LNF Cymru Literacy and numeracy for Wales

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VCSE Hospitality and Catering

The VTCT Skills VCSE Hospitality and Catering has a 28 mark multiple-choice examination on Unit 1, covering the industry, food safety, nutrition, customer care and sustainability, and a 12 hour Unit 2 Non-Examined Assessment in which learners plan, cook and serve a dish. Literacy sits mainly in Unit 2: reading the brief, writing a meal and service plan, justifying dish choices, evaluating their work from a reflective journal, and speaking and listening to guests during table service, with Welsh greetings where appropriate. Numeracy is practical: safe temperatures and times, weighing and portioning, costing a dish within budget, timing a plan, and reading nutrition labels. Key Stage 3 should build timed, costed plans and honest written evaluations.

Awarding body
VTCT Skills
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the specification
Step before
Foundation Hospitality and Catering, Entry Level and Level 1
How this qualification is assessed
  • Unit 1 (UWHC1): Introduction to the Hospitality and Catering industry: MCQ External theory examination 60 minutes, 30%, 28 marks, multiple-choice questions on LO1 to LO5, set and marked by VTCT Skills, taken on screen with a paper option, sat in the April or May series at the end of Year 10 with one resit in Year 11 (best result counts); 40 GLH
  • Unit 2 (UWHC2): Planning, preparing and serving a meal: Non-Examined Assessment, maximum 12 hours, 70%, four tasks worth 8, 12, 16 and 12 marks, set by VTCT Skills with a new brief each year, released in December of Year 11 and submitted in April, marked and internally quality assured by the centre with a level-based mark scheme, externally moderated by VTCT Skills, no resit; 100 GLH

The literacy and numeracy skills in this qualification

  1. Reading multiple-choice questions precisely

    Assessed: In the exam

    Unit 1 is examined only through multiple-choice questions, so learners must read short questions and options closely and know specialist terms such as HACCP, COSHH, macronutrients and the 14 allergens. The examination tests the full breadth of Unit 1 content over time, so there is no extended writing in this unit.

    Literacy: Reading strategies

    Getting pupils ready

    Year 7
    Pupils read real food packaging and find the use-by date, the storage instructions and any of the 14 allergens shown in bold.
    Year 8
    Pupils answer multiple-choice questions on food safety hazards and, for each one, write a sentence explaining why the nearly right option is wrong.
    Year 9
    Pupils write their own multiple-choice questions on personal hygiene and HACCP, with one right answer and three believable wrong ones, then swap and answer a partner's set.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 5.3.1, page 17; Unit 1, Assessment requirements, page 53

    “The external theory examination will contain multiple-choice questions (MCQs).”
    Progression step 3

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

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can use my knowledge of:

      • word roots and families
      • grammar, sentence and whole-text structure
      • content and context

      to make sense of words, sentences and whole texts.

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    Progression step 5

    • I can use my knowledge of:

      • word roots and families
      • grammar, sentence and whole-text structure
      • content and context

      to make sense of words, sentences and whole texts.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  2. Reading a brief and investigating dishes for an audience

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

    Unit 2 starts with interpreting a brief, then learners investigate suitable dishes by identifying the audience, the event, its purpose and tone, and the dietary, lifestyle and health needs of the guests. The assessment criterion requires this investigation, and the brief changes every year, so learners must read an unseen scenario closely.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short brief for a children's party, highlight the guests, the budget and any dietary needs, and list three things their dish must do.
    Year 8
    Pupils read a café scenario that includes a vegan guest and a guest with coeliac disease and write down what each dish must avoid and include.
    Year 9
    Pupils read a full mock brief for a cultural celebration at a community hall, annotate every requirement, and turn it into a checklist they tick off while planning.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Overview, page 55; LO1, section 1.1, page 57; assessment criterion 1.1, page 71; Appendix 1, A1.2, page 77

    “Learners will experience the full meal-production cycle: interpreting a brief, selecting suitable dishes, considering dietary needs”
    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.

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

    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 research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

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

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

  3. Writing a meal and service plan

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

    Unit 2 learners write a meal and service plan that includes a time plan, a shopping list grouped by food type, a simple recipe with ingredients and method, plating notes, storage and holding notes, and a table diagram with ambience ideas. The assessment criterion requires the plan, and VTCT maps writing meal plans to literacy.

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

    Getting pupils ready

    Year 7
    Pupils rewrite a recipe as numbered steps that start with command verbs, and add one food safety point in a different colour.
    Year 8
    Pupils write a plan for a two dish lunch with headings for shopping list, method, storage and plating, and check a partner can follow it without asking questions.
    Year 9
    Pupils write a full meal and service plan for a school celebration lunch, with a timed plan, a recipe, holding notes and a labelled table diagram, using clear headings and sections.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO1, section 1.2, page 58; assessment criterion 1.2, page 71; Section 11.1, page 73

    “Write a simple recipe for your dish, with ingredients and method”
    Progression step 3

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

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

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

    Progression step 5

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

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  4. Justifying dish choices

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

    Unit 2 learners justify their dish choices, for example against the Eatwell Guide and Public Health Wales guidance, the cost and the set budget, and the dietary needs in the brief, explaining how they adapted recipes without losing taste or presentation. The assessment criterion requires the justification, and VTCT maps writing justifications to literacy.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils choose a sandwich filling for a primary school picnic and write two sentences explaining why it suits young children, using "because".
    Year 8
    Pupils adapt a lasagne recipe for a guest with a dairy allergy and write a paragraph explaining each change and how it keeps the dish tasty.
    Year 9
    Pupils plan a main course for a lunch club for older people and write a justification covering nutrition against the Eatwell Guide, cost against a budget and the guests' dietary needs.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO1, section 1.3, page 59; assessment criterion 1.3, page 71; Section 11.1, page 73

    “Adapt recipes to meet those needs without compromising taste or presentation”
    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 use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

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

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

  5. Evaluating the plan, the dish and the service

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

    Unit 2 learners use notes from their own reflective journal to evaluate the meal and service plan, the quality of the dish and the table service, identifying strengths and limitations and suggesting improvements. All three evaluation criteria are assessed, and VTCT maps the written evaluation of performance to literacy.

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

    Getting pupils ready

    Year 7
    After a practical, pupils write a "What went well" and an "Even better if" sentence about the taste, appearance and hygiene of their dish.
    Year 8
    Pupils keep brief journal notes during a practical, then use them to write a paragraph giving one strength, one weakness and a specific change for next time.
    Year 9
    Pupils write a structured evaluation of a class café under headings for planning, the dish and the service, using their journal notes as evidence and setting two targets.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO4, sections 4.1 to 4.3, pages 68 to 70; assessment criteria 4.1 to 4.3, page 71; Section 11.1, page 73

    “Use written notes from own reflective journal to aid evaluation activities”
    Progression step 3

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

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

    Progression step 4

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

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

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

  6. Speaking and listening to guests during table service

    Assessed: In the exam and in coursework (NEA)

    In the Unit 2 table service learners greet guests politely, speak clearly, listen carefully to dietary requirements and requests, ask clarifying questions, repeat orders back and check allergen information with the kitchen. Unit 1 also covers communication style and active listening, which is tested in the multiple-choice examination.

    Literacy: Clarity and vocabulary, Questioning, Listening to understand, Purpose, Collaborative talk

    Getting pupils ready

    Year 7
    In a café role-play pupils take a spoken order for a drink and a snack from a partner, write it down and read it back politely to check it is right.
    Year 8
    Pupils role-play a guest who mentions a nut allergy, and the server asks two clarifying questions, repeats the order back and says they will check with the kitchen.
    Year 9
    At a class tasting event pupils serve visitors, describe each dish and its allergens, and check in politely during the meal, while a partner notes their clarity and listening on a checklist.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO3, section 3.3, pages 66 and 67; assessment criterion 3.3, page 71; Unit 1, LO4, section 4.1, pages 47 and 48

    “Ask clarifying questions when needed and repeat orders back to confirm accuracy”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

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

    Progression step 4

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

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    • I can use different techniques to help me remember, record and respond to what I hear.

    Progression step 5

    • I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

    • I can use different techniques to help me remember, record and respond to what I hear.

  7. Using Welsh greetings and bilingual service

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

    During Unit 2 table service learners use basic Welsh greetings where appropriate, such as Bore da and Prynhawn da, and Unit 1 teaches basic Welsh in customer communication and bilingual safety signs such as Llawr gwlyb. The specification encourages bilingual service rather than requiring it in every assessment.

    Literacy: Translanguaging, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils learn and use Welsh greetings such as Bore da and Prynhawn da to welcome a partner to a pretend café table.
    Year 8
    Pupils make bilingual safety signs for the food room, such as Llawr gwlyb and Arwyneb poeth, and explain to a partner in English what each one warns about.
    Year 9
    Pupils plan the bilingual greeting, menu card and allergen check for a school event, then practise switching between Welsh and English when serving guests.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO3, section 3.3, page 66; Unit 1, LO2, section 2.2, page 41; Unit 1, LO4, section 4.1, page 47; Section 3.6, page 11

    “Use basic Welsh greetings (where appropriate) such as:”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

    Progression step 5

    • I can independently identify translanguaging opportunities to enhance my learning and communication in my languages.

    • I have experienced speaking with different people in a variety of authentic contexts.

  8. Applying food safety temperatures and times

    Assessed: In the exam and in coursework (NEA)

    Unit 1 sets exact figures: cooking to 70°C for 2 minutes or 75°C for 30 seconds, chilled food below 5°C, frozen food below minus 18°C and handwashing for at least 20 seconds, which are tested in the examination. In Unit 2 learners use food probes or visual checks to make sure food is safely cooked.

    Numeracy: Measurement, Communicating with symbols, Conceptual understanding, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a probe thermometer to measure chilled, room temperature and hot water, record each reading in °C, and decide which would be safe for storing chilled food.
    Year 8
    Pupils mark the freezer, fridge, cooking and reheating temperatures on a vertical number line from minus 20°C to 80°C and work out the differences between them.
    Year 9
    Pupils probe a cooked chicken portion, record the reading and the time it was held, and decide in writing whether it meets the 70°C for 2 minutes or 75°C for 30 seconds rule.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO2, sections 2.1 and 2.3, pages 38 and 42; Unit 2, LO2, section 2.5, page 62; assessment criteria 2.3 and 2.5, pages 53 and 71

    “Cook food to safe internal temperatures 70°C for 2 minutes or 75°C for 30 seconds”
    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 use appropriate notation, symbols and units of measurement.

    Progression step 4

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

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

    Progression step 5

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

    • I can identify, measure or obtain required information to complete the task.

  9. Weighing, measuring and portioning accurately

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

    Unit 2 learners weigh and measure ingredients with scales, measuring jugs and spoons, understanding why accuracy affects the result, list ingredient quantities on their shopping list, and serve equal portions with portioning tools. The assessment criteria for preparing ingredients and plating require this, and VTCT maps measuring ingredients accurately to numeracy.

    Numeracy: Measurement, The number system, Strategic competence

    Getting pupils ready

    Year 7
    Pupils weigh flour, butter and sugar on digital scales for a batch of Welsh cakes and record each mass in grams.
    Year 8
    Pupils measure liquids in millilitres with a jug and in spoons for a soup, convert the total to litres, and portion it into equal bowls with a ladle.
    Year 9
    Pupils make the same muffin recipe twice, once with careful weighing and once with rough estimates, compare the results, and explain how accurate each measurement needs to be.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO2, sections 2.4 and 2.6, pages 62 and 63; LO1, section 1.2, page 58; assessment criteria 2.4 and 2.6, page 71; Section 11.1, page 73

    “Weigh and measure ingredients accurately using scales, measuring jugs and spoons, understanding why accuracy affects cooking results”
    Progression step 3

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

    • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

    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.

    Progression step 5

    • I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

    • I can identify, measure or obtain required information to complete the task.

  10. Costing a dish and keeping to a budget

    Assessed: In the exam and in coursework (NEA)

    Unit 2 learners add up the cost of each ingredient, check whether the dish fits the set budget in the brief and recognise which ingredients raise the cost, then check in their evaluation that costs were calculated correctly. Unit 1 also covers planning meals within a set budget, and VTCT maps costing dishes to numeracy.

    Numeracy: Financial literacy, Calculation, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils use a supermarket price list to find the total cost of the ingredients for a fruit salad and check that it fits a £5 budget.
    Year 8
    Pupils work out the cost of the amount of each ingredient actually used in a pizza, for example 150 g from a 500 g bag, and find the cost per portion.
    Year 9
    Pupils cost a dish for a brief with a fixed budget, identify the ingredient that pushes it over, swap it for a cheaper local or seasonal one, and check their new total with a calculator.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO1, sections 1.2 and 1.3, pages 58 and 59; LO4, section 4.1, page 68; Unit 1, LO3, section 3.3, page 46; Section 11.1, page 73

    “Add together the cost of each ingredient used in the dish”
    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 add and subtract numbers using whole numbers and decimals.

    Progression step 4

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

    • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

    Progression step 5

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

    • I can verify and prove results and solutions.

  11. Timing a plan and checking it against reality

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

    The Unit 2 time plan breaks the work into stages, sequences tasks and overlaps them safely, learners keep track of time with timers while cooking, and in their evaluation they assess whether planned preparation and cooking times were accurate. VTCT maps time plans and time evaluation to numeracy.

    Numeracy: Measurement, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils time each stage of making a simple dish with a kitchen timer and add the times to their recipe card.
    Year 8
    Pupils work back from a 12:30 serving time to write a timed plan for a two course lunch, showing when each task must start.
    Year 9
    Pupils record planned and actual times for each stage of a practical in a table, calculate the difference for each stage, and explain which estimates were furthest out and why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, LO1, section 1.2, page 58; LO2, section 2.5, page 62; LO4, sections 4.1 and 4.2, pages 68 and 69; Section 11.1, page 73

    “Assess whether planned preparation and cooking times were accurate and achievable”
    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 carry out practical activities involving timed events and explain which unit of time is the most appropriate.

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

    Progression step 4

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

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

    Progression step 5

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

    • I can justify my procedures, predictions and conjectures.

  12. Reading nutrition labels, portions and sustainability figures

    Assessed: In the exam

    Unit 1 covers energy balance, nutrition labels showing energy, fat, sugar and salt, portion control and the Eatwell Guide proportions, allergen limits such as 10mg/kg for sulphites, and carbon footprint and food miles. These are tested in the multiple-choice examination, and VTCT maps portion control, nutritional values and sustainability metrics to numeracy.

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

    Getting pupils ready

    Year 7
    Pupils compare the traffic light labels on two breakfast cereals and say which has less sugar and salt per 100 g.
    Year 8
    Pupils use the Eatwell Guide to estimate what fraction of a plate each food group should fill, then compare it with a photograph of a school lunch.
    Year 9
    Pupils compare the nutrition labels of two ready meals per 100 g and per portion, and work out how far the ingredients for a dish travelled to compare the food miles of local and imported produce.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, LO3, sections 3.1 to 3.3, pages 43 to 46; LO5, section 5.1, page 50; assessment criteria 3.1, 3.3 and 5.1, pages 53 and 54; Section 11.1, page 73

    “Food packaging shows energy, fat, sugar and salt content”
    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 interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can represent and use compound measures, using standard units.

    Progression step 5

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

    • I can understand and use a variety of compound measures.

Good to know

Links with other qualifications

Compared with the WJEC VCSE Hospitality and Catering, where learners write either a justified menu and production plan or an event proposal and event plan in a chosen 70% unit, sit an on-screen food safety examination and complete a separate externally set Unit 1 assignment, the VTCT Skills version asks every learner to plan, cook and serve, with all extended writing, costing and timing in one NEA and only a multiple-choice examination for Unit 1. Temperatures, weighing, nutrition and evaluating practical work overlap with GCSE Food and Nutrition, costing overlaps with GCSE Business, and the Skills for Work topics VTCT suggests, Customer Service and Working in Wales, match WJEC Skills Suite units already on the page.

Source: VTCT Skills Level 1/2 VCSE Hospitality and Catering Qualification Specification, HC2W1 (qualification number C00/5368/9), Version P1, issued 01/09/2026.