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
Skills that use Vocabulary, spelling, grammar
-
Writing clear information about an activity
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.
-
Using sport and leisure terms in definitions and descriptions
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.
Good to know
- Literacy can be shown orally. Evidence types include questioning with "responses to structured questions, either written or oral, to confirm understanding" and observed practical work (Section 3.3, pages 41 and 42).
- Practical and spoken work is recorded by the teacher: "performance evidence (for example, presentations or practical demonstrations) is documented using observation records" (Section 3.6, page 43).
- Each criterion has four bands: "Four different bands of assessment criteria are provided, reflecting differing levels of learner ability." (Section 2.1, page 9). The command words rise from identify and state at Entry 1 and 2 to describe and explain at Entry 3 and Level 1.
- Support depends on level. Entry 1 support includes "use of symbols, or assistive technology", and Entry 2 learners may use "scaffolded templates to plan, organise and reflect on their work" (Section 3.4, page 42).
- The qualification can be taken in Welsh: separate "Welsh medium" entry codes are listed for both units (Section 4.1, page 46).
- Appendix A (pages 49 and 50) maps Listening to LO1.3 and LO2.5, Reading to LO1.3 and LO2.2, Speaking to LO1.2 and LO2.4 and Writing to LO2.2. All four Numeracy strands are mapped only to LO2.1, with geometry and measurement also mapped to LO2.3.
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).