LNF Cymru Literacy and numeracy for Wales

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VCSE Public Services

VCSE Public Services asks learners to read and judge sources on a local wellbeing issue, write proposals, evaluations and justified recommendations, and adapt spoken and written communication for different audiences, with analysis and evaluation (AO3) carrying 34% of the qualification and 80% of the marks coming from NEA. Numeracy depends on the optional unit: Unit 3 is built on measuring fitness, comparing results with public service standards and normative data and measuring improvement from a baseline, while Unit 4 asks for interpreting local demographic data and analysing survey feedback. The single biggest thing KS3 should build is the habit of collecting real data, working out what has changed and writing a justified conclusion that quotes the figures.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
High
Amount of numeracy work
Medium
Specification
Open the specification
Step before
Foundation Public Services, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Public Services Sector: External sector test 1 hour, 20%, 50 marks, set and marked by WJEC, paper-based or on-screen
  • Unit 2: Public Services in Action: External NEA 5 hours, 20%, 62 marks, set and marked by WJEC, set brief with five tasks that changes each year
  • Unit 3: Wellbeing and Fitness for Public Services (optional, taken instead of Unit 4): NEA 11 hours (not including the six-week health and fitness training programme), 60%, 98 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 4: Citizenship and Community within Public Services (optional, taken instead of Unit 3): NEA 10 hours (not including the small-scale community or school-based wellbeing project), 60%, 98 marks, set by WJEC, marked by the centre and moderated by WJEC

Skills that use Understanding, response and analysis

  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.

Good to know

Links with other qualifications

The Unit 3 fitness testing, normative data and percentage improvement work matches GCSE Physical Education and Health, and the Unit 4 source reading, local demographic data and justified recommendations overlap with GCSE Social Studies and Geography, so these departments can share one KS3 approach to data and evaluative writing.

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).