Foundation Hospitality and Catering
VTCT Skills Foundation Hospitality and Catering is an Entry Level and Level 1 qualification for learners aged 14 to 16, assessed by two VTCT-set assignments marked in the centre: a Unit 1 knowledge assignment (30%) in Year 10 and a Unit 2 practical assignment (70%) in Year 11. Literacy runs through both units: learners identify, list and outline industry, safety, nutrition and service knowledge, write plans for making and serving a dish, follow recipes and instructions, speak politely and listen carefully to customers, and reflect on their own performance. Numeracy is light and practical: measuring ingredients, timing a plan, knowing key temperatures, portioning, checking use-by dates and keeping costs down, with no written calculation required.
- Awarding body
- VTCT Skills
- Level
- Entry Level and Level 1
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
- Specification
- Open the specification
- Next step up
- VCSE Hospitality and Catering, Level 1 and Level 2
How this qualification is assessed
- UWHC3 (Unit 1): Foundations of the Hospitality and Catering industry: Non-examined assessment set by VTCT Skills (a new assignment brief each year, released in December of Year 10 and submitted in April), completed by each learner under supervision within a maximum of 6 hours 30 minutes, four tasks of 8 marks each, marked in the centre with a VTCT level-based mark scheme, internally quality assured and externally moderated by VTCT Skills, 30% of the qualification grade (75 UMS), 40 guided learning hours, one resit allowed in the following year for a fee
- UWHC4 (Unit 2): Develop skills to plan, prepare and serve a simple dish (also titled Introduction to Hospitality and Catering techniques based on a theme): Non-examined assessment set by VTCT Skills, including practical skills (brief released to learners in December of Year 11 and submitted in April), completed by each learner under supervision within a maximum of 8 hours 30 minutes, three tasks of 12, 16 and 12 marks, marked in the centre with a VTCT level-based mark scheme, internally quality assured and externally moderated by VTCT Skills, 70% of the qualification grade (175 UMS), 100 guided learning hours, no resit
Skills that use Planning and organising for different purposes, audiences and context
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Outlining industry, safety and nutrition knowledge in writing
The Unit 1 assignment asks learners to outline how hospitality businesses contribute to everyday life, personal hygiene procedures, the effects of food groups, why food needs vary, presentation standards and service procedures. This is short, structured explanatory writing done under supervision within 6 hours 30 minutes, and the criteria stop at outline, with no explain or evaluate.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write three sentences about why the body needs protein, using because to give a reason each time.
- Year 8
- Pupils write a short paragraph outlining why a local café is good for its high street, using connectives such as also and as a result.
- Year 9
- Pupils write an outline of four personal hygiene procedures for a new kitchen assistant, giving a reason for each in clear numbered points.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1 (UWHC3), assessment criteria 1.2, 2.4, 3.1, 3.2, 4.1 and 4.3, pages 51 and 52; Section 5.1, page 15
“Outline how Hospitality and Catering businesses contribute to”
Progression step 3
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.
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Writing plans for making and serving a dish
Criteria 2.5 and 2.7 ask learners to produce a written or visual plan for making a dish, with ingredients, equipment, method, safety points and time, and another for serving it, with the presentation, finishing methods and utensils. Plans can be a template, pictures or simple written statements depending on ability, so this is procedural writing at a basic level.
Literacy: Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils write four numbered instructions for making a sandwich, each starting with a command verb such as spread or cut.
- Year 8
- Pupils write a plan in a table for scrambled eggs, with columns for each step, the equipment and a safety point.
- Year 9
- Pupils write a full making and serving plan for a pasta dish, then a partner follows it and marks anything unclear for them to redraft.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2 (UWHC4), LO2 content 2.5 and 2.7, pages 61 and 64; Unit 2 assessment criteria 2.5 and 2.7, page 78
“A simple written plan depending on ability”
Progression step 3
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
I can explore different ways to plan, draft and present my work appropriately.
Progression step 4
I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
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Reflecting on own performance
LO5 asks every learner to identify what went well, what was difficult, what they would do differently and how the task helped their learning, outlining why and linking the change to safety, accuracy, confidence or organisation. The content gives short first person examples such as my chopping was neat, and the Curriculum for Wales mapping lists LO5 as written reflection.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils say one thing that went well in their practical and one thing that was hard, giving a reason for each.
- Year 8
- Pupils write a short reflection on a practical using the headings went well, was difficult and next time, with a reason under each.
- Year 9
- Pupils write a reflective paragraph on cooking and serving a dish, linking one change to safety and one to organisation, and saying what skill they gained.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2 (UWHC4), LO5 content 5.1 to 5.4, pages 76 and 77; Unit 2 assessment criteria 5.1 to 5.4, page 79; Section 11.1, page 81
“Outline why they think these parts went well”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
Good to know
- There is no examination. Each unit is a VTCT-set assignment that is "externally set, internally marked and internally quality assured by the centre and externally moderated by VTCT Skills" (Section 3.7, page 12), so literacy and numeracy are shown in written answers, plans and supervised practical work.
- The Unit 1 criteria use only identify, list and outline (Unit 1 assessment criteria, pages 51 and 52), and the content notes that "learners are not expected to evaluate risks or suggest ways to reduce them" (page 41) and "learners are not expected to interpret legislations/regulations" (page 42).
- Plans can avoid extended writing: the plan can be "A visual plan with pictures" or "A simple written plan depending on ability" (Unit 2, 2.5, page 61), and a learner who is unwell can "Use a note or message if speaking feels difficult" (Unit 2, 3.1, page 65).
- No marks for spelling, punctuation and grammar are mentioned; work is marked with a "level-based mark scheme containing holistic descriptors" (Section 5.3.2, page 18).
- Teachers cannot help with the writing once the assignment starts: it is not appropriate to "Provide feedback on any evidence produced by the learner" (Section 5.4.7, page 22), and the assessment "does not permit collaboration or discussion between learners" (Appendix 1, page 85).
- Welsh is built in: safety signs are taught in Welsh and English, such as Llawr gwlyb for Wet floor (Unit 1, 2.3, page 44), and learners may "Use simple Welsh greetings (where appropriate)" during service (Unit 2, 4.4, page 74).
- The numeracy is practical and light: the Curriculum for Wales mapping lists "portion sizing, meal planning" for Unit 1 and "measuring ingredients, cooking times" for Unit 2 (Section 11.1, page 81), and costing appears only as "costing where applicable" in the resources (Section 7.2, page 27).
- Centres must check that learners can "comply with the relevant literacy, numeracy, and academic aspects of the qualification" (Section 2.2, page 7).
- The document gives Unit 2 two titles, "Introduction to Hospitality and Catering techniques based on a theme" (Sections 3.5, 4 and 7.2) and "Develop skills to plan, prepare and serve a simple dish" (Section 3.2 and the unit specification, page 53).
Links with other qualifications
This is VTCT Skills' alternative to the WJEC Foundation Hospitality and Catering, and it leads to VTCT's own VTCT Skills Level 1/2 VCSE Hospitality and Catering, also on this page, where the WJEC Foundation leads to the WJEC VCSE Hospitality and Catering. Both Foundations ask learners to follow recipes, name equipment and food groups, speak to and listen to customers, measure ingredients, portion food, check dates and reflect on practical work. The WJEC version stretches literacy further, with Level 1 criteria that ask learners to explain, reading short scenarios, and writing guides, posters and leaflets in teacher-set portfolios, and covers the Eatwell Guide and timers. VTCT keeps Unit 1 to identify, list and outline in a timed VTCT-set assignment, adds written making and serving plans and Welsh greetings in service, and its numeracy stays at measuring, times, temperatures, portions, use-by dates and cost awareness. The measuring and portioning link with GCSE Mathematics and Numeracy, the nutrition and cooking methods with GCSE Food and Nutrition, and the writing and spoken service with GCSE English Language and Literature. The specification also names Customer Service, Working in Wales, Teamwork and Understanding Self and Others, all WJEC Skills Suite units, and the WJEC Food Planning and Preparation unit overlaps with planning and making a dish.
Source: VTCT Skills Entry Level/Level 1 Foundation Hospitality and Catering Qualification Specification, HC1W1, qualification number C00/5369/1, version P1, first published 01/09/2026.