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The literacy and numeracy skills in this qualification

1. Researching and reading sources on a local wellbeing issue

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

   In Unit 4 learners research a community wellbeing issue in a Welsh local authority area from online sources, local media and public data, and review their Public Service Board Wellbeing Plan, its objectives and intended improvements. The NEA research phase includes guidance on research approach and referencing.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read their county council's web page on recycling collections, skim for the main idea and scan for three key facts to note in their own words.

   Year 8

   Pupils read a local news story and a council report on the same issue, such as antisocial behaviour in a park, and list what each says, who wrote it and why.

   Year 9

   Pupils read one objective in their local Public Service Board Wellbeing Plan, summarise it in their own words, and find two further sources that support or challenge it.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.2.1, page 54; Section 3.3, page 61

   “reviewing the Public Service Board (PSB) Wellbeing Plan, including its objectives and the improvements it aims to achieve”

   Progression step 3

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

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

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

   • I can evaluate the usefulness and reliability of texts.

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

   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 use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

   • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

2. Analysing information and writing justified recommendations

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

   Learners make recommendations on how responses to specific incidents could be improved in Unit 2, and propose and justify practical recommendations to improve how public services respond to a local wellbeing issue in Unit 4. Analysing and evaluating information to form reasoned judgements (AO3) carries 34% of the qualification.

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

   Getting pupils ready

   Year 7

   Pupils write a paragraph on one way the school could make the yard safer at break time, giving a clear reason for their idea.

   Year 8

   Pupils read a short account of how services responded to a local flood and write three recommendations, each backed by a reason and a piece of evidence from the account.

   Year 9

   Pupils write a structured report on a storm response case study, weighing what went well and badly, and justify two recommendations such as more training or better communication.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.3, page 37; Unit 4, Section 4.2.3, page 54; Section 3.1, AO3, page 58

   “propose and justify practical and realistic recommendations to improve how public services respond to a local community wellbeing issue”

   Progression step 3

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

   • 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 paragraphs and make links between them.

   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 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.

   • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

3. Evaluating a training programme or project in writing

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

   Unit 3 learners evaluate how effective their six-week health and fitness programme was, and Unit 4 learners review the success of their wellbeing project using feedback and personal reflection. Both ask for strengths, areas for improvement and strategies for the future.

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

   Getting pupils ready

   Year 7

   After a group challenge, pupils write a short reflection on what went well and what would be even better next time, with one example for each.

   Year 8

   Pupils evaluate a two-week class challenge, such as a step count or reading target, in two paragraphs that judge whether the target was met and why.

   Year 9

   Pupils write a 400 word evaluation of a small class event they ran, judging how far the aims were met, using feedback as evidence and suggesting improvements.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Section 3.3.3, page 47; Unit 4, Section 4.3.4, page 56

   “evaluate the effectiveness of a health and fitness training programme”

   Progression step 3

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

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

   • I can use paragraphs and make links between them.

   Progression step 4

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

   • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

   • I can use paragraphs and sections to give coherence to longer pieces of 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 organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

4. Writing a project proposal with aims, objectives and a justification

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

   Unit 4 learners create a proposal for a small-scale wellbeing project with a title, aims and objectives, activities, resources and a timeline, and justify how it aligns with Public Service Board objectives and wellbeing goals. Unit 3 learners similarly plan a training programme for a public service role.

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

   Getting pupils ready

   Year 7

   Pupils plan a class charity event under three headings, title, aim and what we will do, and check each heading is clear to a partner.

   Year 8

   Pupils draft a short proposal for a new lunchtime club, swap it with a partner for comments, and redraft it to make the aims clearer.

   Year 9

   Pupils write a full proposal for a school wellbeing idea with aims and objectives, activities, resources and a timeline, and justify it against one of the seven National Well-being Goals.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.3.2, page 55; Unit 3, Section 3.3.1, page 46

   “create a proposal for an independent small-scale project that addresses wellbeing needs in a community or school-based setting”

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

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   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.

   • I can improve writing through independent review and redrafting.

   Progression step 5

   • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

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

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

5. Adapting spoken and written communication for different audiences

   Assessed: In the exam and in coursework (NEA)

   Unit 1 tests understanding of how public service workers adapt communication to different audiences and situations. In the Unit 4 project learners must use inclusive written or verbal communication tailored to different audiences, and spoken work such as presentations is recorded with observation records.

   Literacy: Clarity and vocabulary, Purpose, Planning and organising for different purposes, audiences and context, Collaborative talk, Connectives and syntax

   Getting pupils ready

   Year 7

   In pairs, pupils role play a 999 call as caller and call handler, speaking clearly and giving the key details in a sensible order.

   Year 8

   Pupils give the same fire safety message twice, once to a Year 3 class and once to a group of adults, changing their words and tone for each audience.

   Year 9

   Pupils present a two-minute talk on a wellbeing idea to a panel of staff, answer questions, then write a short inclusive notice about the same idea for parents.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.4.3, page 23; Unit 4, Section 4.3.3, page 56; Section 3.3, page 61

   “inclusive written and/or verbal communication, tailored to different audiences”

   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 adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   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 adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

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

6. Using public services terms accurately in short answers

   Assessed: In the exam

   The Unit 1 sector test checks knowledge with objective questions in Section A and short answers, some based on industry scenarios, in Section B. Learners need precise terms such as statutory and non-statutory, the names of organisations, and initiatives such as JESIP and the M/ETHANE model from Unit 2.

   Literacy: Vocabulary, spelling, grammar, Reading strategies

   Getting pupils ready

   Year 7

   Pupils build a glossary of ten public service words, such as statutory, emergency, volunteer and council, in English and Welsh with a short example for each.

   Year 8

   Pupils read short scenario cards and answer two questions on each using the correct term, for example naming which service is statutory and why.

   Year 9

   Pupils answer timed short-answer questions on applied scenarios, spelling key terms and acronyms correctly and using them in full sentences.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.2, page 59; Unit 1, Section 1.1.3, page 17; Unit 2, Section 2.2.1, page 34

   “Section B covers AO2 and includes short answer questions some of which could be based on short industry scenarios.”

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

   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 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.

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

7. Carrying out fitness tests and measuring accurately

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

   Unit 3 learners perform a range of fitness tests, such as timed runs, sprints, handgrip, vertical jump and sit and reach, follow correct procedures, and understand validity and reliability in testing. Results come in seconds, metres, centimetres, levels and repetitions, and the public service entry tests use set distances such as a 2.4km run.

   Numeracy: Measurement, Communicating with symbols, Strategic competence, The number system

   Getting pupils ready

   Year 7

   Pupils time each other over a 30m sprint with stopwatches, record the times in seconds to one decimal place, and put the results in order.

   Year 8

   Pupils measure sit and reach in centimetres and vertical jump in centimetres, take three tries each and discuss why the readings differ.

   Year 9

   Pupils run a set of tests including handgrip in kilograms and the ruler drop in centimetres, record every result with its unit, and explain the main sources of measurement error.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Section 3.2.3, page 44; Unit 3, Section 3.2.2, page 44

   “perform a range of fitness tests linked to components of fitness”

   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.

   • I can time events in minutes and seconds, and order the results.

   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.

   • I can interpret fractions of a second appropriately.

   Progression step 5

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

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

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

8. Interpreting fitness results against standards and normative data

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

   Learners interpret their fitness levels to find strengths and areas for improvement, compare results with minimum public service fitness standards and normative data, establish a baseline and set SMART targets. This is central to the Unit 3 NEA.

   Numeracy: Interpreting data, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils read a simple normative table for sit and reach and say which band their own score falls into.

   Year 8

   Pupils compare the class's bleep test levels with a pass level given by the teacher, work out the mean, and say how many pupils met the standard.

   Year 9

   Pupils compare their own results with normative tables and a set entry standard, find the class median and range, and write a SMART target with a number and a date.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Section 3.2.4, page 45; Unit 3, Section 3.2.2, page 44

   “compare results against minimum public service fitness standards”

   Progression step 3

   • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

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

   • I can use mean to interpret a simple data set.

   Progression step 4

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

   • I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

   • I can explore trends and extreme values (outliers) for data sets.

   Progression step 5

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

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

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

9. Measuring improvement from a baseline

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

   At the end of the six-week programme Unit 3 learners retest to measure improvement from their baseline, judge how far SMART targets were met, and compare results with normative data. Working out the change, and the percentage change, is the natural way to show this.

   Numeracy: Calculation, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils find the difference between their first and second 30m sprint times and say whether they got faster or slower.

   Year 8

   Pupils work out the percentage improvement in their one-minute press-up score after two weeks of practice.

   Year 9

   Pupils calculate the percentage change for four fitness tests over six weeks, rank the improvements and use the figures to argue which part of their training worked best.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Section 3.3.3, page 47

   “using fitness tests to measure improvements from baseline tests”

   Progression step 3

   • I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

   • I can add and subtract numbers using whole numbers and decimals.

   Progression step 4

   • I can calculate a percentage increase or decrease.

   • I can express one quantity as a percentage of another.

   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 construct and develop a mathematical argument.

10. Using health measures such as BMI and resting heart rate

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

    Unit 3 learners must understand blood pressure, body mass index and resting heart rate as measures of physical health and how they affect performance in fitness tests. BMI is worked out from a formula using mass and height.

    Numeracy: Measurement, Fluency, Calculation, Conceptual understanding, Communicating with symbols

    Getting pupils ready

    Year 7

    Pupils count their pulse for 15 seconds and multiply by four to find beats per minute, then compare resting and after-exercise figures.

    Year 8

    Pupils use a calculator to work out BMI for made-up examples by dividing mass in kilograms by height in metres squared, and check that the answers are sensible.

    Year 9

    Pupils work out heart rate training zones as percentages of an estimated maximum heart rate and decide whether readings from a training session fall in the right zone.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 43

    “measures of physical health and how these influence performance in fitness tests”

    Progression step 3

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

    • I can use a calculator effectively and efficiently to carry out calculations.

    Progression step 4

    • I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

    • I can use the order of operations including brackets and powers.

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

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

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

11. Planning schedules, timelines and training load

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

    Unit 3 learners design a progressive training plan and adjust the duration, intensity and frequency of sessions over six weeks, considering time and cost. Unit 4 learners set a timeline for their project and are judged on meeting it.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7

    Pupils use a calendar to plan a three-week class challenge, working out how many sessions fit into the lessons available.

    Year 8

    Pupils plan a two-week circuit programme, deciding how many minutes and stations each session has and increasing one of them each week.

    Year 9

    Pupils plan a six-week training timetable that raises duration, intensity or frequency step by step, and check the total weekly minutes are realistic alongside school and homework.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.3.1 and 3.3.2, page 46; Unit 4, Sections 4.3.2 and 4.3.3, pages 55 and 56

    “time management by meeting the timelines”

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

    Progression step 4

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

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

    Progression step 5

    • 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.

12. Collecting and analysing survey feedback

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

    To review their Unit 4 project, learners collect participant feedback, for example through questionnaires or surveys, and analyse the data collected to judge how far the aims and objectives were met.

    Numeracy: Collecting data, Representing data, Interpreting data

    Getting pupils ready

    Year 7

    Pupils tally the answers to a five-question survey about a lunchtime club and draw a bar chart of the most popular activities.

    Year 8

    Pupils survey a year group before and after a recycling campaign and show the change with a pair of bar charts and percentages.

    Year 9

    Pupils design a feedback questionnaire with rating questions for a peer buddy scheme, present the results in a suitable chart, and write conclusions that note the limits of a small sample.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.3.4, page 56

    “analysing data collected to support the review”

    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

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

    • 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.

    Progression step 5

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

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

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

13. Interpreting local demographic data

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

    In Unit 4 learners research the demographic of their local authority area, such as its age profile, employment levels and rural or urban character, and use public data to investigate a community wellbeing issue linked to a Public Service Board objective.

    Numeracy: Interpreting data, Relationships within the number system, The number system, Calculation

    Getting pupils ready

    Year 7

    Pupils read a bar chart of the age groups living in their town and say which group is largest and which is smallest.

    Year 8

    Pupils compare the percentage of people aged over 65 in their local authority with the figure for Wales as a whole, using a table of census data.

    Year 9

    Pupils use StatsWales or census tables for their local authority to describe its age profile and employment, express groups as percentages, and say what local needs the figures suggest.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.2.1, page 54

    “researching the local demographic (for example, age profile, employment levels, rural/urban characteristics)”

    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.

    • I can read and write numbers to 1 million and numbers to 3 decimal places.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

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

    • I can express one quantity as a percentage of another.

    Progression step 5

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

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

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