LNF Cymru Literacy and numeracy for Wales

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VCSE Hospitality and Catering

Hospitality and Catering asks learners to read annual assignment briefs closely, answer 30 multiple-choice questions on food safety on screen, and write justifications, proposals, production or event plans and evaluations in the 70% unit, while speaking and listening to customers, in Welsh where possible, at a Unit 4 event. Its numeracy is practical and applied: exact food safety temperatures and time limits, weighing, measuring and scaling quantities and portions, costing and budgeting, timing a plan, and using customer feedback. The single biggest thing Key Stage 3 should build is the habit of turning a brief into a clear, timed and costed plan, then writing an honest evaluation against it.

Awarding body
WJEC
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: Introduction to the Hospitality and Catering Industry: Mandatory external non-examination assessment 2 hours, 15%, 45 marks, set and marked by WJEC, tasks based on an assignment brief that changes annually
  • Unit 2: Food Safety, Hygiene, and Allergens: Mandatory digital examination 1 hour, 15%, 30 marks, 30 multiple-choice questions, on screen only via Surpass, auto-marked and graded pass or fail
  • Unit 3: Catering in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4
  • Unit 4: Hospitality in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4

The literacy and numeracy skills in this qualification

  1. Reading an assignment brief and applying knowledge to a scenario

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

    Every non-examination assessment is based on an externally set brief that changes each year. Unit 1 gives a hospitality scenario and a set of tasks, and Units 3 and 4 ask learners to plan and deliver dishes or an event in response to a brief, so learners must pick out the customer, constraints and requirements before they start.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short brief for a children's party menu, highlight the customers, budget and dietary needs, and list three things their dish must do.
    Year 8
    Pupils read a café scenario with a vegan customer and a customer with coeliac disease and write down what each dish must avoid and include.
    Year 9
    Pupils read a full mock brief for an afternoon tea stall at the Royal Welsh Show, 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: Section 3.2, pages 53 and 54; Summary of assessment, page 5

    “The brief will include a scenario based on a hospitality and catering provision and a set of tasks”
    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 read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    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, 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.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

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

  2. Reading multiple-choice questions precisely in the food safety examination

    Assessed: In the exam

    Unit 2 is a one hour on-screen examination of 30 multiple-choice questions on food safety, hygiene and allergens, and the standalone Level 2 certificate needs about 75%. Learners must read short questions precisely, tell apart options that look alike, and know exact terms such as use-by and best before.

    Literacy: Reading strategies

    Getting pupils ready

    Year 7
    Pupils read real food packaging and find the use-by or best before date, the storage instructions and any of the 14 allergens shown in bold.
    Year 8
    Pupils answer multiple-choice questions on bacteria and food storage, and for each one write a sentence on why the nearly right option is wrong.
    Year 9
    Pupils write their own multiple-choice questions on the 4Cs 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: Summary of assessment, page 5; Section 3.2, page 53; Unit 3, Section 3.3.1, page 39

    “The examination will include 30 questions and will have an approximate pass mark of 75%”
    Progression step 3

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

    • I can use a range of strategies to make meaning from words and sentences, including:

      • knowledge of phonics
      • word roots
      • word families
      • syntax
      • text organisation
      • prior knowledge of context.

    • 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.

  3. Justifying dish choices and writing an event proposal

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

    Unit 3 learners select dishes for a menu and justify their choices against factors such as dietary needs, Welsh produce, seasonality, type of customer and outlet. Unit 4 learners write an event proposal covering the type of event, date and time with a rationale, venue, target customers, health and safety, and food and drink, and outline the resources needed.

    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 write a one page proposal for a charity bake sale for Tŷ Hafan, with headings for date and time, venue, customers, food and safety, and a reason under each.
    Year 9
    Pupils plan a three course menu for an older adults' lunch club and justify each dish in a short written rationale covering dietary needs, Welsh produce, cost and appeal.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 37; Unit 4, Sections 4.1.1 and 4.1.2, page 45

    “Learners should be able to select dishes for a menu, and justify their choices, taking into account factors such as:”
    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 paragraphs and make links between them.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

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

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

  4. Writing and following a production plan or event plan

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

    Unit 3 learners write a production plan covering equipment, ingredients and quantities, mise en place, quality points, sequencing and timings, and then cook from it. Unit 4 learners write an event plan that shows timing, sequence, who does each task and why, with contingency plans.

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

    Getting pupils ready

    Year 7
    Pupils rewrite a recipe as numbered steps starting with command verbs and add one safety point in a different colour.
    Year 8
    Pupils write a plan for two dishes in columns for time, task and quality point, and highlight where the work on the two dishes overlaps.
    Year 9
    Pupils write an event plan for a school open evening refreshment stall, setting out each task in order, who does it and when, and what they will do if three named things go wrong.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 38; Unit 4, Section 4.2.3, page 47

    “Learners should be able to produce and follow a production plan, including:”
    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.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

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

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

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

    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.

    • I can understand and use formal conventions of language in a range of purposes, making effective use of reference tools and accuracy aids.

  5. Evaluating performance and outcomes and setting improvements

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

    Unit 3 learners evaluate the strengths and weaknesses of their planning, decision making, dish production, hygiene, organoleptic properties, presentation and time management. Unit 4 learners review whether procedures were followed and the event met customer needs, identify their own strengths and weaknesses, and use customer feedback to suggest improvements.

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

    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 write a paragraph evaluating their dish with sensory words, giving one strength, one weakness and a specific change for next time.
    Year 9
    Pupils write a structured evaluation of a class event under headings for planning, organisation, time management and customer feedback, and set two targets for next time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4.1, page 41; Unit 4, Section 4.4.1, page 50; Section 3.1, AO3, page 52

    “Learners should be able to evaluate their performance and food outcomes based on the strengths and weaknesses of:”
    Progression step 3

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

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and 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 organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can select and use a variety of different sentence structures (simple, compound and complex sentences) with grammatical accuracy in my writing.

    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 write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

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

  6. Using hospitality, food safety and culinary terms precisely

    Assessed: In the exam and in coursework (NEA)

    The specification uses a large specialist vocabulary, from HACCP, cross-contamination and pathogenic bacteria in Unit 2 to mise en place, organoleptic properties and named knife cuts such as brunoise and julienne in Unit 3 and Appendix A. Learners need these terms to answer the Unit 2 questions and to write precise plans and evaluations.

    Literacy: Vocabulary, spelling, grammar, Understanding, response and analysis, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils build a word wall of kitchen terms (dice, slice, grate, simmer) and use each one correctly in a spoken sentence during a practical.
    Year 8
    Pupils describe a tasting of three breads using a bank of sensory words for appearance, taste and texture, spelling each word correctly.
    Year 9
    Pupils write a glossary of 15 food safety and culinary terms, such as cross-contamination, HACCP, mise en place and julienne, with a definition and an example sentence for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.2.2, pages 24 and 31; Unit 3, Section 3.3.4, page 41; Appendix A, pages 60 to 62

    “Learners should understand the following organoleptic properties of food outcomes:”
    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 use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    • I can read to build my vocabulary and develop sentence structures, and use these in my own communication.

    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 a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    • 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.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  7. Speaking and listening to customers and colleagues, including complaints

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

    Unit 1 learners must understand verbal communication, including tone, pace and clarity, listening skills such as asking appropriate questions and repeating back information, and how to deal with complaints. In Unit 4 learners demonstrate this at their event by welcoming guests, identifying their requirements, giving information about food and drink and working with their team, with performance evidence recorded on observation records.

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

    Getting pupils ready

    Year 7
    Pupils take a spoken order for a drink and a snack from a partner in a café role-play, write it down and read it back politely to check it is right.
    Year 8
    In pairs, pupils role-play a customer complaining about a cold meal, using a calm tone, an apology and an offer to put it right, then swap roles.
    Year 9
    At a class tasting event pupils serve visitors, describe each dish and its allergens, and ask follow-up questions when a guest mentions a dietary need, while a partner notes their tone and clarity on a checklist.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.2.2, page 20; Unit 4, Sections 4.3.1 and 4.3.3, pages 48 and 49; Section 3.3, page 55

    “communicating effectively with customers/guests and team members”
    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 organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • 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 present ideas and issues to meet the demands of different audiences.

    • 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.

  8. Serving customers bilingually and using Welsh language skills

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

    Welsh language provision is listed as a customer need and Welsh language skills as a work skill in Unit 1, and bilingual requirements are a factor when planning a Unit 4 event. In Unit 4 learners demonstrate effective communication using the customer's preferred language where possible.

    Literacy: Translanguaging, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils learn and use Welsh phrases to greet a customer and take a simple order, such as "Bore da" and "Beth hoffech chi?", in a café role-play.
    Year 8
    Pupils make a bilingual menu card for a class café, translating dish names and allergen warnings with help from a dictionary and a Welsh-speaking pupil or teacher.
    Year 9
    Pupils plan the bilingual signs, menu and spoken welcome for a school event and practise switching between Welsh and English when serving guests.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.2 and 1.2.1, pages 16 and 20; Unit 4, Sections 4.2.1 and 4.3.1, pages 46 and 48

    “effective communication and using the preferred language where possible”
    Progression step 3

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

    • 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.

    Progression step 4

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

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

    Progression step 5

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

    • I can present ideas and issues to meet the demands of different audiences.

  9. Reading and applying food safety temperatures

    Assessed: In the exam and in coursework (NEA)

    Unit 2 sets exact temperatures: fridges at 5°C or below, freezers below minus 18°C, cooking at 70°C for two minutes, reheating to 75°C for 30 seconds, hot holding at 63°C or above, and chilling to 8°C or below. Learners must know these for the examination, read probe thermometers, and apply correct temperature control in their Unit 3 or Unit 4 practical work.

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

    Getting pupils ready

    Year 7
    Pupils use a probe thermometer to take the temperature of 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 fridge, freezer, cooking, reheating and hot-holding temperatures on a vertical number line from minus 20°C to 80°C and work out the gaps between them.
    Year 9
    Pupils check reheated soup and a cooked chicken portion with a probe, record the reading and time, and decide in writing whether each meets the 75°C or 70°C rule.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, pages 27 and 28; Unit 2, Section 2.2.2, page 31; Unit 3, Section 3.3.1, page 39

    “ensuring reheated food reaches a temperature of 75 °C for a minimum of 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 identify, measure or obtain required information to complete the task.

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

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

  10. Working with times, dates and stock rotation

    Assessed: In the exam and in coursework (NEA)

    Unit 2 learners apply time rules such as the two hour limit for food held below 63°C, 48 hours free of symptoms before staff return to work, registering a business at least 28 days before trading, and stock rotation using date marks, use-by and best before dates. Unit 3 learners must also know the difference between use-by and best before dates in their practical work.

    Numeracy: Measurement, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils sort a box of empty food packets by their use-by and best before dates and decide which should be used first, first in, first out.
    Year 8
    Given the time each dish was put out on a buffet, pupils work out on a timeline the latest time it can stay out under the two hour rule.
    Year 9
    Pupils keep a stock list in a table with delivery and use-by dates, calculate how many days each item has left, and plan which dishes should use them this week.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.2, 2.1.3 and 2.2.2, pages 26, 28, 29 and 31; Unit 3, Section 3.3.1, page 39

    “If food has been out for more than two hours, it must be thrown away.”
    Progression step 3

    • I can read and use analogue and digital clocks.

    • 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.

    Progression step 4

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

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

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

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

  11. Weighing, measuring and scaling quantities and portions

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

    Unit 3 production plans must list ingredients and quantities, measuring and weighing are listed preparation techniques in Appendix A, and learners must show portion control when presenting food. Unit 4 learners plan food for a number of guests and must plan for fluctuating numbers of attendees.

    Numeracy: Calculation, Measurement, Strategic competence, Conceptual understanding

    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 scale a soup recipe for 4 people up to 10 people and convert the liquid from millilitres to litres.
    Year 9
    Pupils work out quantities and portion sizes for a breakfast event for 60 guests, then recalculate for 45 and 80 guests to show how they would cope with changing numbers.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.2.2 and 3.3.4, pages 38 and 41; Appendix A, pages 60 and 61; Unit 4, Section 4.2.3, page 47

    “attendees, including fluctuating numbers”
    Progression step 3

    • I can use ratio and proportion to calculate quantities.

    • 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 use ratio and proportion including map scales.

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

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

    Progression step 5

    • I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

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

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

  12. Costing dishes and budgeting for an event

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

    Unit 4 builds awareness of budgeting, and learners must consider the budget when planning a hospitality event. Cost is a stated factor in Unit 3 menu planning, and cost and good value are customer needs in Unit 1, so learners need to cost ingredients and resources and keep within a budget.

    Numeracy: Financial literacy, Calculation, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use supermarket price lists to find the cost of the ingredients for a fruit salad and check that it fits a £5 budget.
    Year 8
    Pupils work out the cost per portion of a homemade pizza and set a selling price that makes a profit at a school stall.
    Year 9
    Pupils plan a charity coffee morning budget, comparing prices and offers from two shops, and show how much they would raise if 50 people attend.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Overview, page 43; Unit 4, Section 4.2.1, page 46; Unit 3, Section 3.2.1, page 38; Unit 1, Section 1.1.2, page 16

    “awareness of sustainability, budgeting, and Welsh cultural considerations in hospitality events”
    Progression step 3

    • 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.

    • I can use profit and loss in buying and selling calculations.

    Progression step 4

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

    • I can make informed decisions relating to discounts and special offers.

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

  13. Timing and scheduling a production or event plan

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

    Unit 3 production plans need timings and sequencing so that dishes are ready on time, and Unit 4 event plans must give each step a duration and a deadline. Learners then evaluate their own time management in both units.

    Numeracy: Measurement, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils time each stage of making a simple dish with a stopwatch 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 build a schedule for a one hour school event with start times, durations and deadlines for each team member, and add spare time for two things that might go wrong.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.2.2 and 3.4.1, pages 38 and 41; Unit 4, Sections 4.2.3 and 4.4.1, pages 47 and 50

    “timing: specific steps, durations, and deadlines”
    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 prioritise and organise the relevant steps needed to complete the task or reach a solution.

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

    • I can justify my procedures, predictions and conjectures.

    Progression step 5

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

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

    • I can justify my procedures, predictions and conjectures.

  14. Collecting and using customer feedback data

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

    Unit 4 learners judge whether their event met customer needs and expectations and must use customer feedback to set out improvements, which means asking simple questions, collecting responses and drawing fair conclusions. Appendix C does not map the statistics strand to any unit, so the depth of analysis is not set.

    Numeracy: Collecting data, Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils run a tally chart of favourite flavours at a class smoothie tasting and say which flavour to make more of.
    Year 8
    Pupils give tasters a rating scale from 1 to 5 for a bake sale, draw a bar chart of the results and pick the best and worst sellers.
    Year 9
    Pupils collect rating and comment feedback from guests at a class event, work out the mean rating for each dish, and write three improvements that quote the figures.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.4.1, page 50; Appendix C, page 66

    “address areas for improvement for future hospitality events using customer feedback.”
    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.

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

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can collect both quantitative and qualitative data.

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

    Progression step 5

    • I can collect data in a suitable way according to my hypothesis.

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

Good to know

Links with other qualifications

Food safety temperatures, recipe scaling, timed plans and evaluating practical outcomes overlap with GCSE Food and Nutrition, and costing, budgeting and customer feedback overlap with GCSE Business, so shared KS3 routines for scaling recipes and writing evaluations would serve all three.

Source: WJEC Level 1/Level 2 VCSE Hospitality and Catering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).