LNF Cymru Literacy and numeracy for Wales

← All qualifications

Foundation Sport and Leisure

WJEC Entry Level/Level 1 Foundation Sport and Leisure is a practical two-unit qualification for learners aged 14 to 16 working at Entry Level, with a Level 1 Pass as the top grade. Literacy runs through both units. In Unit 1 learners identify, state, describe and explain ideas about the sector, participant needs, safety, inclusion and job roles. In Unit 2 they listen to instructions, speak to participants, create information about an activity, work as a team and reflect on their own performance, with much of the evidence observed or spoken rather than written. Numeracy is light and practical, limited to timings, space, group sizes and equipment when planning an activity in LO2.1.

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 Sport and Leisure, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Introduction to the Sport and Leisure Sector: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 7 hours (typically 5 to 7 hours), 52 of the 128 qualification points, assessed in the centre and moderated by WJEC, 36 guided learning hours, first moderated in summer 2028
  • Unit 2: Sport and Leisure in Action: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 17 hours (typically 14 to 17 hours), 76 of the 128 qualification points, assessed in the centre and moderated by WJEC, 84 guided learning hours, first moderated in summer 2029

The literacy and numeracy skills in this qualification

  1. Listening to and following instructions

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

    When supporting an activity learners listen carefully to staff or activity leaders, follow instructions accurately and in the correct sequence, and seek clarification where instructions are unclear. At Level 1 criterion 2.4.2 asks for accurate and responsible adherence to instructions, seeking clarification where needed.

    Literacy: Listening for meaning, Questioning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a three step instruction for setting out a relay course, carry it out without notes, and repeat the steps back to a partner.
    Year 8
    Pupils listen to a spoken briefing for a fitness circuit, jot key words on a mini whiteboard, and ask one question to clear up anything unclear.
    Year 9
    Pupils take spoken instructions for setting up the sports hall for a younger class, follow them in the right order, and check back with the teacher when a step is unclear.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.4, page 30; Unit 2, assessment criterion 2.4.2, page 34; Appendix A, page 49

    “listening carefully to instructions from staff or activity leaders”
    Progression step 3

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

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

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

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

  2. Speaking to participants and answering their questions

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

    Learners communicate with participants during an activity by speaking clearly and confidently, using body language and eye contact, responding to questions and checking understanding. The criteria build from showing basic eye contact and simple responses at Entry 1 to adapting responses to questions and the needs of the audience at Level 1.

    Literacy: Clarity and vocabulary, Questioning, Purpose

    Getting pupils ready

    Year 7
    Pupils explain the rules of a simple tag game to their group, using eye contact and a clear voice, and answer one question.
    Year 8
    Pupils give a two minute spoken briefing on the safety rules for a gymnastics lesson and check the group has understood by asking questions back.
    Year 9
    Pupils lead a warm up for a younger class, change their explanation when someone looks confused, and answer participants' questions politely.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.3, page 29; Unit 2, assessment criteria 2.3.3 and 2.3.4, page 33

    “responding appropriately to questions or queries”
    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 ask and answer questions, building on and developing the ideas of others in group discussions.

    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.

  3. Writing clear information about an activity

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

    Learners create information about an activity or attraction, such as a local Welsh leisure centre or sports club, covering details such as location, date and time, who it is for, attire, equipment and safety instructions. Presenting information effectively means a clear and logical structure, organised content and suitable visuals, and at Level 1 it must suit the intended audience.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils write a notice for a lunchtime club giving its name, place, day and time in short, clear sentences.
    Year 8
    Pupils write an information sheet for a taster session with headings for who it is for, what to wear, what to bring and the safety rules.
    Year 9
    Pupils write and redraft a leaflet for a local leisure centre activity aimed at a chosen audience, such as parents or older adults, checking that the order and wording suit them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.3, page 29; Unit 2, assessment criterion 2.3.1, page 33; Unit 2, LO2.3 example tasks, page 38

    “using a clear and logical structure”
    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 present my work appropriately in digital contexts.

    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.

  4. Reading scenarios, case studies and safety information

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

    The Unit 1 example tasks ask learners to read short scenarios and case studies and pick out examples of sport and leisure, participant needs, hazards, barriers and inclusive practice. Appendix A maps Reading to LO1.3 and LO2.2, and Entry 1 versions of these tasks use pictures and cards instead of text.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short paragraph about a family day at a swimming pool and underline every hazard they can find.
    Year 8
    Pupils read a case study about a disabled teenager joining a club and list the barriers they faced and what the club changed.
    Year 9
    Pupils skim a leisure centre's safety rules and scan a short incident report, then explain which rule was broken and how the risk could be reduced.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, example tasks, pages 21 to 23; Appendix A, page 49

    “learners read short scenarios and identify factors that make the activity positive and inclusive”
    Progression step 3

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

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

    • 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.

  5. Using sport and leisure terms in definitions and descriptions

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

    Learners learn the meaning of terms such as sport, leisure, participant needs, hazard, inclusion and barriers to participation. The Unit 1 criteria step up from identify and state at Entry 1 and 2 to describe at Entry 3 and describe or explain at Level 1, and a Level 1 example task is writing definitions with examples.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils match key words such as hazard, participant and inclusion to their meanings and use two of them in a sentence.
    Year 8
    Pupils write their own definitions of sport and leisure, each with an example, spelling the key words correctly from a class word bank.
    Year 9
    Pupils write a short paragraph explaining one physical, one emotional and one social need of a participant, using the correct terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.1 to LO1.4, pages 13 to 16; Unit 1, assessment criteria, pages 18 to 20; Unit 1, LO1.1 example tasks, page 21

    “learners write clear definitions of sport and leisure with examples”
    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 can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  6. Writing a job profile for a sport and leisure role

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

    Learners learn about roles from activity assistants and coaches to reception staff, facility staff and centre managers, and the organisations in Wales they work with. At Level 1 they describe at least two types of role and a responsibility of each, and the example task is writing a job profile.

    Literacy: Planning and organising for different purposes, audiences and context, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils write three facts about a lifeguard's job after watching a short video about the role.
    Year 8
    Pupils use a template to write a job profile for a leisure centre receptionist, with headings for duties and skills.
    Year 9
    Pupils research two sport and leisure jobs and write a profile of each, covering duties, skills and qualities in their own words.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.5, pages 16 and 17; Unit 1, assessment criterion 1.5.1, page 20; Unit 1, LO1.5 example tasks, page 24

    “learners write a clear job profile including duties, skills and qualities”
    Progression step 3

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

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  7. Writing a simple session plan and risk assessment

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

    Learners plan a simple activity by identifying its purpose, target participants and intended outcomes, the planning considerations, the equipment and the safety requirements, including a basic risk assessment. Criteria move from naming and listing at Entry 1 and 2 to describing at Entry 3 and explaining why planning considerations are necessary at Level 1.

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

    Getting pupils ready

    Year 7
    Pupils fill in a simple plan for a playground game with headings for who, what, where and equipment.
    Year 8
    Pupils complete a hazard table for the school field, writing each hazard and one way to make it safer.
    Year 9
    Pupils write a session plan with a purpose, intended outcomes and a short risk assessment, then explain in writing why two of their planning choices were needed.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, pages 27 and 28; Unit 2, assessment criteria 2.1.1 to 2.1.4, page 32

    “carrying out a basic risk assessment to identify potential hazards associated with the activity”
    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.

  8. Talking with staff and peers while working as a team

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

    When supporting an activity learners share tasks, communicate clearly with staff and peers, tell others when tasks are done and report problems or concerns to the right person. Appendix A maps Speaking to LO1.2 and LO2.4, and at Level 1 criterion 2.2.2 asks for effective teamwork and communication when assisting delivery.

    Literacy: Collaborative talk

    Getting pupils ready

    Year 7
    Pupils work in a group of four to set out a mini obstacle course, sharing the jobs and telling the teacher when it is ready.
    Year 8
    Pupils take a role such as equipment manager in a group setting up a lesson, and report any damaged equipment to the teacher.
    Year 9
    Pupils agree how to split the tasks for setting up and packing away a session for younger pupils, check in with each other during it, and report problems to the member of staff in charge.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.2 and LO2.4, pages 28 to 30; Unit 2, assessment criteria 2.2.2 and 2.4.1, pages 32 and 34; Appendix A, page 49

    “informing others when tasks have been completed”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I have experienced speaking with different people in a variety of authentic contexts.

    Progression step 4

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

    • I have experienced speaking with different people in a variety of authentic contexts.

  9. Reflecting on own performance and setting targets

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

    Learners present their role and responsibilities, what went well, what they found difficult and the feedback they received, then plan targets to improve. At Level 1 they design clear and realistic personal targets and show how reflection supports improvement and employability; the account can be written or recorded.

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

    Getting pupils ready

    Year 7
    Pupils write two sentences after a PE lesson about one thing they did well and one thing they found hard.
    Year 8
    Pupils complete a reflection sheet after helping at sports day, noting their tasks, who they worked with and one target for next time.
    Year 9
    Pupils give a short spoken or written review of their part in leading a warm up, use a partner's feedback, and set two realistic targets for communication or teamwork.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.5, pages 30 and 31; Unit 2, assessment criteria 2.5.1 to 2.5.4, pages 34 and 35

    “setting realistic and achievable personal targets”
    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 share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

    • I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

  10. Working out timings and dates for an activity

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

    Basic planning includes allocating appropriate time for the activity, and the information learners give participants includes the date and time of the activity. Appendix A maps Developing mathematical proficiency and the number system strand to LO2.1, but the specification sets no calculations.

    Numeracy: Measurement

    Getting pupils ready

    Year 7
    Pupils read the PE timetable and work out how long each lesson and break lasts.
    Year 8
    Pupils split a 40 minute session into warm up, main activity and cool down, checking that the parts add up to 40 minutes.
    Year 9
    Pupils plan a session for a given date and start time, schedule each part in minutes including set-up and pack away, and work out the finish time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 27; Unit 2, LO2.3, page 29; Appendix A, page 50

    “date and time of activity”
    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.

    Progression step 4

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

  11. Measuring space and setting out equipment

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

    Planning includes ensuring sufficient space, and setting up includes placing and positioning equipment safely and appropriately in the activity area. Appendix A maps the geometry and measurement strand to LO2.1 and LO2.3; the specification does not name any measuring task, so this is the practical maths inside setting up.

    Numeracy: Measurement, Shape and space, Strategic competence

    Getting pupils ready

    Year 7
    Pupils measure a 20 metre sprint lane with a tape measure and place a cone every 5 metres.
    Year 8
    Pupils measure the perimeter of a grid for a small-sided game and work out how many cones they need at 2 metre spacing.
    Year 9
    Pupils draw a simple plan of the sports hall showing each station of a circuit, measure the gaps between stations and check there is enough safe space for the group.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 27; Unit 2, LO2.2, page 28; Appendix A, page 50

    “placing and positioning equipment safely and appropriately”
    Progression step 3

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

    • I can measure and calculate perimeter.

    Progression step 4

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

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

  12. Matching equipment and groups to the number of participants

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

    When planning, learners consider the number of participants and identify the equipment and resources the activity needs, then check and set them out. This calls for simple counting, grouping and division, though the specification does not ask for written calculations.

    Numeracy: Calculation, Strategic competence

    Getting pupils ready

    Year 7
    Pupils count the class and work out how many bibs and balls are needed for teams of five.
    Year 8
    Pupils work out how many groups of four fit a class of 27, decide what to do with the pupils left over, and count the equipment each group needs.
    Year 9
    Pupils plan equipment for 32 participants on 6 stations, work out how many go to each station and how many items to take out, and check the total.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 27; Unit 2, assessment criterion 2.1.3, page 32

    “identifying the equipment and resources required”
    Progression step 3

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

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

    Progression step 4

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

  13. Finding out about participants to choose an activity

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

    Learners choose an activity that suits the intended participants, considering their stage of development, ability, fitness and experience levels and individual needs, and at Level 1 explain why it is suitable. Appendix A maps the statistics strand to LO2.1, but the specification does not ask for surveys or charts, so simple data collection is a teaching choice.

    Numeracy: Collecting data, Representing data

    Getting pupils ready

    Year 7
    Pupils use a show of hands and a tally chart to find which of three games the class would most like to play.
    Year 8
    Pupils ask a group about their age, experience and favourite activities with a short questionnaire and show the results in a bar chart.
    Year 9
    Pupils design a short questionnaire for a younger class about their experience and confidence, collect the answers and use them to choose and adapt an activity.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 27; Unit 2, assessment criterion 2.1.1, page 32; Appendix A, page 50

    “ability, fitness and experience levels”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • 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 collect own data for a survey, e.g. through designing a questionnaire.

Good to know

Links with other qualifications

The specification names the WJEC VCSE Sport and Leisure as the next step from a Level 1 Pass. Both ask learners to plan and support sessions, communicate with participants and reflect on their own performance. The VCSE steps up the literacy to written evaluations of initiatives and sessions, session plans with aims, objectives and risk assessments, and interviewing participants, and it adds real numeracy: collecting and charting participation data, measuring fitness and heart rate, comparing results with normative tables and working out energy balance. The Foundation's spoken briefings, simple plans, timings and group sizes are the base for that. The communication and teamwork also link with GCSE Physical Education and Health.

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