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The literacy and numeracy skills in this qualification

1. Naming and describing natural features with specialist vocabulary

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

   Learners name and describe plants, animals, landforms, water features and ecosystems using the right words. Entry 1 learners name at least two plants, animals or natural features, Level 1 learners identify key features and describe how local ecosystems support life, and Level 2 learners explain the characteristics of different environments and ecosystems. This is required by learning outcome 1 at every level.

   Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils label a photo of a pond with words such as reeds, frogspawn, pond skater and bank, then use four of them in sentences.

   Year 8

   Pupils write a short description of a woodland habitat using a word bank including canopy, decomposer and food chain.

   Year 9

   Pupils explain to the class how a river ecosystem stays in balance, using terms such as habitat, biodiversity, producer and consumer correctly.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 to 1.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.4, page 7; amplification of LO1, pages 9 and 10

   “Explain the characteristics of different natural”

   Progression step 3

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

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

   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.

2. Explaining and analysing human impact on the environment

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

   Learners describe and explain how human activities such as littering, pollution and habitat loss affect ecosystems, biodiversity and freshwater. Entry Level learners give statements and examples, Level 1 learners describe positive and negative impacts and explain effects on biodiversity or freshwater, and Level 2 learners analyse local or global environmental issues and reflect on personal or community actions. This is required by learning outcome 2.

   Literacy: Planning and organising for different purposes, audiences and context, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils write three sentences about how dropping litter on the school field affects birds and insects.

   Year 8

   Pupils read a short article about sewage in Welsh rivers and write a paragraph explaining the causes and effects on wildlife.

   Year 9

   Pupils use two sources to write a structured explanation of how a local issue, such as a new housing estate, affects a habitat, with a suggestion to reduce the harm.

   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 to 2.4, page 7; amplification of LO2, pages 10 and 11

   “Analyse local or global environmental issues”

   Progression step 3

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

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

   • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

3. Following instructions and safety rules outdoors

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

   Learners listen to and follow spoken and written instructions and safety rules to complete outdoor tasks, such as planting, shelter building or following a route. Entry 1 and Entry 2 learners follow instructions to complete a short activity safely, and Level 1 learners follow simple instructions to apply outdoor survival or sustainable living skills and describe hazards and ways to stay safe. This is required by learning outcomes 3 and 4.

   Literacy: Listening to understand, Reading strategies

   Getting pupils ready

   Year 7

   Pupils listen to a teacher's spoken safety briefing before a nature walk and repeat the three key rules back to a partner.

   Year 8

   Pupils read an instruction card for building a bug hotel and complete it in a group, checking off each step.

   Year 9

   Pupils read a water safety leaflet, pick out the hazards and actions, and brief a younger group on staying safe near a river.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level, learning outcomes 3 and 4, assessment criteria 3.1, 3.2 and 4.1, page 6; Level 1 and Level 2, learning outcomes 3 and 4, assessment criteria 3.3 and 4.1, page 8

   “Follow simple instructions to apply outdoor survival”

   Progression step 3

   • I can listen to and understand information about a variety of topics, summarising the main points.

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

   Progression step 4

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

   • 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.

4. Reflecting on outdoor activities and suggesting improvements

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

   Learners talk and write about how an activity went, what worked, and what they would change, and discuss with others how to reduce risks. Level 2 learners reflect on outcomes and suggest improvements for future activities and reflect on how personal or community actions affect the environment; group discussion of what worked well is a suggested activity. The reflection criteria are required at Level 2.

   Literacy: Purpose, Collaborative talk

   Getting pupils ready

   Year 7

   Pupils say one thing that went well and one thing that was hard after planting seeds, using a sentence starter card.

   Year 8

   Pupils write a short log entry after a litter pick saying what they did, what they found and what they would do differently.

   Year 9

   Pupils discuss in a group why their shelter leaked, agree two changes, and write a reflection explaining the reasons for each change.

   Show the specification wording and the LNF statements

   Where it is in the specification: Level 1 and Level 2, learning outcomes 2 and 3, assessment criteria 2.4 and 3.4, pages 7 and 8; Suggested activities, page 13

   “Reflect on outcomes and suggest improvements for”

   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 contribute to group discussion in different roles, taking responsibility for completing the task well.

   Progression step 4

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

   • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

5. Using maps and compasses to navigate

   Assessed: Taught, but not assessed

   Learners use a map or picture guide, follow a route, use maps or a compass for basic navigation and decide the safest route across a given area. Navigation appears in the amplification as one of the methods and tools for learning outcome 3 and in the suggested activities, but no assessment criterion requires map or compass work, so it is taught rather than assessed.

   Numeracy: Position, Angle, Measurement, Calculation

   Getting pupils ready

   Year 7

   Pupils use four figure grid references on a map of the school grounds to find markers in a simple orienteering course.

   Year 8

   Pupils use a compass to walk a short route of three bearings marked on the field and estimate how long the route takes.

   Year 9

   Pupils plan a walk on an Ordnance Survey map, use the scale to work out the distance, take a bearing for one leg, and choose the safest route around a hazard.

   Show the specification wording and the LNF statements

   Where it is in the specification: Amplification of LO3, page 11; Suggested activities, page 13

   “navigation tools such as maps or compasses”

   Progression step 3

   • I can use grid references to specify location.

   • I can use angle as a measure of rotation.

   • I can estimate how long a journey takes.

   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 use ratio and proportion including map scales.

6. Counting and recording in wildlife surveys

   Assessed: Taught, but not assessed

   Learners can plan and carry out eco-action tasks such as wildlife surveys and keep records of them. Surveys are a suggested activity and a possible source of evidence, but no assessment criterion asks for data, so this numeracy is optional.

   Numeracy: Collecting data, Representing data, Interpreting data

   Getting pupils ready

   Year 7

   Pupils keep a tally chart of the birds they see from the classroom window over ten minutes.

   Year 8

   Pupils count minibeasts under logs and in grass using quadrats, record the totals in a frequency table and draw a bar chart.

   Year 9

   Pupils compare pollinator counts from a mown area and a wildflower area, record counts and notes, and say what they can and cannot conclude from the data.

   Show the specification wording and the LNF statements

   Where it is in the specification: Suggested activities, page 13; Sources of evidence, page 14

   “planning and carrying out eco-action tasks e.g. planting trees, wildlife surveys”

   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 both quantitative and qualitative data.

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

Source: WJEC Skills in the natural environment 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).