light and sits mainly in Unit 3, in child development milestones by age and in snack and mealtime tasks, with some planning of meals and daily routines in Unit 2.

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: Introduction to the Health and Social Care and Childcare sector, and Basic Safeguarding: Compulsory, taught first. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 12 hours (typically 9 to 12 hours), 52 of the 120 qualification points, assessed in centre and moderated by WJEC. 48 guided learning hours, first moderated summer 2028.
  • Unit 2: Adult Health and Social Care: Optional, taken instead of Unit 3. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 18 hours (typically 14 to 18 hours), 68 of the 120 qualification points, assessed in centre and moderated by WJEC. 72 guided learning hours, first moderated summer 2029.
  • Unit 3: Childcare: Optional, taken instead of Unit 2. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 18 hours (typically 14 to 18 hours), 68 of the 120 qualification points, assessed in centre and moderated by WJEC. 72 guided learning hours, first moderated summer 2029.

The literacy and numeracy skills in this qualification

  1. Speaking clearly and adapting language for children and adults

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

    In Unit 1, LO1.2, learners use polite greetings, speak clearly and at an appropriate pace, and adapt their language for children or people with additional needs. At Level 1 they plan how to adapt communication for a child and an adult and adapt tone and language for different age groups. In Unit 3 they talk to children with positive language, praise and open questions.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils practise greeting a visitor to the school reception politely and clearly, then greet a younger pupil, and say what they changed.
    Year 8
    Pupils explain the same simple instruction, such as how to wash hands, first to a partner playing a 4 year old and then to one playing an adult, using simpler words and a slower pace for the child.
    Year 9
    Pupils plan and deliver a short spoken explanation of a care routine for an older adult with hearing loss, choosing pace, volume, words and gestures, and reflect on what worked.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.2 content, page 14; assessment criteria 1.2.1 to 1.2.3, page 18; Unit 3, LO3.6 content, page 41; assessment criterion 3.6.2, page 45

    “speaking clearly and at an appropriate pace”
    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.

    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 organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  2. Listening actively and checking understanding

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

    Learners listen carefully, show attention, avoid interrupting and check understanding by asking questions and repeating or summarising what was said. Entry 2 learners show listening by nodding and repeating back, and Level 1 learners plan how to check understanding with different individuals.

    Literacy: Listening to understand, Questioning

    Getting pupils ready

    Year 7
    Pupils listen to a partner describe their weekend for one minute without interrupting, then repeat back the two main points.
    Year 8
    Pupils listen to a recorded message giving an appointment time and place, note the key details and ask one checking question to confirm them.
    Year 9
    Pupils role-play a care worker hearing a resident's worries, using open questions and a short summary to check they have understood before replying.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.2 content, page 14; assessment criteria 1.2.2 and 1.2.3, page 18; example tasks, pages 20 and 21

    “repeating or summarising what was said”
    Progression step 3

    • I can listen to and understand information about a variety of topics, summarising the main points.

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

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

  3. Role-play and presenting to peers

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

    Role-play runs through all three units: learners carry out short conversations, plan and present role-plays showing effective communication in a care setting, and act out scenarios with and without voice, choice and control. Level 1 criteria also ask learners to present to peers, for example how to wash hands to NHS guidelines.

    Literacy: Collaborative talk, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils act out a two person scene of a receptionist welcoming a patient to a GP surgery from a prompt card.
    Year 8
    Pupils plan and perform a short role-play of a nursery worker settling an upset child, then explain to the class what the worker did well.
    Year 9
    Pupils script and present a care home role-play twice, once ignoring the resident's choices and once giving voice, choice and control, and explain to their peers the difference it makes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, assessment criterion 1.2.2, page 18; Unit 2, assessment criteria 2.5.1 and 2.5.3, page 32; example tasks, pages 35 and 36; Unit 3, assessment criterion 3.4.1, page 44

    “plan and present a role-play activity which demonstrates effective”
    Progression step 3

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

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

    Progression step 4

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

    • I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

  4. Communicating in Welsh or English and the Active Offer

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

    Communication throughout the specification is in Welsh or English, and in Unit 1 learners implement the Active Offer so that individuals can communicate in their preferred language. Learners also learn strategies for overcoming language differences.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils learn and use Welsh greetings and simple care phrases, such as asking how someone is feeling, in a role-play.
    Year 8
    Pupils read a short English health notice and give the key message to a partner in Welsh, or the reverse.
    Year 9
    Pupils role-play greeting a care home resident by offering a choice of Welsh or English, then carry on the conversation in the language chosen.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.1 and LO1.2 content, pages 13 and 14; Unit 2, LO2.5 content, page 28; Unit 3, LO3.6 content, page 41

    “implementing the Active Offer to allow communication in the individual's preferred”
    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.

  5. Using care sector vocabulary accurately

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

    Learners match, state and use the terms of the sector, including safeguarding, adult at risk and child at risk, the five types of abuse, PILES, person-centred and outcome-focused care, and equality, diversity and inclusion. Entry level criteria often ask learners to match definitions to terms, and Level 1 asks them to use the terms in explanations.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils match ten health words, such as hygiene, wellbeing and diet, to their meanings and use three of them in sentences.
    Year 8
    Pupils keep a glossary of health and care terms in their book, spelling each correctly and writing an example for each.
    Year 9
    Pupils explain a short care scenario using at least five sector terms, such as person-centred, safeguarding and independence, checking spelling and meaning with the glossary.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, assessment criteria 1.3.1 and 1.3.2, page 18; example tasks LO1.3, page 21; Unit 2, assessment criteria 2.1.1 and 2.2.2, pages 29 and 30

    “match the correct definition to the correct term”
    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 express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    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.

  6. Reading case studies and scenarios

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

    Learners read case studies and scenarios to identify types and signs of abuse, an adult's care needs and why they need support, and safe practice if worried about a child. At Level 1 in Unit 2 they complete a personal development plan using a case study.

    Literacy: Reading strategies

    Getting pupils ready

    Year 7
    Pupils read a short story about a child's day and highlight the times when the child was happy, upset or hungry.
    Year 8
    Pupils read a one page case study about an older adult living alone and underline the clues that show physical, social and emotional needs.
    Year 9
    Pupils read a case study about a young person, pick out the facts that suggest they need support, and use those facts to fill in a simple support plan.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, example tasks LO1.3, page 22; Unit 2, assessment criterion 2.4.3, page 31; example tasks, pages 33 to 35; Unit 3, example tasks LO3.1, page 46

    “read a case study and identify the different types of abuse, the signs and how”
    Progression step 3

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

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

  7. Researching information from reliable sources

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

    Learners research skills and qualities of professionals, the types of abuse, the responsibilities of care roles and local services, often through teacher-supported web quests, then select what they need for lists, leaflets and summaries. Level 1 teachers may advise on sourcing information.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils read two short web pages about a care job and list three things the job involves.
    Year 8
    Pupils read information about a local service, such as a day centre, from two sources and write a short summary of what it offers.
    Year 9
    Pupils research a health or care service in Wales from three sources, note which source is most reliable and why, and write a summary for a leaflet.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, example tasks LO1.1 and LO1.3, pages 20 and 22; Unit 2, example tasks LO2.2 and LO2.4, pages 34 and 35; Section 3.4, page 53

    “research the key responsibilities of two roles for a health and”
    Progression step 3

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

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

    Progression step 4

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

    • I can evaluate the usefulness and reliability of texts.

  8. Writing reports, leaflets and blogs for a purpose

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

    Written tasks range from short sentences and paragraphs to a short report on types of abuse, a written report on equality, diversity and inclusion, blogs, factsheets and leaflets for parents or childcare workers. At Level 1 in Unit 3 learners design a leaflet for parents and an information leaflet of suitable activities.

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

    Getting pupils ready

    Year 7
    Pupils write a paragraph explaining why sleep matters for teenagers, using a topic sentence and two reasons.
    Year 8
    Pupils write a short leaflet for parents of toddlers on keeping children safe at home, with headings, short sections and a friendly tone.
    Year 9
    Pupils write a short report on how lifestyle factors affect health, with an introduction, a paragraph for each factor and a conclusion, then redraft one paragraph after feedback.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, example tasks, pages 20 to 22; Unit 2, example tasks LO2.2 and LO2.4, pages 34 and 35; Unit 3, assessment criteria 3.4.1 and 3.4.2, page 44; example tasks, pages 47 and 48

    “write a short report that states different types of abuse and how they can be”
    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 use paragraphs and make links between them.

    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.

  9. Using ages and milestones in child development

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

    In Unit 3 learners learn the expected milestones at set ages, from 0 to 12 months up to 4 to 5 years, and complete a timeline of development across three age groups. Appendix A maps Developing Mathematical Proficiency and the number system to this learning outcome.

    Numeracy: Measurement, Conceptual understanding, Interpreting data

    Getting pupils ready

    Year 7
    Pupils convert children's ages between months and years, such as 18 months and 2 and a half years, and order them on a number line.
    Year 8
    Pupils draw a timeline from birth to 5 years to scale and place milestone cards, such as first words and walking, at the right ages.
    Year 9
    Pupils read a simple chart of the age range when children usually start walking and decide whether a given child of 14 months is within the expected range.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, LO3.2 content, page 40; assessment criteria 3.2.1 and 3.2.2, page 43; example tasks, page 47; Appendix A, page 60

    “The key expected developmental milestones for each life”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

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

  10. Planning a balanced meal with the Eatwell Guide

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

    In Unit 2 learners select or plan a healthy meal for an adult that follows The Eatwell Guide and present their foods in the correct categories. The Eatwell Guide shows the food groups as shares of a plate, so learners read and use proportions. Appendix A does not map numeracy to Unit 2.

    Numeracy: Interpreting data, Relationships within the number system, Representing data

    Getting pupils ready

    Year 7
    Pupils look at the Eatwell Guide and say which food group takes up the largest and smallest part of the plate.
    Year 8
    Pupils sort a day's food into Eatwell Guide groups and compare the share of each group with the guide, for example about a third fruit and vegetables.
    Year 9
    Pupils draw a pie chart of the food groups in a planned meal and compare it with the Eatwell Guide, changing the meal so the proportions match more closely.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.5 content, page 28; assessment criterion 2.5.2, page 32; example tasks, page 36

    “plan a healthy balanced meal for an adult using The Eatwell Guide”
    Progression step 3

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

    • I can use equivalence of fractions, decimals and percentages to compare proportions.

    Progression step 4

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

  11. Measuring and preparing for snack time and mealtimes

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

    In Unit 3 learners help with meals by setting up snack time, prepare a table for a child's mealtime, and plan and make a healthy snack suitable for a child. Appendix A maps geometry and measurement to this learning outcome.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils weigh fruit and measure yoghurt in a jug for a snack, reading the scales to the nearest division.
    Year 8
    Pupils work out how many cups, plates and portions are needed to set a snack table for a group of six children and two adults.
    Year 9
    Pupils plan a healthy packed lunch for a 4 year old, scale a recipe from four portions down to one and measure out each ingredient.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, LO3.6 content, page 41; assessment criterion 3.6.1, page 45; example tasks, page 49; Appendix A, page 60

    “Help with meals: setting up snack time, encouraging healthy”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

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

    Progression step 4

    • I can read and interpret scales on a range of measuring instruments.

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

  12. Planning daily routines and timetables

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

    In Unit 2 learners plan independence activities such as making a daily timetable for an adult, and in Unit 3 they plan a simple daily routine to meet a child's needs in a nursery setting. This uses times of day and the order of activities.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils write their own school day as a timetable with start and end times and work out how long each lesson lasts.
    Year 8
    Pupils plan a morning timetable for a nursery from 8:30 to 12:00 that fits in arrival, snack, play and story time, checking the times add up.
    Year 9
    Pupils plan a full day's routine for a toddler, including meals, naps and play, and adjust it when one activity takes 20 minutes longer than planned.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, example tasks LO2.3, page 34; Unit 3, example tasks LO3.4, page 48

    “plan a simple daily routine to demonstrate how to meet a child's needs”
    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 read and use analogue and digital clocks.

    Progression step 4

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

Good to know

Links with other qualifications

The specification names GCSE Health and Social Care, and Childcare as the next step, and the two share the same structure: a sector and wellbeing unit, then Adult Health and Social Care or Childcare. There is no WJEC VCSE in this subject. The GCSE steps the literacy up from short spoken and written tasks to an examination and two 12 hour NEA units that need organised, evaluative writing, close reading of case studies and a researched childcare investigation, and its numeracy adds physiological measurements, wellbeing statistics and surveys. The Foundation communication, case study and report work prepares for that. Communication and role-play link with English or Cymraeg oracy, and meal planning with Food and Nutrition.

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