LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Food Planning and Preparation

Food planning and preparation is a Skills for Life unit about nutrition, balanced diets and cooking safely for yourself and others on a budget while cutting food waste. It is one 20 hour unit that learners combine with other units into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy sits in following recipes and instructions, reading food labels, describing and explaining nutrition, and reviewing dishes. Numeracy sits in costing meals within a budget, reading nutrition figures, measuring ingredients and portions, and checking temperatures and cooking times. Extended writing is not required unless appropriate.

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
Medium
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): 4 learning outcomes with assessment criteria at Entry 1, Entry 2 and Entry 3 (nutrition and a balanced diet, planning simple meals on a budget without waste, preparing food safely, food storage and hygiene). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: 4 learning outcomes with assessment criteria at Level 1 and Level 2 (nutritional needs and balanced diets, planning and adapting meals for nutrition, budget, availability and waste, preparing and cooking a variety of dishes safely, food handling, storage and hygiene in a range of settings). Evidence is compiled in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The literacy and numeracy skills in this qualification

  1. Following recipes and reading food labels

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

    Entry 1 learners respond to simple instructions to prepare a snack or meal and Entry 2 learners follow instructions to prepare a simple meal, while the overview names reading recipes, food labels and planning documents as the unit's literacy. Following instructions is assessed at Entry Level; reading labels is otherwise a suggested activity.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a picture recipe for a fruit smoothie and put the step cards in the right order before making it.
    Year 8
    Pupils scan the labels of three yoghurts to find the allergy information and the sugar per 100 g, then underline the key words that helped them find it.
    Year 9
    Pupils read a full written recipe for a stir fry, highlight the method words such as dice, sear and simmer, and rewrite the method as a numbered time plan.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria E1 3.1 and E2 3.1, page 5; Unit overview, page 4; Amplification, learning outcome 3, page 9

    “follow simple step-by-step instructions (written or picture recipes)”
    Progression step 3

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

    • 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 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 read closely, follow up and use additional material in texts to extend my understanding.

  2. Describing and explaining nutrition and dietary choices

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

    Learners move from matching foods to food groups at Entry 1 to giving a description of the importance of a balanced diet at Entry 3, explaining how nutrients affect health at Level 1 and evaluating dietary choices against health needs at Level 2. Answers can be spoken or written, and the vocabulary of nutrients, food groups and portion control is required throughout.

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

    Getting pupils ready

    Year 7
    Pupils label a blank Eatwell Guide with the five food groups and write one sentence saying what each group does for the body.
    Year 8
    Pupils write a paragraph explaining why protein, fibre and water matter, using the words growth, repair, digestion and hydration correctly.
    Year 9
    Pupils give a two minute talk evaluating a teenager's day of eating against the Eatwell Guide, explaining two changes and why they would help.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria E3 1.1 and E3 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 7; Amplification, learning outcome 1, page 9

    “explain the role of nutrients in the body”
    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 write a comprehensive account of a topic, theme or viewpoint.

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

    • 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. Reviewing dishes and explaining improvements

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

    Level 1 learners review prepared dishes for taste, appearance and safety, and Level 2 learners review and adapt recipes or methods based on outcomes and feedback and evaluate food storage, handling and hygiene. Learners write or say evaluations and respond to peer or tutor feedback; these criteria are assessed.

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

    Getting pupils ready

    Year 7
    Pupils taste their scones and complete a star chart for taste, texture and appearance, then write one thing they would change.
    Year 8
    Pupils swap a sensory comment card with a partner about their pasta dish and write a short reply saying which comment they agree with and why.
    Year 9
    Pupils write a short evaluation of a two course meal they cooked, covering taste, appearance, nutrition and hygiene, and explain one change to the method based on feedback.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria 3.2, and learning outcome 4, assessment criteria 4.1 and 4.2, page 7; Amplification, learning outcome 3, page 10

    “adapt recipes or methods based on outcomes and feedback; reflect on performance and make improvements”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

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

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

  4. Costing meals and working within a budget

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

    Entry 1 learners point out foods to make a simple meal on a small budget, Entry 3 learners describe how a meal stays in budget, Level 1 learners outline a meal plan within budget constraints and Level 2 learners create a three day plan that meets budget constraints. Comparing prices, totalling costs and staying within a budget are required by the criteria.

    Numeracy: Financial literacy, Calculation

    Getting pupils ready

    Year 7
    Pupils use a supermarket price list to choose ingredients for a sandwich lunch for two and add up the total to check it is under £5.
    Year 8
    Pupils compare the price per 100 g of own brand and branded pasta and cheese, choose the best value and work out the cost per portion of macaroni cheese.
    Year 9
    Pupils cost a three day meal plan for a family of four against a £40 budget, using a multibuy offer where it helps, and show their working.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria E1 2.1, E2 2.1 and E3 2.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 7; Amplification, learning outcome 2, page 9

    “consider cost when selecting ingredients, comparing simple prices”
    Progression step 3

    • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • 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.

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

  5. Reading nutrition figures on labels and guidance

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

    Level 2 learners assess the nutritional content of meals, and the amplification asks Level 1 and Level 2 learners to understand portion control and recommended intake and to analyse nutritional content. This means reading figures per 100 g and per portion and comparing them with recommended amounts; the Level 2 assessment is required, while the specific calculations are the teacher's choice.

    Numeracy: Interpreting data, Relationships within the number system, Calculation

    Getting pupils ready

    Year 7
    Pupils read the traffic light label on two cereal bars and order them from least to most sugar per bar.
    Year 8
    Pupils use the Eatwell Guide pie chart to say roughly what fraction of a day's food should be fruit and vegetables and compare it with their own lunch.
    Year 9
    Pupils work out what percentage of the daily salt reference intake one ready meal portion provides and decide whether it fits a healthy day.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criterion L2 1.1, page 7; Amplification, learning outcome 1, page 9

    “understand portion control and recommended intake”
    Progression step 3

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

    • I can use equivalence of fractions, decimals and percentages to compare proportions.

    Progression step 4

    • I can express one quantity as a percentage of another.

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

  6. Measuring ingredients, temperatures and cooking times

    Assessed: Taught, but not assessed

    The overview names measuring ingredients and portion control as the unit's numeracy, and the Level 1 and Level 2 amplification lists measuring jugs and weighing scales, checking food is cooked properly, managing time and monitoring storage temperatures. Entry 3 learners reflect on portion sizes. Weighing, timing and temperature checks support the assessed practical criteria but are not assessed separately.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils weigh flour and butter on digital scales and measure milk in a jug to make scones, reading each scale to the nearest 5 g or 10 ml.
    Year 8
    Pupils record the fridge and freezer temperatures each lesson for a week, including negative readings, and check them against the safe ranges.
    Year 9
    Pupils halve a recipe, convert 0.5 kg and 250 ml into the units on their scales and jug, and write a time plan so two dishes finish together.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit overview, page 4; Entry Level, learning outcome 2, assessment criterion E3 2.2, page 5; Amplification, learning outcomes 3 and 4, page 10

    “check food is cooked properly and manage time effectively”
    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.

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    Progression step 4

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

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

Good to know

Links with other qualifications

The pack names GCSE Food and Nutrition and VCSE Hospitality and Catering as linked WJEC qualifications; reading recipes, explaining nutrients, costing dishes and evaluating cooked outcomes are shared with both and with Foundation Hospitality and Catering. Costing and price comparison link with GCSE Mathematics and Numeracy and with the Financial literacy unit, and nutrients and the effects of diet on the body link with the healthy eating work in the Healthy lifestyle unit. Other related Skills Suite units named in the pack are Home management and maintenance, Basic first aid, Healthy relationships, Looking after others, Practical gardening and Teamwork.

Source: WJEC Food planning and preparation 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).