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Skills that use Planning and organising for different purposes, audiences and context

1. 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.

2. 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.

3. 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.

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).