LNF Cymru Literacy and numeracy for Wales

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Foundation Hospitality and Catering

WJEC Foundation Hospitality and Catering is a two unit, practical Entry Level and Level 1 qualification for learners aged 14 to 16, assessed through teacher-set portfolios marked in centre. Literacy runs through every task: learners follow recipes and instructions, read short scenarios, name and label equipment and food groups, explain food safety in writing, make simple guides and posters, speak and listen to customers during service and reflect on their own performance. Numeracy is practical and sits in Unit 2: accurate weighing and measuring, portion control, timing practical work, checking dates for safe storage and reading the Eatwell Guide. Key Stage 3 should build clear spoken customer service and accurate weighing and measuring with the right units.

Awarding body
WJEC
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
  • Unit 1: Introduction to the Hospitality and Catering Industry, including Food Safety and Food Hygiene: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 36 points of the 104 qualification points, teacher-set tasks assessed in centre and moderated by WJEC, first available summer 2028
  • Unit 2: Hospitality and Catering in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 68 points of the 104 qualification points, teacher-set practical and scenario tasks assessed in centre and moderated by WJEC, first available summer 2029

The literacy and numeracy skills in this qualification

  1. Following recipes and written or verbal instructions

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

    Learners follow simple recipes and instructions, verbal or written, to work safely and produce dishes, from step by step instructions for Entry 1 to choosing preparation methods for a recipe at Level 1. Reading the instructions closely is part of the safe practice taught in Unit 1 and of every Unit 2 practical.

    Literacy: Reading strategies, Understanding, response and analysis, Listening for meaning

    Getting pupils ready

    Year 7
    Pupils read a picture recipe for fruit salad, highlight the equipment list and the action verbs, and follow it step by step.
    Year 8
    Pupils read a recipe for scones, scan it for the oven temperature and baking time before starting, and listen to a verbal safety briefing they then repeat back.
    Year 9
    Pupils read two recipes for the same dish, pick out the differences in method and ingredients, and follow the one that suits the time they have.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 1.1, page 6; Unit 1, LO1.2 content, page 14; Unit 2, Examples of tasks LO2.2 and LO2.4, pages 31 and 32

    “following instructions, verbal or written”
    Progression step 3

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

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    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 read closely, follow up and use additional material in texts to extend my understanding.

  2. Reading short scenarios and spotting hazards

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

    Unit 1 tasks ask learners to read short scenario cards and identify unsafe knife practices, to identify the right job role from a short description and, at Level 1, to identify hazards and suggest safe actions in a written scenario. Learners have to find the key detail in a short text and apply what they know.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a three sentence kitchen story and underline the one unsafe thing the cook does.
    Year 8
    Pupils read scenario cards about a busy café kitchen, name each hazard and write the safe action next to it.
    Year 9
    Pupils read a half page scenario of a school canteen shift, find every hazard, including ones that are only hinted at, and rank them by risk.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Examples of tasks LO1.1 and LO1.2, pages 18 and 19

    “scenario cards: learners read short scenarios and identify unsafe knife practices”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

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

    • I can read closely, follow up and use additional material in texts to extend my understanding.

  3. Naming, labelling and using hospitality and food vocabulary

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

    Many criteria ask learners to name, match, label and list: outlets, front and back of house areas and job roles in Unit 1, and Eatwell Guide sections, nutrients, utensils, small equipment and cooker parts in Unit 2. At Level 1 they identify, label and state the use of utensils and equipment, so accurate subject words matter.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils label ten pieces of kitchen equipment on a picture of the food room and spell each name from a word bank.
    Year 8
    Pupils label the parts of a cooker and the sections of the Eatwell Guide from memory, then check their spelling against the class glossary.
    Year 9
    Pupils write a one line use for each of eight utensils and pieces of small equipment, spelling words such as colander and spatula without help.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, assessment criteria 1.1.1 to 1.1.3, page 16; Unit 2, assessment criteria 2.1.1 to 2.2.3, page 27

    “identify, label and state the use of three kitchen utensils”
    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 use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    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.

  4. Explaining food safety and hygiene in writing

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

    Unit 1 criteria move from selecting a picture at Entry 1 to explaining four safe knife practices, four ways to prevent contamination and four storage practices at Level 1. Example tasks include short written responses, cloze activities and lists of ways to prevent contamination in a hospitality and catering setting.

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

    Getting pupils ready

    Year 7
    Pupils complete sentences such as "Raw meat goes on the bottom shelf because..." for four storage rules.
    Year 8
    Pupils write a short paragraph explaining two ways to stop cross contamination, using because and so that to link the reason to the rule.
    Year 9
    Pupils write an explanation of four ways a café prevents food poisoning, each with the rule, the reason and an example.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, assessment criteria 1.2.1 to 1.3.3, pages 16 and 17; Unit 1, Examples of tasks, pages 18 and 19

    “explain four ways to prevent food contamination in a hospitality and catering setting”
    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 select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

  5. Writing simple guides, posters and leaflets for a reader

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

    Level 1 example tasks ask learners to create an information poster, a safety guide for kitchen equipment, a food storage guide and an information leaflet on water and fibre. Each needs clear headings and short instructions written for someone working in a kitchen.

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

    Getting pupils ready

    Year 7
    Pupils write five numbered hand washing instructions for a poster, each starting with a command verb.
    Year 8
    Pupils plan and write a fridge storage guide with a heading, a short introduction and bullet points under chilled, frozen and dry foods.
    Year 9
    Pupils draft a leaflet on safe use of kitchen equipment for new kitchen assistants, then redraft it so every instruction is short and clear.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Examples of tasks LO1.1 to LO1.3, pages 18 and 19; Unit 2, Examples of tasks LO2.1, page 30

    “storage guide: learners create a simple guide for safe food storage”
    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 explore different ways to plan, draft and present my work appropriately.

    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.

  6. Speaking to customers and handling complaints

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

    In Unit 2 learners carry out the stages of serving, from greeting and seating to taking orders and clearing, and demonstrate customer service, including dealing with complaints by listening, apologising, offering a solution and thanking the customer. At Level 1 they use verbal, non-verbal and listening skills in a live or simulated service.

    Literacy: Clarity and vocabulary, Purpose, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils role play greeting and seating a customer using a prompt card, speaking clearly and making eye contact.
    Year 8
    Pupils take a food order in a classroom café role play, repeating it back politely and using formal language.
    Year 9
    Pupils handle a customer complaint in role play by listening, apologising, offering a solution and thanking the customer, adapting what they say to how the customer reacts.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.6 content, pages 25 and 26; Unit 2, assessment criteria 2.6.1 to 2.6.3, page 29; Unit 2, Examples of tasks LO2.6, pages 32 and 33

    “dealing with complaints, including listening to the complaint, apologising, offering a solution”
    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 have experienced speaking with different people in a variety of authentic contexts.

    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.

  7. Listening to customers and passing on special requests

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

    The communication content includes listening skills such as paying full attention and repeating for clarity, and teamwork such as sharing information about special requests. Level 1 example tasks ask learners to relay special requests during a live service, and Entry 3 learners listen and respond to a customer request.

    Literacy: Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a spoken order for two drinks and a snack and repeat it back correctly.
    Year 8
    Pupils take a spoken order that includes one allergy, write it on an order pad and pass it to the cook.
    Year 9
    Pupils take orders from three customers with different dietary needs in a busy role play, note the key details and relay every special request accurately to the kitchen team.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.6 content, page 25; Unit 2, Examples of tasks LO2.6, page 33

    “listening skills: for example: paying full attention, repeating for clarity”
    Progression step 3

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

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    Progression step 4

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

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

  8. Reflecting on own performance in speech and writing

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

    LO2.7 asks learners to describe or explain positive aspects of their own performance and to suggest and explain improvements, covering cooking, preparation, presentation and customer service skills. Tasks range from choosing pictures at Entry 1 to a short verbal review or a structured written evaluation and targets at Level 1.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils complete a writing frame after a practical: one thing that went well and one thing to do better next time.
    Year 8
    Pupils give a one minute spoken review of their practical to a partner, using words for taste, texture and appearance.
    Year 9
    Pupils write a short evaluation of a dish and their teamwork, explaining two strengths and two improvements with reasons.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.7 content, page 26; Unit 2, assessment criteria 2.7.1 and 2.7.2, page 29; Unit 2, Examples of tasks LO2.7, page 33

    “suggest and explain two improvements of own performance”
    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.

    • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

    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.

  9. Weighing and measuring ingredients accurately

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

    LO2.3 requires accurate weighing of dry ingredients and measuring of liquids with appropriate equipment, and Level 1 adds standard techniques. Example tasks name zeroing scales, eye level liquid measurement and using standard units, and the equipment list includes measuring jugs, weighing scales and measuring spoons.

    Numeracy: Measurement, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils weigh 100 g of flour on digital scales after pressing zero and measure 150 ml of milk in a jug at eye level.
    Year 8
    Pupils read the scale on a dial weighing scale and a jug marked in 50 ml steps to measure ingredients for scones, recording each amount with its unit.
    Year 9
    Pupils measure ingredients for a two dish practical, using grams, millilitres and measuring spoons, and check one another's readings before cooking.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.2 and LO2.3 content, pages 23 and 24; Unit 2, assessment criterion 2.3.3, page 28; Unit 2, Examples of tasks LO2.3, page 31

    “demonstrate accurate weighing of dry ingredients and accurate measuring of liquids”
    Progression step 3

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

    • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

    Progression step 4

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

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

  10. Portioning food for customers

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

    LO2.5 asks learners to present food outcomes using appropriate portion control, and at Level 1 to use portion control with suitable serving dishes, garnish and accompaniments to meet customer needs. Portion control also appears in the presentation content for different styles of service.

    Numeracy: Calculation, Strategic competence

    Getting pupils ready

    Year 7
    Pupils cut a tray bake into 12 equal portions using a ruler and count that each piece is the same size.
    Year 8
    Pupils share 600 g of pasta bake equally between four plates on scales and work out the weight of each portion.
    Year 9
    Pupils work out how many 150 g portions a 1.2 kg dish makes, plate them to that weight and check how close each portion is.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.5 content, page 25; Unit 2, assessment criterion 2.5.1, page 28

    “present food outcomes using appropriate portion control.”
    Progression step 3

    • I can divide 3-digit numbers by a 2-digit number.

    • I can use ratio and proportion to calculate quantities.

    Progression step 4

    • I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

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

  11. Using timers and managing time in practical work

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

    Unit 1 teaches that timers help prevent burning and food waste and that food should be checked while cooking. In Unit 2, Level 1 tasks include sequencing preparation steps for efficiency and producing a complete food outcome within the session, which means estimating and keeping track of cooking times.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils set a kitchen timer for 12 minutes when cooking biscuits and read the clock to say what time they will be ready.
    Year 8
    Pupils plan a 50 minute practical in a simple time plan, working back from the end of the lesson to find when the oven must go on.
    Year 9
    Pupils write a time plan for cooking two dishes at once, note start and finish times for each step, then compare planned and actual times.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.2 content, page 14; Unit 2, Examples of tasks LO2.2 and LO2.4, pages 31 and 32

    “knowing that timers help prevent burning and also prevent food waste”
    Progression step 3

    • I can read and use analogue and digital clocks.

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

    Progression step 4

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

  12. Checking dates and stock rotation in food storage

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

    Safe food storage in Unit 1 includes checking use by dates, first in first out stock rotation and the correct storage areas for chilled, frozen and dry foods. Level 1 learners explain four safe food storage practices in a hospitality and catering setting.

    Numeracy: Measurement, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils sort food packets by use by date, oldest first, and say which must be used today.
    Year 8
    Pupils check the dates on a box of food room stock against a calendar and work out how many days each item has left.
    Year 9
    Pupils run a first in, first out check on a mock fridge, record dates in a table and decide which items to use, move or throw away.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.3 content, page 15; Unit 1, assessment criterion 1.3.3, page 17

    “correct storage areas for chilled, frozen and dry foods”
    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.

    Progression step 4

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

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  13. Reading the Eatwell Guide and daily intake guidance

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

    LO2.1 asks learners to label and identify the sections of the Eatwell Guide, which shows the proportion of the diet each food group should make up, and to know that hydration means 6 to 8 glasses a day. A Level 1 example task is an information leaflet on functions and recommended intake.

    Numeracy: Interpreting data, Relationships within the number system

    Getting pupils ready

    Year 7
    Pupils read the Eatwell Guide and say which two sections are the largest and which is the smallest.
    Year 8
    Pupils tally the glasses of drink they have in a day for a week and compare their daily totals with the 6 to 8 glasses guidance.
    Year 9
    Pupils compare a day's food diary with the Eatwell Guide proportions, estimating which sections they ate too much or too little of.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1 content, page 23; Unit 2, assessment criterion 2.1.1, page 27; Unit 2, Examples of tasks LO2.1, page 30

    “hydration: 6-8 glasses per day”
    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 interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

Good to know

Links with other qualifications

The Foundation leads directly into the WJEC VCSE Hospitality and Catering, which the specification names as a progression route. Both share safe and hygienic food preparation and cooking, food storage and contamination control, presenting dishes, customer service and reflecting on practical work. The VCSE steps these up: learners sit an on-screen multiple-choice food safety test, plan and cost dishes or events from an annual brief, keep temperature records and promote an event with digital media, where the Foundation asks only for photographed and digitally submitted portfolio evidence. The nutrition, Eatwell Guide and cooking skills content also links with GCSE Food and Nutrition, and the customer service work with the WJEC Skills for Work units named in the specification.

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