LNF Cymru Literacy and numeracy for Wales

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GCSE Health and Social Care, and Childcare

This is a writing-heavy GCSE: learners read unseen case studies, apply care-sector terminology and write reasoned judgements across two 12-hour NEAs and an examination with extended answers. Numeracy is limited to one area of Unit 1, reading physiological measurements and interpreting wellbeing statistics, surveys and lifestyle data. The biggest thing Key Stage 3 can build is confident reading of a short case study followed by an organised, evaluative written response that uses the right terms.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Health and Social Care, and Childcare in Wales in the 21st Century: Written examination 1 hour 30 minutes, 40%
  • Unit 2: Adult Health and Social Care: Non-examination assessment 12 hours (choice of case studies), 30%
  • Unit 3: Childcare: Non-examination assessment 12 hours (case study and investigation), 30%

The literacy and numeracy skills in this qualification

  1. Reading and applying case studies

    Assessed: In the exam and in coursework (NEA)

    Both NEAs are built around unseen case studies, and Unit 1 includes questions based on applied situations. Learners must read closely, infer an individual's needs and apply knowledge to them.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    In Health and Well-being lessons, pupils read a short case study about a family with a new baby and highlight three needs the baby has.
    Year 8
    Pupils read a case study about an older person living alone in Aberdare and infer two emotional or social needs that are not stated directly.
    Year 9
    Pupils read an unseen case study under timed conditions, annotate it for physical, intellectual, emotional and social needs, and suggest one suitable service.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 34; Summary of assessment, page 4

    “choice of two case studies where they apply knowledge and understanding of adult”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • 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 use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    • I can gain a full understanding of texts using inference, deduction and analysis.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  2. Writing organised, evaluative answers

    Assessed: In the exam and in coursework (NEA)

    The specification sets out to develop learners' ability to organise writing, and AO3 (30% of the qualification) asks them to analyse and evaluate provision, make reasoned judgements and draw conclusions.

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

    Getting pupils ready

    Year 7
    Pupils write two paragraphs on how exercise helps physical and emotional wellbeing, linking the paragraphs with a connective.
    Year 8
    Pupils write a short piece weighing up one advantage and one disadvantage of a Flying Start style service for families, ending with a clear conclusion.
    Year 9
    Pupils write an extended answer judging how well a health promotion campaign such as Help Me Quit meets its aims, giving evidence for and against.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 1.2, page 8; Section 3.1, page 33

    “develop literacy skills, being able to organise writing and adapt language confidently,”
    Progression step 3

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    • I can use paragraphs and make links between them.

    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.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  3. Using care-sector vocabulary accurately

    Assessed: In the exam and in coursework (NEA)

    Learners must understand and use precise terms for principles, values, legislation and roles, such as person-centred, advocacy, active participation and safeguarding.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils learn and spell the five life stages and their age ranges, then use each in a sentence about a family member.
    Year 8
    Pupils build a glossary of care terms such as empathy, dignity and advocacy, with a definition and an everyday example for each.
    Year 9
    Pupils rewrite a vague paragraph about caring for a resident so that it uses person-centred, active participation and safeguarding correctly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.2.2, page 14

    “person-centred approaches: learners should understand”
    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.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

  4. Researching for the childcare investigation

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

    Unit 3 includes an investigation alongside a case study, so learners must research childcare provision, select relevant information and judge how reliable it is.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a Play Wales leaflet on the importance of play and summarise three main points in their own words.
    Year 8
    Pupils gather information on a local Cylch Meithrin from two sources and sort the facts under headings such as age range, activities and language.
    Year 9
    Pupils carry out a short investigation into local play provision, comparing three sources and noting which is most reliable and why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 34

    “an investigation”
    Progression step 3

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

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can evaluate the usefulness and reliability of texts.

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  5. Listening to professionals and service users

    Assessed: Taught, but not assessed

    Learners are encouraged to hear from and interact with care and childcare professionals, and they study how What Matters Conversations and advocacy make sure an individual's voice is heard.

    Literacy: Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to the school nurse talk about healthy habits and note three main points to share with a partner.
    Year 8
    Pupils role play a What Matters style conversation in pairs, with the listener summarising back what matters most to the speaker.
    Year 9
    Pupils prepare questions for a visiting care worker or nursery practitioner, take notes during the talk and write a short summary of the role.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 32; Unit 2, Section 2.2.3, page 23

    “hear directly from, and interact with, health and social care, and childcare”
    Progression step 3

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

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

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

    Progression step 5

    • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

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

  6. Planning and redrafting across a long NEA

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

    Each NEA takes 12 hours and may be split across several sittings, so learners must plan their time, keep work organised and review and improve it before digital submission.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils plan a short leaflet on hand hygiene with a simple outline, then check and correct their spelling before handing it in.
    Year 8
    Pupils draft a report on a local health service over two lessons, using a checklist to improve it at the start of the second lesson.
    Year 9
    Pupils complete a case study task over three lessons, keeping a plan, redrafting one section after teacher feedback and proofreading the final version.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 34

    “The assessment could be completed in several sittings due to the length of the non-examination assessment.”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  7. Reading physiological measurements

    Assessed: In the exam

    Learners must understand physiological measurements used as wellbeing indicators, including height, weight, blood pressure, temperature, peak flow, heart rate, pulse and blood sugar, each with its own units.

    Numeracy: Measurement, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils take their pulse for 30 seconds, double it to get beats per minute and record it with the correct units.
    Year 8
    Pupils read temperatures from pictures of a digital and a strip thermometer and decide which readings show a fever.
    Year 9
    Pupils read blood pressure and peak flow values from sample records, state the units and say whether each is within a normal range.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.1, page 16

    “physiological measurements: height, weight, blood”
    Progression step 3

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

    • I can measure and record temperatures involving positive and negative readings.

    Progression step 4

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

    • I can represent and use compound measures, using standard units.

    Progression step 5

    • I can understand and use a variety of compound measures.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

  8. Interpreting wellbeing statistics and lifestyle data

    Assessed: In the exam

    Learners must understand statistics used as wellbeing indicators, such as life expectancy, child poverty, smoking rates and obesity levels, and what they show about health inequality in Wales.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a simple bar chart of how many portions of fruit and vegetables Year 7 pupils eat and write two statements about it.
    Year 8
    Pupils compare smoking rates for two Welsh local authorities from a table and suggest one reason for the difference.
    Year 9
    Pupils interpret a graph of life expectancy in the most and least deprived areas of Wales, calculate the gap and explain what it means for services.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.1, page 16

    “statistics: educational attainment, employment, housing,”
    Progression step 3

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

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

    Progression step 4

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can explore trends and extreme values (outliers) for data sets.

    Progression step 5

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

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

  9. Using surveys and questionnaires

    Assessed: In the exam

    Surveys and questionnaires are named as wellbeing indicators, so learners should know how such data is collected and what it can and cannot show.

    Numeracy: Collecting data, Representing data

    Getting pupils ready

    Year 7
    Pupils ask classmates how many hours they slept last night and record the answers in a tally chart.
    Year 8
    Pupils write five clear questions for a survey on screen time and wellbeing, including one open question and one tick box question.
    Year 9
    Pupils design a short questionnaire on healthy lifestyles with a stated hypothesis, collect responses from their year group and discuss any bias in the sample.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.1, page 16

    “surveys and questionnaires”
    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.

    Progression step 5

    • I can collect data in a suitable way according to my hypothesis.

Good to know

Links with other qualifications

Pulse and heart rate work overlaps with fitness testing in Physical Education and Health, and wellbeing statistics link to data handling in Mathematics and Numeracy and Geography.

Source: WJEC GCSE Health and Social Care, and Childcare specification, teaching from 2026, for award from 2028 (© WJEC CBAC Ltd 2025).