LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Art and Crafts

Arts and crafts is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, in which learners explore what art and craft is, express ideas or feelings through their work, and choose and use materials, tools and techniques safely. It is one unit that learners combine with others into a Skills for Life or Skills for Life and Work Award, Certificate or Diploma. Literacy runs through the criteria: describing and comparing art forms, using the right terminology at Level 2, presenting ideas, explaining how work meets its purpose and analysing choices. Numeracy is light, limited to the language of shape, pattern and form.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Three learning outcomes (know what art and craft is, express simple ideas or feelings through art and craft, use basic materials and tools to create a simple piece of work), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S601E1, S601E2 and S601E3
  • Level 1 and Level 2: Three learning outcomes (know the key characteristics of art and craft, develop and express ideas or feelings through art and craft, select and use suitable materials, tools and techniques to create a piece of work), with evidence compiled into a portfolio, internally assessed by the centre and externally quality assured by WJEC, 20 guided learning hours, unit codes S601L1 and S601L2

The literacy and numeracy skills in this qualification

  1. Describing and comparing art and craft forms

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

    Learners describe what art and craft is and compare different types, building from a simple statement at Entry 2 and a comparison at Entry 3 to describing characteristics at Level 1 and comparing styles, techniques or purposes at Level 2. These are assessment criteria, so the description or comparison, spoken or written, must be in the portfolio.

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

    Getting pupils ready

    Year 7
    Pupils sort photos of a painting, a woven basket and a clay pot into art or craft and say one sentence about each.
    Year 8
    Pupils write a short paragraph describing two crafts, such as weaving and printmaking, covering materials and purpose.
    Year 9
    Pupils compare a traditional Welsh lovespoon with a modern carved object in a short written or spoken comparison of style, technique and purpose.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 to 1.3, page 6

    “Compare and describe styles, techniques or purposes of art and/or craft”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    • I can write a comprehensive account of a topic, theme or viewpoint.

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

  2. Using art and craft terminology correctly

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

    At Level 2 learners must use appropriate art and craft terminology correctly to describe forms, styles or techniques. The amplification gives the vocabulary: elements of design such as line, texture and form, and techniques such as glazing, carving and stitching. At lower levels learners name and match types of art and craft.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils label a still life drawing with the words line, tone, shape and texture, pointing to where each appears.
    Year 8
    Pupils keep a technique glossary in their sketchbook with words such as collage, glaze and relief, each with a small example.
    Year 9
    Pupils annotate a print they have made using at least five correct technical terms for the process and the elements of design.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criterion 1.3, page 6; Amplification, learning outcome 1, page 9

    “Use appropriate art and/or craft terminology correctly to describe forms, styles or techniques”
    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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

  3. Presenting ideas and explaining how work meets its purpose

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

    Learners present ideas or feelings for their work at Entry 2 and Level 1, describe how their work shows the idea at Entry 3, and describe (Level 1) or explain (Level 2) how the finished work will meet its intended purpose. Evidence can be a short verbal explanation, an audio recording or a written description, and these are assessment criteria.

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

    Getting pupils ready

    Year 7
    Pupils show their mood painting to a partner and say which colours they used to show the feeling.
    Year 8
    Pupils give a one minute talk to the class about their design for a greetings card, saying who it is for and how the design suits them.
    Year 9
    Pupils write an artist's statement for a finished piece explaining their intention and how the materials and techniques help it meet its purpose.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 and 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.3, page 6; Sources of evidence, page 11

    “Explain how the finished work will meet their intended purpose”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

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

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

    Progression step 4

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

    • 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.

  4. Planning and annotating ideas

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

    Level 2 learners plan and develop ideas for a project, and Level 1 learners identify suitable materials, tools and techniques for a task. The pack suggests planning sheets and annotated work explaining choices of materials, colours or techniques as evidence. Planning is required by the criteria, while the written annotation is one suggested way to show it.

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

    Getting pupils ready

    Year 7
    Pupils fill in a simple planning sheet listing the materials and tools they will use for a collage.
    Year 8
    Pupils draw three thumbnail ideas for a clay tile and add a sentence to each saying which technique they would use.
    Year 9
    Pupils write a step by step plan for a textile piece and annotate their sample swatches to explain why they chose each fabric and stitch.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 6; learning outcome 3, assessment criterion 3.1, page 7; Sources of evidence, page 11

    “annotated work explaining choice of materials, colours, or techniques”
    Progression step 3

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

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    Progression step 4

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

  5. Analysing and evaluating choices

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

    At Level 2 learners analyse the choice of materials, tools and techniques they selected, and the amplification includes modifying or refining work and justifying choices. Reflection logs or discussion notes on what worked well and what could be improved are suggested evidence. The analysis is an assessment criterion at Level 2.

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

    Getting pupils ready

    Year 7
    Pupils say one thing that worked and one thing they would change about their finished drawing.
    Year 8
    Pupils write a short review of their print comparing two inks they tested and saying which gave the better result.
    Year 9
    Pupils write an evaluation explaining why they chose each material and tool for their sculpture, with one change they would make and the reason.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criterion 3.2, page 7; Amplification, learning outcome 3, page 10; Sources of evidence, page 11

    “Analyse the choice of materials, tools and techniques selected”
    Progression step 3

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

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

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

  6. Following spoken and written instructions safely

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

    At Entry Level learners follow simple safety instructions and follow instructions to complete an item, and at Level 1 they use selected materials and tools safely. This means listening to demonstrations and reading step by step guides or safety checklists. Following instructions is required by the Entry Level criteria.

    Literacy: Listening for meaning, Reading strategies, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a teacher demonstration of using a craft knife safely and repeat the three safety rules to a partner.
    Year 8
    Pupils follow a printed step by step guide to make a simple woven piece, ticking each step as they finish it.
    Year 9
    Pupils read the safety guidance for a glue gun and kiln area, then write a short safety checklist for a younger class.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.2 and 3.3, page 5; Amplification, learning outcome 3, page 9

    “following simple safety instructions during activities”
    Progression step 3

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

    • I can read words and sentences from different texts using a range of strategies to make meaning.

    Progression step 4

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

    • 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.

  7. Learning from artists and makers

    Assessed: Taught, but not assessed

    Level 1 and Level 2 activities include discussing how artists, cultures or craft styles influence work, and the pack suggests inviting a local artist or craft business owner to talk about their process. Learners listen, ask questions and read about artists to give examples of styles and techniques for Learning outcome 1. The reading and discussion are suggested activities rather than criteria.

    Literacy: Listening to understand, Understanding, response and analysis, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils read a short gallery label about a famous painting and pick out two facts about how it was made.
    Year 8
    Pupils prepare three questions for a visiting potter, note the answers and share the most useful one with their table.
    Year 9
    Pupils read two short articles about Welsh artists, summarise how culture shaped each artist's work and discuss it in a group.
    Show the specification wording and the LNF statements

    Where it is in the specification: Suggested activities for Level 1 and 2 learners, page 10; Experiences, pages 11 and 12

    “discussing how different artists, cultures, or craft styles influence work”
    Progression step 3

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

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

    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 listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

  8. Describing shape, pattern and form

    Assessed: Taught, but not assessed

    The amplification lists shape, line, pattern, form and space as elements of design that learners describe at Levels 1 and 2, and Entry 1 learners point out colours, materials or shapes in their work. This draws on the language of two dimensional and three dimensional shape. There is no measuring or calculation in the criteria, so numeracy demand is low.

    Numeracy: Shape and space, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils name the 2D shapes they can see in a Kandinsky painting and use them in their own small design.
    Year 8
    Pupils design a repeating tile pattern using reflection and rotation on squared paper and describe the symmetry they used.
    Year 9
    Pupils describe the 3D forms in a sculpture using words such as cylinder, prism and sphere, then build a model combining at least two of them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criterion 2.2, page 5; Amplification, learning outcome 1, page 9

    “elements of design: colour, shape, line, texture, pattern, form, space”
    Progression step 3

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    Progression step 4

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

Good to know

Links with other qualifications

The describing, comparing and evaluating in this unit match the annotation and evaluation in GCSE Art and Design, and the pack also names the VCSE in Creative and Media Production and Technology and the Foundation qualifications in Expressive Arts, Design and Technology, and Creative and Media Production and Technology. Talking about ideas and using technical vocabulary build on GCSE English Language and Literature. Within the Skills Suite, the pack suggests delivering it alongside Digital film and media, Equality, diversity and inclusion, Ethical choices, Community participation and Sustainability in action.

Source: WJEC Arts and crafts unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).