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The literacy and numeracy skills in this qualification

1. Reading everyday financial documents and visual information

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

   Unit 1 asks learners to recognise payslips, bank statements and bills, read household bills to find the amount to pay, and extract information from infographics, tables, calendars, timetables and charts. At Level 1 they use this in less familiar contexts such as a health infographic, a weather chart or holiday booking information.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils scan a printed bus timetable and a cinema listing to answer questions such as which film starts after 6pm.

   Year 8

   Pupils read a sample electricity bill and a payslip, highlight the amount due, the dates and the deductions, and explain each in a sentence.

   Year 9

   Pupils read an unfamiliar holiday booking page and a weather infographic, pick out the costs, dates and conditions that matter and summarise them for a family member.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.2.2, page 15; Unit 1, Section 1.4.1, page 19

   “reading simple household bills and identifying the amount to be paid”

   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.

   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, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

2. Using mathematical vocabulary accurately

   Assessed: In the exam and in coursework (NEA)

   The content names the vocabulary learners must understand and use, from sum, difference and total and the language of multiplication and division to shape names, parts of a circle and the language of probability such as certain, likely and an even chance. Unit 2 tests this through objective and short answer questions, and Unit 1 uses the vocabulary of comparing money.

   Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

   Getting pupils ready

   Year 7

   Pupils keep a maths word bank of terms such as sum, difference, product and quotient and use each one in a spoken sentence about a calculation.

   Year 8

   Pupils sort cards describing events such as rolling a 7 on a dice under impossible, unlikely, even chance, likely and certain and explain each choice aloud.

   Year 9

   Pupils label a circle diagram with radius, diameter, chord, tangent and circumference and write a one sentence definition of each without notes.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.2.2, 2.2.3, 2.3.1 and 2.5.1, pages 24, 25, 27 and 30; Unit 1, Section 1.1.2, page 13

   “understand and use the vocabulary of probability, including the ideas of uncertainty and risk”

   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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

3. Explaining choices and writing a conclusion to an investigation

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

   In the Unit 3 data handling task learners explain their choice of data collection method and their choices when sorting data, and form a conclusion following the investigation. The unit focuses on communicating mathematical information in a variety of forms.

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

   Getting pupils ready

   Year 7

   Pupils write two sentences saying what a class bar chart of favourite sports shows, using the words most, least and more than.

   Year 8

   Pupils write a short report on a survey of journeys to school with a sentence on how they collected the data, one on what the chart shows and a conclusion.

   Year 9

   Pupils write up a small investigation with a reason for their data collection method, a comparison of two averages and a conclusion that answers the original question.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, overview, page 32; Unit 3, Sections 3.1 and 3.3, page 33; Appendix B, Section 3.1.2, page 48

   “form a conclusion following an investigation”

   Progression step 3

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • 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.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

4. Calculating with money, change, best buys and discounts

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

   Unit 1 builds from counting coins to adding, subtracting, multiplying and dividing money in pounds and pence, calculating change from £5, £10 and £20, comparing prices for best buys and applying discounts and offers such as 3 for £2 and 10% off. A calculator is allowed in the portfolio.

   Numeracy: Financial literacy, Calculation

   Getting pupils ready

   Year 7

   Pupils run a class shop with price labels, total two or three items and work out the change from £5 and £10 using coins and notes.

   Year 8

   Pupils compare supermarket offers such as 2 for £1.50 or 80p each and decide which is the better buy, showing the cost of one item each way.

   Year 9

   Pupils plan a shop for a class event, apply offers such as 3 for £2 and 10% off to a list of items and check the final total and the change from £20.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Sections 1.1.2 and 1.2.1, pages 13 and 14; Unit 1, Section 1.2.2, pages 15 and 16

   “calculate costs of multiple items and apply discounts or simple offers”

   Progression step 3

   • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

   • I can make comparisons between prices and understand which is best value for money.

   • I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

   Progression step 4

   • I can make informed decisions relating to discounts and special offers.

5. Managing personal and household finance

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

   Learners understand that bills must be paid regularly, that tax and National Insurance are taken from wages, and what profit and loss mean. They check that debits do not exceed a balance, use money in workplace contexts such as checking invoices and payslips, budget and plan shopping, and describe why foreign money needs exchanging.

   Numeracy: Financial literacy

   Getting pupils ready

   Year 7

   Pupils plan saving £2 a week towards a £15 item, record the running total in a table and say in which week they can afford it.

   Year 8

   Pupils run a simple tuck shop budget, recording what they spend on stock and what they take in sales, and calculate the profit or loss.

   Year 9

   Pupils check a sample bank statement and payslip for errors, order the debits and credits by value and say whether a planned purchase would leave the account overdrawn.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.2.2, pages 15 and 16

   “checking that debits do not exceed the balance available”

   Progression step 3

   • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

   • I can use profit and loss in buying and selling calculations.

   • I can realise that budgeting is important.

   • I can plan and track money and savings by keeping accurate records.

   Progression step 4

   • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

6. Using time, timetables and schedules

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

   Learners read analogue and digital clocks and the 12 and 24 hour clock, use units of time, carry out calculations involving time within the same day, and use timetables to plan journeys. At Level 1 they create plans and schedules from visual data that may involve several steps.

   Numeracy: Measurement

   Getting pupils ready

   Year 7

   Pupils convert the times of their school day between the 12 and 24 hour clock and work out how long each lesson lasts.

   Year 8

   Pupils use a real bus timetable to choose a bus that arrives in town before 10:30 and calculate the journey time.

   Year 9

   Pupils plan a day trip using train and bus timetables, building a schedule with leaving times, journey times and waiting times that fits a given return time.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.3.1, pages 17 and 18; Unit 1, Section 1.4.1, page 19

   “read, write and use time shown on a 12-hour and a 24-hour clock”

   Progression step 3

   • I can read and use analogue and digital clocks.

   • 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 estimate how long a journey takes.

   Progression step 4

   • I can use timetables and time zones to calculate travel time.

7. Place value, rounding and calculating without a calculator

   Assessed: In the exam

   In the Unit 2 Number and Probability test learners read, write and order numbers up to 1,000,000 and decimals, round and estimate, and calculate without a calculator. At Level 1 this includes the order of operations with brackets, multiplying two and three digit numbers by a two digit number, multiplying and dividing by 10 or 100, square numbers and roots, common factors and the first five primes.

   Numeracy: The number system, Calculation, Fluency

   Getting pupils ready

   Year 7

   Pupils play a place value game reading and ordering six digit numbers and decimals, then round each to the nearest 10, 100 and 1000.

   Year 8

   Pupils multiply two and three digit numbers by a two digit number with a written method and check each answer with a rounded estimate.

   Year 9

   Pupils solve mixed calculations with brackets, such as (12 + 8) x 3, without a calculator, and find common factors of pairs like 12 and 18.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.1.1 to 2.1.4, pages 21 to 23; Unit 2, Sections 2.2.1 to 2.2.4, pages 24 to 26

   “estimate solutions to numerical calculations by approximating the numbers in the calculations to whole numbers only”

   Progression step 3

   • I can read and write numbers to 1 million and numbers to 3 decimal places.

   • I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

   • I can use mental strategies to recall multiplication tables up to 10 x 10 and use to solve division problems.

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

   • I can use the terms square and square root.

   Progression step 4

   • I can use the order of operations including brackets and powers.

   • I can make and justify estimates and approximations of calculations.

   • I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

8. Fractions, decimals and percentages of amounts

   Assessed: In the exam and in coursework (NEA)

   Learners recognise and order equivalent fractions, decimals and percentages such as 0.75 and 3/4, calculate unit fractions and fractions of amounts, and find 1%, 10%, 25%, 50% and 75% of an amount, building to any percentage such as 15% of 480 at Level 1, all without a calculator in Unit 2. Unit 1 applies 10% discounts to prices.

   Numeracy: Relationships within the number system, Calculation

   Getting pupils ready

   Year 7

   Pupils match fraction, decimal and percentage cards such as 1/2, 0.5 and 50% and place them on a number line from 0 to 1.

   Year 8

   Pupils find 10%, 5% and 25% of prices mentally and use them to work out sale prices in a mock shop window.

   Year 9

   Pupils calculate percentages such as 15% of 480 and 4/5 of 30 without a calculator by building them from 10%, 5% and unit fractions.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.2, page 22; Unit 2, Section 2.2.3, page 26; Unit 1, Section 1.2.2, page 16

   “Calculate a percentage of an amount such as 15% of 480”

   Progression step 3

   • I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

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

   • I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

   Progression step 4

   • I can calculate percentages of quantities using non-calculator methods where appropriate.

   • I can use equivalence of fractions, decimals and percentages to select the most appropriate one for a calculation.

9. Using function machines, formulae, equations and sequences

   Assessed: In the exam

   In the Unit 2 Algebra and Geometry test learners work with one and two step function machines, substitute whole numbers into simple formulae in words or symbols, use conventions such as 3a for a + a + a, and solve simple linear equations. They also continue linear sequences and describe the rule in words.

   Numeracy: Communicating with symbols, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils find outputs and inputs for two step function machines such as multiply by 3 then add 2, and write the rule in words.

   Year 8

   Pupils substitute values into a word formula such as cost = £5 + £2 per hour to find the cost of hiring a bike for different times.

   Year 9

   Pupils solve equations such as 7x = 14 and 10 - x = 3, describe the rule for a linear sequence such as 4, 7, 10 in words and find the next three terms.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.4.1 to 2.4.3, pages 28 and 29

   “substitute whole numbers into simple formulae with up to two steps expressed in words or symbols”

   Progression step 3

   • I can communicate my answers using correct mathematical form.

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

   Progression step 4

   • I can communicate my answers using correct mathematical form.

   • I can explain results and procedures precisely using appropriate mathematical language.

10. Shape, position, perimeter and area

    Assessed: In the exam and in coursework (NEA)

    Learners name 2D and 3D shapes and parts of a circle, identify and draw reflections and lines of symmetry, recognise acute, obtuse and reflex angles, and plot coordinates in all four quadrants at Level 1. They calculate the perimeter and area of rectangles and simple rectilinear shapes not drawn on squared paper and estimate irregular areas by counting squares.

    Numeracy: Shape and space, Position, Angle, Conceptual understanding

    Getting pupils ready

    Year 7

    Pupils draw rectangles on squared paper, count squares to find their area and measure around the edge to find the perimeter.

    Year 8

    Pupils plot the corners of shapes on a four quadrant grid, reflect them in a vertical or horizontal mirror line and name each angle as acute, obtuse or reflex.

    Year 9

    Pupils find the perimeter and area of an L shaped room plan with only some lengths given, splitting it into rectangles and working out the missing sides.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.5.1 and 2.5.2, pages 30 and 31; Unit 2, Section 2.4.4, page 29; Unit 1, Section 1.3.3, page 18

    “calculate the perimeter and area of simple rectilinear shapes not drawn on squared paper”

    Progression step 3

    • I can measure and calculate perimeter.

    • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    • I can use coordinates to find position.

    • I can use angle as a measure of rotation.

    Progression step 4

    • I can calculate the areas of two-dimensional simple and compound shapes, including circles.

    • I can explain and express concepts, and find examples (or non-examples).

11. Describing chance with the probability scale

    Assessed: In the exam

    Learners use the terms will happen, could happen and will not happen, then at Level 1 the terms certain, likely, unlikely, impossible and an even chance, and place events on a probability scale from 0 to 1. This is tested in Unit 2, Test A. The LNF has no probability statements at these steps, so the closest fit is explaining concepts and recognising uncertain conclusions.

    Numeracy: Conceptual understanding, Interpreting data

    Getting pupils ready

    Year 7

    Pupils place everyday events, such as it will snow in July, on a washing line labelled impossible to certain and justify each position.

    Year 8

    Pupils roll a dice 30 times, compare how often a six appears with what they expected and place the event on a 0 to 1 scale.

    Year 9

    Pupils mark events such as picking a red card from a pack on a 0 to 1 probability scale as fractions and decimals and explain the difference between likely and certain.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.1, page 27

    “understand and use the probability scale from 0 to 1, including placing events on a probability scale”

    Progression step 3

    • I can explain and express concepts, and find examples (or non-examples).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

12. Collecting, sorting and representing data

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

    In the Unit 3 data handling task learners plan and carry out an investigation to collect and record discrete data, complete tally charts for grouped data, sort data with Venn and Carroll diagrams and two-way tables, and present it in pictograms, bar charts, line graphs and pie charts with correct labels, scales, intervals and titles.

    Numeracy: Collecting data, Representing data

    Getting pupils ready

    Year 7

    Pupils tally the number of letters in the first 50 words of a reading book and draw a bar chart with a title and labelled axes.

    Year 8

    Pupils collect shoe sizes and year groups from the class, record them in a two-way table and draw a pictogram where one symbol stands for two pupils.

    Year 9

    Pupils plan a survey question, collect data from 30 people, tally it in equal groups such as 0 to 9 and 10 to 19, and draw a bar chart and a pie chart of the results.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.1 and 3.2, page 33; Appendix B, Sections 3.1.1, 3.1.2 and 3.2.1, pages 47 and 48

    “plan and carry out an investigation to collect and record discrete data from a range of contexts”

    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can represent data using:

      • lists, tally charts, tables, diagrams and frequency tables
      • bar charts, grouped data charts, line graphs and conversion graphs
      • pictograms where one symbol represents more than one unit using a key
      • Venn and Carroll diagrams.

    Progression step 4

    • I can plan how to collect data to test a simple hypotheses.

    • I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate.

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

13. Interpreting data and finding averages

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

    Learners read values from bar charts, line graphs and pie charts, find the mode, median, mean and range, and at Level 1 compare averages for two sets of data and spot a simple trend on a line graph. They identify features and patterns and form a conclusion in the Unit 3 investigation.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7

    Pupils read values from a bar chart of rainfall by month and find the mode and range of a small list of numbers.

    Year 8

    Pupils find the mean, median and range of their own times for a 100 metre walk and compare them with a partner's.

    Year 9

    Pupils compare the mean and median of two classes' quiz scores, describe the trend on a line graph of weekly scores and write a conclusion.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.3, page 33; Appendix B, Section 3.3.1, page 49

    “make comparisons between the mode, median or mean for two sets of data”

    Progression step 3

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

    • I can use mean to interpret a simple data set.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

14. Measuring, reading scales and converting metric units

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

    In the Unit 3 measures task learners choose suitable units and instruments, measure length, mass and capacity, read scales with many intervals and decimals, convert between metric units such as 450 cm to metres, make sensible estimates and scale a recipe by small whole numbers. They must understand the effect of inaccurate measurement and recognise when results are reasonable, and Unit 1 adds reading temperature scales above and below zero.

    Numeracy: Measurement, Calculation, Conceptual understanding

    Getting pupils ready

    Year 7

    Pupils measure classroom objects with rulers and tape measures to the nearest millimetre and record each length in both centimetres and millimetres.

    Year 8

    Pupils weigh and measure ingredients with kitchen scales and measuring jugs, reading scales marked in 10 g and 50 ml intervals, and convert 1.5 kg and 750 ml into grams and litres.

    Year 9

    Pupils scale a recipe for 4 people up to 12, estimate then weigh the ingredients and explain how an inaccurate measurement would change the result.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4, page 33; Appendix B, Section 3.4.1, pages 50 and 51; Unit 1, Section 1.3.2, page 18

    “convert between metric units of length, mass and capacity”

    Progression step 3

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

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can measure and record temperatures involving positive and negative readings.

    • I can use ratio and proportion to calculate quantities.

    Progression step 4

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

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

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

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