Foundation Retail and Customer Service
WJEC Foundation Retail and Customer Service is a two-year, 120 hour work-related qualification for learners aged 14 to 16 working at Entry Level or Level 1, leading on to the VCSE in Retail and Customer Service. Both units are centre-marked portfolios built from teacher-set tasks. Literacy runs through everything: learners read short scenarios and case studies, describe and explain in writing or orally, give presentations, speak and listen to customers, follow and give instructions, use some Welsh greetings and reflect on their own performance. Entry learners can show much of this through talk, pictures and structured templates. Numeracy is light and practical, centred on a simple event budget and prices, handling money and counting stock, scheduling, and reading feedback such as rating scales and surveys.
- 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 Retail and Customer Service, Level 1 and Level 2
How this qualification is assessed
- Unit 1: Introduction to the Retail and Customer Service Sector: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points, teacher-set activities assessed in the centre and moderated by WJEC, available for moderation from summer 2028
- Unit 2: Retail and Customer Service in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 60 points, teacher-set activities around planning and running a retail-related event, assessed in the centre and moderated by WJEC, available for moderation from summer 2029
Skills that use Planning and organising for different purposes, audiences and context
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Describing and explaining retail topics in writing
The assessment criteria step up from naming and stating at Entry 1 and 2 to describing and explaining at Entry 3 and Level 1, for example explaining a range of job roles, customer service impacts and location factors. Evidence can be structured written responses, so learners need to write clear explanations using retail terms such as footfall, omni-channel and target market.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils write three sentences describing a shop they know, using the words customer, staff and stock correctly.
- Year 8
- Pupils write a paragraph explaining why a new shop might choose a retail park over the high street, using because and so to link reasons.
- Year 9
- Pupils write a short structured piece explaining three factors that affect where a shop locates, with a paragraph and a local example for each and key terms such as footfall and demographics.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1, Assessment criteria, pages 18 to 20; Section 3.3, page 40
“structured written responses to set tasks, appropriate 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 paragraphs and make links between them.
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
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.
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Writing promotional materials with key information
In Unit 2 learners promote their event with an advert, poster, flyer or digital advert that must show the event name, date and time and location. Level 1 learners also need a clear structure, layout and branding, and explain how the promotion will attract customers.
Literacy: Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils write a poster for a class sale that includes what, when and where, checking that nothing is missing.
- Year 8
- Pupils write two versions of an advert for a school stall, one for pupils and one for parents, and change the words and tone to suit each.
- Year 9
- Pupils plan, draft and improve a flyer for a school event with a catchy headline, short persuasive lines and all key details, and explain why it will attract customers.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2, LO2.2, page 28; Unit 2, Assessment criteria 2.2.1 and 2.2.2, pages 31 and 32; Unit 2, Examples of tasks LO2.2, page 35
“produce a clear and organised promotional visual including all key information”
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.
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Reflecting on the event and own performance
In Unit 2 learners review the event and their own part in it, identifying strengths and weaknesses and how to improve. At Level 1 they explain strengths and weaknesses in planning, running the event, customer service, teamwork and following instructions, for example in a written reflection or table.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils complete a two column table after a group task, writing one thing they did well and one thing to improve.
- Year 8
- Pupils write a short paragraph reflecting on a class project, giving a strength and a weakness with an example of each.
- Year 9
- Pupils write a structured reflection after running a school stall, explaining strengths and weaknesses in planning, customer service and teamwork and a clear action for next time.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1 and 2.6.2, page 33; Unit 2, Examples of tasks LO2.6, page 38
“complete a table or paragraph explaining each strength and weakness”
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 write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.
Good to know
- Literacy runs through the whole qualification: Appendix A maps Listening, Reading, Speaking and Writing to "All sections" of both units (page 48).
- Numeracy is mapped narrowly: "Developing Mathematical Proficiency" to LO1.4, LO1.5, LO2.1, LO2.3, LO2.4 and LO2.5, statistics to LO2.6 only, and nothing to number or to geometry and measurement (Appendix A, pages 48 and 49).
- Evidence does not have to be written. It can include teacher observation, "video/audio recordings" and teacher questioning with responses "either written or oral" (Section 3.3, pages 40 and 41).
- Support depends on level: Entry 1 learners "will require a high level of support, including verbal, visual and practical assistance", while Level 1 learners "should work independently" (Section 3.4, pages 41 and 42).
- Where a real event is not possible, "learners will be able to be assessed via role-play" (Unit 2, page 27), so customer service talk can be assessed in a simulated setting.
- The qualification can be taken in Welsh, with separate Welsh medium entry codes such as "6100N1" for Unit 1 (Section 4.1, page 45).
Links with other qualifications
This qualification leads directly to the WJEC VCSE in Retail and Customer Service, which the specification names as a progression route. Both ask learners to understand good and poor customer service, deal with complaints by listening and responding, use Welsh with customers and write promotional material. The VCSE steps this up: learners read a full case study with reviews and live chat transcripts, write an analytical report, staff guidance and customer replies in the right tone, and deliver a pitch with questions, and its numeracy moves from a simple event budget to customer service data, pricing strategies and costs. Budgeting and promotion also link with GCSE Business, and the event budget with GCSE Mathematics and Numeracy.
Source: WJEC Entry Level/Level 1 Foundation Retail and Customer Service specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).