LNF Cymru Literacy and numeracy for Wales

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Foundation Travel and Tourism

WJEC Foundation Travel and Tourism is a two unit portfolio qualification for learners in Years 10 and 11 working at Entry Level or Level 1, with the VCSE Travel and Tourism as a natural next step. Literacy runs through everything, and Appendix A maps listening, reading, speaking and writing to every learning outcome. Learners move from naming to explaining ideas about tourism in Wales, read websites, leaflets and reviews, interview people, make materials that communicate an attraction idea, pitch it and answer questions, then review their own work. Evidence can be written, spoken or recorded. Numeracy is lighter and sits mainly in Unit 2: tallying and charting survey responses, using maps to place an attraction, and thinking about costs, discounts and value for money.

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 Travel and Tourism, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Exploring travel and tourism in Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 12 hours (typically 9 to 12 hours), 48 points (48 of the 116 qualification points), 48 guided learning hours, assessed in centre and moderated by WJEC; taught first and available from summer 2028
  • Unit 2: Designing a tourist attraction for Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 18 hours (typically 14 to 18 hours), 68 points (68 of the 116 qualification points), 72 guided learning hours, assessed in centre and moderated by WJEC; available from summer 2029

The literacy and numeracy skills in this qualification

  1. Using travel and tourism vocabulary in definitions

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

    In Unit 1 learners move from naming examples of travel and tourism to giving a definition of each with relevant examples and reasons for travel, and they name and then outline the key sectors of the industry. Example tasks include word cards to build a definition at Entry 3 and a written definition using at least two examples at Level 1.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils sort word cards for accommodation, transport, attraction, destination and tourist into the right gaps in short sentences about a family holiday.
    Year 8
    Pupils write their own definitions of travel, tourism and destination, each with a Welsh example, and check the spellings of the key words.
    Year 9
    Pupils write a short glossary of ten travel and tourism terms for a younger reader, using each term correctly in an example sentence.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.1 and LO1.2, page 14; assessment criteria 1.1.1 to 1.2.2, page 18; example tasks, pages 21 and 22

    “learners write a clear definition of travel and tourism”
    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 use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    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.

  2. Reading information from websites, leaflets and case studies

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

    Learners use published information such as websites and leaflets to find out about attractions, read reviews to see how an attraction meets visitor needs, and at Level 1 read a short case study and present findings from a range of sources. Appendix A maps reading to every learning outcome.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a printed leaflet for a Welsh attraction to find the opening times, prices and three things to do.
    Year 8
    Pupils read two web pages about the same beach and note the facts both give and one fact that only one of them gives.
    Year 9
    Pupils read a short case study about tourism in Tenby, highlight the main points and write a summary of what visitors come for and what problems they cause.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, assessment criterion 2.2.4, page 33; example tasks, pages 36 and 37; Unit 1, example tasks, page 21; Appendix A, page 49

    “learners use different published information (for example websites, leaflets)”
    Progression step 3

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

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

    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 evaluate the usefulness and reliability of texts.

  3. Writing explanations and comparisons about destinations and impacts

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

    In Unit 1 learners outline reasons why people travel to named destinations and describe, then at Level 1 explain, the positive and negative impacts of travel and tourism in Wales using examples. Example tasks include a positive and negative impact fact sheet, a written comparison of two destinations and an impact analysis using Welsh case studies.

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

    Getting pupils ready

    Year 7
    Pupils write three sentences on why tourists visit Cardiff, using because and so to give reasons.
    Year 8
    Pupils write a short comparison of a seaside town and a mountain area in Wales, with one paragraph on each and a sentence linking them.
    Year 9
    Pupils write an explanation of one positive and one negative impact of tourism in Eryri, giving an example and the effect on local people for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.3 and LO1.4, pages 15 and 16; assessment criteria 1.3.3 to 1.4.3, pages 19 and 20; example tasks, pages 23 and 24

    “learners write a comparison of two destinations”
    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 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 organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  4. Asking questions and listening to answers in interviews and surveys

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

    Learners ask peers, staff and family questions about visitor needs and attractions, interview peers about favourite destinations, and at Level 1 may interview a staff member from a real Welsh tourism workplace. They then record and summarise the responses they hear.

    Literacy: Questioning, Listening to understand, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils ask a partner three prepared questions about a favourite day out and report two of the answers back to the class.
    Year 8
    Pupils write open and closed questions about school trips, ask five classmates and note the answers in a grid.
    Year 9
    Pupils interview a member of school staff about a job they had in hospitality or tourism, ask a follow up question to one answer and summarise what they learned.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, assessment criteria 2.2.1 and 2.2.2, page 32; example tasks, pages 23, 25 and 36

    “learners interview peers about their favourite destinations and reasons for travel”
    Progression step 3

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can listen to and understand information about a variety of topics, summarising the main points.

    Progression step 4

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

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

  5. Creating persuasive materials that give key information

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

    In Unit 2 learners make materials to communicate their attraction, covering the name, location, who it is for, key activities, key facilities and costs or special offers. At Level 1 the materials need a clear structure, layout and use of visuals. Unit 1 examples also include a marketing poster encouraging responsible tourism.

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

    Getting pupils ready

    Year 7
    Pupils make a poster for a school fair that gives the name, date, place, price and one reason to come.
    Year 8
    Pupils write a leaflet for a Welsh attraction aimed at families, using headings, a short persuasive opening and a list of facilities.
    Year 9
    Pupils write two versions of an advert for the same activity centre, one for school groups and one for adventure seekers, changing the wording and information for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.5, pages 30 and 31; assessment criterion 2.5.1, page 34; example tasks, page 39; Unit 1, example tasks, page 24

    “design and produce materials that communicate attraction ideas”
    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 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.

  6. Presenting ideas and answering questions

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

    Learners communicate their attraction idea to others with the important information, and from Entry 3 respond to queries. Example tasks include a class presentation with a Q&A session at Entry 3 and a Dragon's Den style pitch at Level 1. Presentations can be evidenced through teacher observation and video or audio recordings.

    Literacy: Purpose, Clarity and vocabulary, Questioning

    Getting pupils ready

    Year 7
    Pupils give a one minute talk to a small group about a place in Wales they like, using a picture as a prompt.
    Year 8
    Pupils present a short plan for a class trip, covering where, when, cost and why, and answer two questions from the audience.
    Year 9
    Pupils pitch an idea for a new local attraction to a panel of classmates in three minutes and answer questions about cost and who it is for.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.5, page 31; assessment criterion 2.5.2, page 34; example tasks, page 39; Section 3.3, page 42

    “learners deliver a presentation of ideas to the class with a Q&A”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

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

    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.

  7. Speaking in role with customers

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

    The Unit 1 example tasks on jobs include simple role play of roles such as hotel receptionist, museum guide or cabin crew at Entry 3, and role play scenarios such as customer interaction at an attraction at Level 1. Communication is listed among the skills and qualities needed for travel and tourism jobs, which learners link to job roles under LO1.5.

    Literacy: Collaborative talk, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils act out a short scene at a tourist information desk, with one pupil asking for directions and the other answering politely.
    Year 8
    Pupils role play a hotel receptionist checking in a guest, first with a script card and then without it.
    Year 9
    Pupils role play a museum guide dealing with a visitor who is unhappy about a closed gallery, staying in role, listening and offering a solution.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.5, pages 16 and 17; assessment criterion 1.5.2, page 20; example tasks, pages 24 and 25

    “learners take part in role play scenarios for example customer interaction at an attraction”
    Progression step 3

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

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    Progression step 4

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

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  8. Listening to people from the travel and tourism industry

    Assessed: Taught, but not assessed

    Both units suggest guest speakers, visits and conversations with industry staff, where learners ask questions about jobs, trends, attractions and visitors. These learning experiences are not directly assessed but feed the Unit 1 work on jobs and the Unit 2 work on visitor needs.

    Literacy: Listening to understand

    Getting pupils ready

    Year 7
    Pupils watch a short video of a tour guide at work and write down three things the guide does in a day.
    Year 8
    Pupils listen to a visiting speaker, take notes under the headings job, skills and training, and ask one prepared question.
    Year 9
    Pupils listen to a speaker from a local attraction, note the main points and the speaker's view of the biggest challenges, then compare notes in pairs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, learning experiences, page 26; Unit 2, learning experiences, page 40

    “interact with guest speakers from the travel and tourism industry to gain first-hand insight”
    Progression step 3

    • I can listen to and understand information about a variety of topics, summarising the main points.

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    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.

  9. Writing a review of own strengths and weaknesses

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

    In Unit 2 learners review their attraction design and communication, then identify personal strengths and weaknesses in research skills, creativity, planning and communication. Level 1 learners evaluate these and include a suggestion for improvement. Examples range from symbols and statement banks at Entry 1 and 2 to reflective notes and a judgement grid at Level 1.

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

    Getting pupils ready

    Year 7
    Pupils complete what went well and even better if sentence starters after a group poster task.
    Year 8
    Pupils write a short paragraph on one strength and one weakness in how they researched a project, with an example of each.
    Year 9
    Pupils fill in a grid judging their research, ideas, planning and presentation on a recent project, then write one target for their weakest area.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.6, page 31; assessment criteria 2.6.1 and 2.6.2, page 35; example tasks, page 39

    “learners will make notes reflecting on research, creativity, planning, communication”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

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

  10. Planning bilingual visitor information

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

    Visitor information, including language options, is one of the visitor needs in Unit 2, with signs, maps and leaflets in bilingual and multi-language versions given as examples. Learners show how their attraction will meet visitor needs, so planning Welsh and English information is a natural way to evidence this.

    Literacy: Translanguaging

    Getting pupils ready

    Year 7
    Pupils make a bilingual sign for a classroom or school area, using a dictionary to check the Welsh.
    Year 8
    Pupils turn a short English notice about opening times into a Welsh and English version for a leaflet, keeping both equally clear.
    Year 9
    Pupils plan the visitor information for an imaginary attraction in Welsh and English, deciding what must appear in both languages on its signs, map and website.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 29; LO2.4, page 30; assessment criterion 2.4.3, page 34

    “signs, maps and leaflets including bilingual and multi-language options”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

  11. Collecting survey responses with tallies

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

    Learners use their research tool to gather responses about visitor needs and attractions, from yes or no questions recorded with ticks or tallies at Entry 1 to a range of responses from different visitor types at Level 1. The content names questionnaires, surveys, interviews and focus groups as tools to collect data.

    Numeracy: Collecting data, Representing data

    Getting pupils ready

    Year 7
    Pupils ask the class which of four types of holiday they prefer and record the answers in a tally chart.
    Year 8
    Pupils write a short questionnaire with tick box and open questions about school trips and collect answers from 15 people.
    Year 9
    Pupils plan a survey on what visitors need at a local park, deciding who to ask and how many, and collect both number and written answers.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.2, page 29; assessment criteria 2.2.1 and 2.2.2, page 32; example tasks, pages 36 and 37

    “learners show responses using ticks or simple tallies”
    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.

    • I can collect both quantitative and qualitative data.

  12. Showing survey results in charts and drawing conclusions

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

    Learners show or display the responses they collect, and at Level 1 illustrate the findings and make a conclusion from them. Example tasks include a simple graph or picture chart of yes or no answers at Entry 3 and a chart or table of results with summarised conclusions at Level 1.

    Numeracy: Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils turn a tally chart of favourite Welsh attractions into a pictogram with a key.
    Year 8
    Pupils draw a bar chart with a suitable scale from 30 survey answers and write one sentence on what it shows.
    Year 9
    Pupils choose between a bar chart and a pie chart for survey results on visitor needs, draw it, and write a conclusion that notes how few people were asked.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, assessment criterion 2.2.3, page 33; example tasks, page 37

    “learners create a simple graph/picture chart representing yes/no answers”
    Progression step 3

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

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

    Progression step 4

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

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

  13. Using maps to locate destinations and an attraction site

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

    In Unit 1 learners label local, national and international destinations using images or maps, and in Unit 2 they show where their attraction should be located on a map and, at Level 1, explain the choice. An Entry 3 example also has learners draw a basic map of the attraction showing its main features. Appendix A maps geometry and measurement to LO1.3 and LO2.4.

    Numeracy: Position, Angle

    Getting pupils ready

    Year 7
    Pupils use the grid on a map of Wales to find and label six destinations from a list of grid references.
    Year 8
    Pupils use an atlas to locate and label three Welsh and three international destinations, giving the grid reference of each.
    Year 9
    Pupils draw a simple plan of an imaginary attraction to a scale of 1 cm to 10 m, marking the car park, entrance and toilets.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, assessment criterion 1.3.1, page 19; example tasks, page 23; Unit 2, assessment criterion 2.4.1, page 34; example tasks, pages 37 and 38; Appendix A, page 49

    “learners use maps of Wales and beyond to locate and label local, national and international destinations”
    Progression step 3

    • I can use grid references to specify location.

    • I can use coordinates to find position.

    Progression step 4

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

  14. Comparing costs, discounts and value for money

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

    Value for money is one of the visitor needs in Unit 2, with family tickets, group discounts and loyalty passes as examples, and learners must show how their attraction meets visitor needs. The materials that communicate their attraction must also include costs or special offers.

    Numeracy: Financial literacy

    Getting pupils ready

    Year 7
    Pupils add up the cost of entry for a family of four at an attraction from its price list.
    Year 8
    Pupils compare buying four single tickets with buying a family ticket at two attractions and say which is better value.
    Year 9
    Pupils set ticket prices for an imaginary attraction, including a group discount and a loyalty pass, and show with calculations how much a school group of 30 saves.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.1, page 29; LO2.4 and LO2.5, page 30; assessment criteria 2.4.3 and 2.5.1, page 34

    “value for money, such as family tickets, group discounts or loyalty passes”
    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.

    Progression step 4

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

  15. Planning an activity schedule

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

    A Level 1 example task asks learners to produce an activity schedule for their attraction linked to visitor expectations, and transport is one of the visitor needs they plan for. Times, durations and the order of activities all have to work.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils write a timetable for a school sports afternoon with start and finish times for four activities.
    Year 8
    Pupils plan a day at a Welsh castle using its opening and tour times, working out how long is spent on each part.
    Year 9
    Pupils write a daily schedule of shows and feeding times for an imaginary wildlife attraction, making sure events do not clash and visitors can see each one.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2.4, page 30; example tasks, page 38

    “learners produce an activity schedule linked to visitor expectations”
    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 prioritise and organise the relevant steps needed to complete the task or reach a solution.

  16. Using tourism figures to describe impacts

    Assessed: Taught, but not assessed

    The Unit 1 content on impacts refers to tourism employment, seasonal or low paid jobs and high visitor numbers in places such as Tenby. The specification does not require learners to use figures, but Appendix A signposts number and statistics opportunities at LO1.4.

    Numeracy: Interpreting data, The number system

    Getting pupils ready

    Year 7
    Pupils read a simple bar chart of monthly visitors to a Welsh beach and say which months are busiest.
    Year 8
    Pupils read visitor numbers for three Welsh destinations from a table, put them in order and round each to the nearest thousand.
    Year 9
    Pupils use a line graph of visitors and jobs across a year in a seaside town to explain why many tourism jobs are seasonal.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO1.4, pages 15 and 16; Appendix A, page 49

    “Tenby with narrow streets and high visitor numbers”
    Progression step 3

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

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

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

Good to know

Links with other qualifications

The Foundation course leads into VCSE Travel and Tourism and builds the same literacy and numeracy in a simpler form. Reading websites and reviews about attractions becomes, in the VCSE, selecting, comparing and summarising sources for a destination fact file. Foundation materials and pitches that give key information become persuasive, audience tailored proposals, itineraries and marketing materials, and presenting with a Q&A grows into presenting a whole trip and answering questions on it. On the numeracy side, the Foundation survey with tallies and simple charts steps up to a VCSE feedback survey whose responses are collated, while value for money and an activity schedule become a full trip budget, costed itinerary and timetabled schedule, plus calculations with Welsh tourism data in the Unit 1 sector test. Maps and the impacts of tourism also link with GCSE Geography.

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