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
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.
Skills that use Clarity and vocabulary
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Describing and explaining nutrition and dietary choices
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.
Good to know
- The unit has five codes, one per level, from "S612E1" to "S612L2", and carries "20" guided learning hours (Unit overview, page 3).
- Writing is not the point: "extended written work is not required unless appropriate" and judgements "should focus on meeting the standard, not spelling or presentation unless specifically assessed" (Sources of evidence, page 11).
- Evidence can include "shopping lists and receipts demonstrating budget management and ingredient selection" and "food diaries or logs showing reflection on personal or family diet" (Sources of evidence, page 11).
- Plural criteria have a minimum: "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 7).
- AI tools may be used only when acknowledged; AI misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work, analysis, evaluation or calculations" (specification, section 4.6, page 21).
- Suggested assessment tasks "are not mandatory"; teachers may use, adapt or replace them (specification, section 4.1, page 18).
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).