LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Practical Gardening

Practical gardening is a 20 hour Skills for Life unit in which learners get to know plants, flowers and vegetables, prepare soil or containers, plant and care for them, and use sustainable and safe methods. It is one unit learners combine with others into a Skills for Life Award, Certificate or Diploma. Literacy sits in the criteria: following planting guidance, describing plants and their needs, recording observations of growth and, at Level 2, explaining choices and evaluating sustainable practices. Numeracy demand is low: measuring depth and spacing, watering amounts, tracking growth and planning a bed are practical and mostly suggested, and no criterion asks for calculation.

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): Four learning outcomes (know about different types of plants, flowers and vegetables, plant and grow them, care for and maintain plants, know about sustainable gardening and work safely), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (understand the characteristics and growing requirements of plants, plan and carry out planting activities, care for and maintain plants to support healthy growth, understand sustainable gardening practices and work safely), with separate assessment criteria at Level 1 and Level 2. Evidence goes 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 planting guidance and reading growing guides

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

    Entry 1 learners respond to simple instructions, Entry 2 learners plant correctly following guidance and follow instructions for care tasks, and Level 1 learners plan and carry out planting following guidance. At Levels 1 and 2 the amplification adds interpreting growing guides and plant labels. Following guidance is required by the criteria.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read the back of a seed packet and follow its three steps to sow cress in a tray.
    Year 8
    Pupils scan a growing guide for sowing depth, spacing and month for two vegetables and fill in a planting card for each.
    Year 9
    Pupils read a full RHS care sheet for a plant, pick out the key instructions and explain to a partner how they will follow them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 2 and 3, assessment criteria 2.2 and 3.1, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 6; amplification of learning outcome 1, page 8

    “Plant seeds or a young plant correctly following guidance”
    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 read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

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

  2. Describing plants and their growing needs

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

    Learners name common plants at Entry 1 and 2, describe basic needs of plants at Entry 3, describe a range of plants and their growing requirements at Level 1 and explain characteristics and compare growing requirements at Level 2, using words such as annual, perennial, roots and stems. This is required by the criteria.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils label the roots, stem, leaves and flower on a photo of a plant and write what each part does.
    Year 8
    Pupils write a short fact file on a herb and a vegetable, describing what light, water and soil each needs.
    Year 9
    Pupils write a comparison of an annual and a perennial plant, explaining how their growing needs and care differ.
    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 and 1.2, page 6; amplification of learning outcome 1, pages 7 and 8

    “Describe a range of plants, flowers and vegetables and their growing requirements”
    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. Recording observations and writing care instructions

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

    Level 1 learners record observations of plant growth or issues, and the amplification adds seed logs, schedules and simple growth records. The unit overview says learners develop literacy through recording observations, labelling plants and writing simple care instructions. Recording observations is required at Level 1; labels and care instructions are suggested.

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

    Getting pupils ready

    Year 7
    Pupils write a dated sentence each week in a growth diary about how their sunflower seedling looks.
    Year 8
    Pupils write a numbered set of care instructions for a classroom plant so another class could look after it over half term.
    Year 9
    Pupils keep a log of a problem plant, such as yellowing leaves, recording what they saw, what they changed and what happened next.
    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 6; amplification of learning outcomes 2 and 3, page 8; Unit overview, page 4

    “Learners develop Literacy skills through recording observations, labelling plants and writing simple care instructions”
    Progression step 3

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

    • 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 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 organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

  4. Explaining choices and evaluating sustainable practices

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

    Level 2 learners explain their choice of soil, containers, seeds or planting methods, apply sustainable practices and evaluate their benefits. Level 1 learners describe sustainable practices and how to apply them, and Entry 3 learners describe them. This is required by the criteria.

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

    Getting pupils ready

    Year 7
    Pupils say one way to save water in the garden and why it helps, such as collecting rainwater in a butt.
    Year 8
    Pupils write a paragraph explaining why they chose peat free compost and a recycled pot for their planting.
    Year 9
    Pupils weigh up composting, mulching and rainwater collection for the school garden in a short written evaluation and recommend one.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcomes 2 and 4, assessment criteria 2.2 and 4.1, page 6; Entry Level, learning outcome 4, assessment criterion 4.1, page 5

    “Apply sustainable gardening practices effectively and evaluate their benefits”
    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 express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

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

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

  5. Measuring depth, spacing and watering amounts

    Assessed: Taught, but not assessed

    The amplification covers where to place seeds or plants by depth and spacing and watering correctly by how much and how often, which supports planting correctly at Entry 2 and Level 1. The measuring itself is not named in any criterion, so it is taught rather than separately assessed.

    Numeracy: Measurement

    Getting pupils ready

    Year 7
    Pupils use a ruler to sow seeds 1 cm deep and 5 cm apart in a seed tray.
    Year 8
    Pupils measure 250 ml of water with a measuring jug for each pot and record how much each plant gets in a week in litres and millilitres.
    Year 9
    Pupils mark out a row with a tape measure using the spacing on a seed packet in centimetres and work out how many plants fit in a 2 m row.
    Show the specification wording and the LNF statements

    Where it is in the specification: Delivery guidance, amplification of learning outcomes 2 and 3, page 8; Unit overview, page 4

    “Understanding spacing, depth and planting positions”
    Progression step 3

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

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    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.

  6. Tracking growth over time

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

    Level 1 learners monitor growth and record observations, and the overview says numeracy is used when tracking growth over time. Measuring heights and drawing growth charts or logs are suggested ways to do this, so monitoring is required but the numerical form is optional.

    Numeracy: Collecting data, Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils measure a bean plant's height in centimetres every few days and record the results in a table.
    Year 8
    Pupils plot a line graph of their plant's height against days and describe when it grew fastest.
    Year 9
    Pupils compare growth graphs for plants kept in sun and shade and draw a conclusion, noting why a small sample might mislead.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; Unit overview, page 4; sources of evidence, page 10

    “Labels, logs or growth charts showing plant development over time”
    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 construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

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

  7. Planning when and where to plant

    Assessed: Taught, but not assessed

    At Levels 1 and 2 the amplification covers planning what to plant, where and when, and recording planting schedules. A suggested activity is to plan or design a small garden area with rotation. These involve calendars, schedules and simple layouts but are suggested rather than required.

    Numeracy: Measurement, Shape and space, Angle, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a calendar to mark the sowing and harvest weeks for radishes and count how many weeks they take.
    Year 8
    Pupils measure a raised bed, work out its area and draw it on squared paper with rows for three crops.
    Year 9
    Pupils draw a scale plan of a small vegetable plot and write a sowing schedule that shows the order of jobs across the spring term.
    Show the specification wording and the LNF statements

    Where it is in the specification: Delivery guidance, amplification of learning outcome 2, page 8; suggested activities for Level 1 and 2 learners, page 9

    “Recording planting activities (e.g. seed logs or schedules)”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

    Progression step 4

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    • 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 Community participation, Looking after others, Healthy lifestyle, Home management and maintenance, Mental health and wellbeing, Skills in the natural environment, Sustainability in action and Teamwork as units to deliver alongside Practical gardening. GCSE The Sciences and GCSE Integrated Science share describing plant structures and growth conditions and recording observations over time, and the pack names AS and A level Biology as a later link. GCSE Geography shares sustainability and fieldwork style recording, and GCSE Food and Nutrition shares growing vegetables and seasonal food.

Source: WJEC Practical gardening 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).