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
Skills that use Planning and organising for different purposes, audiences and context
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Writing explanations and comparisons about destinations and impacts
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.
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Creating persuasive materials that give key information
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.
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Writing a review of own strengths and weaknesses
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.
Good to know
- Appendix A (page 49) maps listening, reading, speaking and writing to "All" learning outcomes in both units, and maps the numeracy strands to LO1.3 and LO1.4 in Unit 1 and LO2.1, LO2.2 and LO2.4 in Unit 2.
- Evidence does not have to be written. It can include "responses to structured questions, either written or oral" and "a written or recorded account by the learner" (Section 3.3, page 42).
- Spoken work is marked from records: "performance evidence (for example, presentations or practical demonstrations)" must be documented using observation records (Section 3.6, page 43).
- Support depends on level. Entry 1 learners get "verbal, visual and practical assistance, use of symbols, or assistive technology" and Entry 2 learners may use "scaffolded templates" (Section 3.4, page 43).
- Level 1 learners work independently, but teachers "can provide advice on planning and structuring their answers" (Section 3.4, page 43).
- Each criterion has four bands, from Entry 1 to Level 1, and the verbs step up from name and list to state, outline and explain: "Four different bands of assessment criteria are provided, reflecting differing levels of learner ability." (Section 2.1, page 10).
- Teachers set the tasks: "Teachers have the flexibility to design assessment tasks and activities that best meet the needs of their learners." (Section 3.1, page 41). There are no written examinations.
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).