Foundation Health and Social Care, and Childcare
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Speaking clearly and adapting language for children and adults
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.
Llythrennedd: Eglurder a geirfa, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils practise greeting a visitor to the school reception politely and clearly, then greet a younger pupil, and say what they changed.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
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Listening actively and checking understanding
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.
Llythrennedd: Gwrando i ddeall, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils listen to a partner describe their weekend for one minute without interrupting, then repeat back the two main points.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu gwrando ar a deall gwybodaeth am amrywiaeth o bynciau, gan grynhoi’r prif bwyntiau.
Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Cam cynnydd 4
Rwy'n gallu defnyddio technegau gwahanol i'm helpu i gofio, cofnodi ac ymateb i'r hyn rwy'n ei glywed.
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
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Role-play and presenting to peers
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.
Llythrennedd: Siarad cydweithredol, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils act out a two person scene of a receptionist welcoming a patient to a GP surgery from a prompt card.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Cam cynnydd 4
Rwyf wedi cael profiad o siarad â gwahanol bobl mewn amrywiaeth o gyd-destunau dilys.
Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.
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Communicating in Welsh or English and the Active Offer
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.
Llythrennedd: Trawsieithu
Paratoi disgyblion
- Blwyddyn 7
- Pupils learn and use Welsh greetings and simple care phrases, such as asking how someone is feeling, in a role-play.
- Blwyddyn 8
- Pupils read a short English health notice and give the key message to a partner in Welsh, or the reverse.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu derbyn gwybodaeth mewn un iaith a’i haddasu at wahanol ddibenion mewn iaith arall.
Cam cynnydd 4
Rwy’n gallu cymhwyso fy sgiliau trawsieithu er mwyn cefnogi fy nysgu mewn ieithoedd cyfarwydd ac ieithoedd newydd.
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Using care sector vocabulary accurately
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.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils match ten health words, such as hygiene, wellbeing and diet, to their meanings and use three of them in sentences.
- Blwyddyn 8
- Pupils keep a glossary of health and care terms in their book, spelling each correctly and writing an example for each.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
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Reading case studies and scenarios
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.
Llythrennedd: Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short story about a child's day and highlight the times when the child was happy, upset or hungry.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Cam cynnydd 4
Rwy'n gallu defnyddio ystod o strategaethau, e.e. darllen cyflym, darllen agos, anodi, rhagfynegi, i gip ddarllen (sgimio) testunau i gael yr hanfodion, y syniadau a’r themâu allweddol, a’u llithr ddarllen (sganio) am wybodaeth fanwl.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
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Researching information from reliable sources
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.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short web pages about a care job and list three things the job involves.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
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Writing reports, leaflets and blogs for a purpose
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a paragraph explaining why sleep matters for teenagers, using a topic sentence and two reasons.
- Blwyddyn 8
- Pupils write a short leaflet for parents of toddlers on keeping children safe at home, with headings, short sections and a friendly tone.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
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Using ages and milestones in child development
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.
Rhifedd: Mesur, Dealltwriaeth gysyniadol, Dehongli data
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Cam cynnydd 4
Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.
Rwy'n gallu dehongli gwybodaeth fathemategol; gan ddod i gasgliadau o graffiau, diagramau a data, gan gynnwys trafod cyfyngiadau data.
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Planning a balanced meal with the Eatwell Guide
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.
Rhifedd: Dehongli data, Perthnasoedd yn y system rif, Cynrychioli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at the Eatwell Guide and say which food group takes up the largest and smallest part of the plate.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu echdynnu a dehongli gwybodaeth o amrywiaeth gynyddol o ddiagramau, amserlenni a graffiau (gan gynnwys siartiau cylch).
Rwy'n gallu defnyddio cywerth ffracsiynau, degolion a chanrannau er mwyn cymharu cyfrannau.
Cam cynnydd 4
Rwy'n gallu llunio a dehongli graffiau a diagramau (gan gynnwys siartiau cylch) i gynrychioli data arwahanol neu barhaus, gan ddewis graddfa briodol.
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Measuring and preparing for snack time and mealtimes
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.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils weigh fruit and measure yoghurt in a jug for a snack, reading the scales to the nearest division.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu darllen a dehongli graddfeydd neu raniadau ar amrywiaeth o offerynnau mesur.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Cam cynnydd 4
Rwy'n gallu darllen a dehongli graddfeydd ar amrywiaeth o offerynnau mesur.
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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Planning daily routines and timetables
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.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils write their own school day as a timetable with start and end times and work out how long each lesson lasts.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu darllen a defnyddio clociau analog a digidol.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Da gwybod
- Appendix A maps all four literacy skills, listening, reading, speaking and writing, to "All sections" of every unit (page 59).
- Numeracy is mapped only in Unit 3: Developing Mathematical Proficiency and the number system to LO3.2, and geometry and measurement to LO3.6, with nothing for Units 1 and 2 or for statistics (Appendix A, page 60).
- Spoken work counts: evidence includes "teacher/assessor questioning" answered in writing or orally and "video/audio recordings" of presentations and discussions (Section 3.3, page 52), and observed performance is recorded on "observation records" (Section 3.6, page 53).
- Communication can be in either language: learners use "Basic communication skills in Welsh or English" and implement "the Active Offer" (Unit 1, LO1.2, page 14).
- Support is graded by level: Entry 1 learners may need "verbal, visual and practical assistance", while Level 1 teachers "can provide advice on planning and structuring their answers" without doing the work for them (Section 3.4, page 53).
- The example tasks "are not mandatory" (Section 2.1, page 9), so the reading and writing load depends on the tasks the centre sets.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).