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The literacy and numeracy skills in this qualification

1. Reading a case study and customer service evidence

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

   Unit 2 is a set of tasks based on a case study released through the WJEC Portal, which changes every year. Learners use evidence such as online reviews and ratings, mystery shopper reports, complaints and compliments and live chat transcripts to identify strengths and areas for improvement in customer service.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read five short customer reviews of a local café and highlight one fact and one opinion in each.

   Year 8

   Pupils read a mystery shopper report on a high street shop and sort its points into strengths and areas for improvement in a table.

   Year 9

   Pupils read a short unseen case study of a Welsh retailer with reviews, a complaint letter and a chat transcript, and summarise the three main customer service problems in their own words.

   Show the specification wording and the LNF statements

   Where it is in the specification: Summary of Assessment, page 5; Unit 2, Section 2.3.1, page 31

   “The assessment will feature tasks based on a case study.”

   Progression step 3

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

   • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

   • I can distinguish between facts, theories and opinions.

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

   • I can distinguish between facts/evidence and bias/arguments.

   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.

   • I can confidently evaluate the purpose, impact and reliability of texts.

2. Researching retail sources for a business analysis

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

   For the Retail Business Analysis Report learners research an existing retail business using secondary sources such as websites, reports and articles, online reviews and company materials like brochures, menus and leaflets, alongside primary research. They summarise the business, its target market and customer profile, and use the research to analyse each of the 7 Ps.

   Literacy: Understanding, response and analysis, Reading strategies

   Getting pupils ready

   Year 7

   Pupils skim a supermarket's 'about us' web page and a leaflet from a local shop and note who each business is aimed at.

   Year 8

   Pupils compare what a retailer says about itself on its website with what customers say in online reviews, and note which is more reliable and why.

   Year 9

   Pupils research a retailer in their town from its website, a news article and its menu or brochure, and write a short profile of its target market with each source listed.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Section 3.1.1, page 35

   “websites, reports and articles”

   Progression step 3

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

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

   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.

   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.

3. Writing an analytical report with recommendations

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

   In Unit 2 learners produce a report that analyses findings and data on customer service, sets out strengths and areas for improvement and makes appropriate recommendations. In Unit 3 they present their analysis of an existing business's marketing mix, including its strengths and weaknesses, in a Retail Business Analysis Report.

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

   Getting pupils ready

   Year 7

   Pupils write a short report on the school canteen queue under the headings what works, what could be better and what we recommend.

   Year 8

   Pupils write a report on a class survey about a local shop, using a paragraph for each finding and linking each recommendation to a finding with 'because'.

   Year 9

   Pupils write a sectioned report on customer service at a school event, analysing feedback, weighing strengths against weaknesses and ending with recommendations a manager could act on.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.2, page 31; Unit 3, Section 3.1.1, page 35

   “appropriate recommendations to address the areas for improvement”

   Progression step 3

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

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

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

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

4. Writing clear guidance for staff

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

   Learners produce guidance for staff based on data, information and recommendations, covering steps for delivering effective customer service, handling complaints, good practice with customers, and actions staff could take with the expected outcomes. The writing has to suit employees and be easy to follow.

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

   Getting pupils ready

   Year 7

   Pupils write five numbered steps for welcoming a visitor to the school reception, starting each step with a clear command verb.

   Year 8

   Pupils write a short how-to guide for new tuck shop helpers on taking payment and giving change, with headings and bullet points.

   Year 9

   Pupils turn findings from a class mystery shop activity into one page of staff guidance for a local shop, with steps, good practice tips and the expected outcome of each action.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.3, page 31

   “Learners should be able to produce guidance based on data, information and recommendations to support improvement in identified customer service areas”

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

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

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

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

5. Writing customer replies in the right tone for each channel

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

   Learners must understand the features of remote service by letter, email and telephone and of digital service by social media comments, text and online chat, including a professional tone suited to the method, clear and structured written responses and a tone in line with the organisation's brand. In Unit 2 they respond to examples of complaint handling to produce a more effective outcome for the customer.

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

   Getting pupils ready

   Year 7

   Pupils write a polite reply to a letter from a customer whose order arrived late, with a greeting, an apology and a clear next step.

   Year 8

   Pupils rewrite a rude, unclear live chat reply so it is friendly, short and clear, then compare it with a formal email reply to the same problem.

   Year 9

   Pupils answer one complaint three ways, as a letter, an email and a public social media reply, changing the tone and length for each while keeping the same brand voice.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Sections 2.2.2 and 2.2.3, pages 28 to 30

   “using clear and structured written responses to support understanding”

   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 make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

   • I can present my work appropriately in digital contexts.

   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 make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

   • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

   Progression step 5

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

   • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

6. Listening to customers and handling complaints with empathy

   Assessed: In the exam and in coursework (NEA)

   Learners must understand the LAST (Listen, Apologise, Solve, Thank) model and effective complaint handling, including listening to the customer to identify the issue, showing empathy with an appropriate tone and gathering relevant information. This is tested in the Unit 1 sector test and applied in Unit 2 when learners improve examples of complaint handling; role play of customer enquiries is a learning experience that is not directly assessed.

   Literacy: Listening to understand, Listening for meaning, Questioning, Listening as part of collaborative talk, Purpose

   Getting pupils ready

   Year 7

   Pupils role play a customer returning a faulty item, with the listener repeating the problem back before offering help.

   Year 8

   Pupils use the LAST steps to role play a complaint at a school event stall, with an observer noting tone of voice and body language.

   Year 9

   Pupils listen to an acted complaint call, note the customer's real issue and feelings, then role play a calm reply that ends with clear next steps, using Welsh greetings where they can.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.3.2, page 18; Unit 2, Section 2.1.4, page 27; Unit 2, Section 2.2.1, page 28

   “handling complaints and returns using the LAST (Listen, Apologise, Solve, Thank) model”

   Progression step 3

   • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

   • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

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

   Progression step 4

   • I can understand and analyse general meaning and implied ideas.

   • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

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

   Progression step 5

   • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

   • I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations.

7. Planning and delivering a pitch and answering questions

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

   Learners plan and deliver a professional pitch for their retail business concept to an audience, using verbal skills such as tone of voice, terminology, voice projection and pace and non-verbal skills such as eye contact and posture. They must be able to answer planned and unplanned questions, and the teacher records the pitch on an observation record.

   Literacy: Clarity and vocabulary, Purpose, Questioning

   Getting pupils ready

   Year 7

   Pupils give a one-minute talk to their group about a favourite shop, making eye contact and speaking clearly.

   Year 8

   Pupils pitch a new tuck shop product in two minutes using cue cards, then answer two questions from the class.

   Year 9

   Pupils pitch a retail business idea to a panel of teachers acting as investors, adapting pace and tone to the audience and answering unplanned questions.

   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 40; Section 3.3, page 45

   “the ability to answer planned and unplanned questions”

   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 ask and answer questions, building on and developing the ideas of others in group discussions.

   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 convey meaning convincingly in a range of contexts so that the audience is fully engaged.

   • I can sustain a convincing point of view, anticipating and responding to other perspectives.

   Progression step 5

   • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

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

   • I can speak from a range of convincing perspectives to meet the demands of different situations, contexts and purposes.

8. Planning and writing persuasive promotional materials

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

   Learners plan promotional materials that reflect the brand personality and meet the needs of the target market, setting success criteria, time planning and resources. They then write and design copy such as a strapline, a poster or flyer, or a script for a radio or social media advert, and explain choices for their business concept based on recommendations from competitor analysis.

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

   Getting pupils ready

   Year 7

   Pupils write three possible straplines for a new school shop and pick the most persuasive one with a partner.

   Year 8

   Pupils write a 30-second radio advert script for a local event aimed at teenagers, then redraft it after hearing it read aloud.

   Year 9

   Pupils plan a flyer and a social media post for a local business with success criteria and a timeline, draft the wording, then check it against the criteria and improve it.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Sections 3.2.1, 3.2.2 and 3.2.3, page 39

   “plan appropriate promotional materials to reflect the brand personality and meet the needs of the identified target market”

   Progression step 3

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

   • 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 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 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 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 improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

9. Using retail and customer service terms accurately

   Assessed: In the exam and in coursework (NEA)

   The Unit 1 sector test assesses knowledge of the sector, including terms such as omni-channel, just-in-time, procurement, footfall and greenwashing, through objective questions such as fill-in-the-blank and short answers. In Unit 3 learners are also expected to use terminology when delivering their pitch.

   Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils build a word wall of ten retail words such as customer, stock, profit and online, and use each one in a sentence about a shop they know.

   Year 8

   Pupils match terms such as footfall, click and collect and loyalty scheme to definitions and local examples, then spell them correctly in a short quiz.

   Year 9

   Pupils write one precise sentence defining terms such as omni-channel, supply chain and greenwashing, each with an example from a Welsh retailer.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.1, AO1, page 42; Section 3.2, page 42; Unit 3, Section 3.3.2, page 40

   “Demonstrate knowledge and understanding of the retail and customer service sector”

   Progression step 3

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

   • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

   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.

   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.

10. Analysing customer service data such as ratings and response times

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

    Learners use customer service data including online reviews and ratings, customer satisfaction data, digital analytics and response and resolution time data, then analyse the findings and data in a report with strengths, areas for improvement and recommendations. Appendix A maps statistics to Section 2.3.2.

    Numeracy: Interpreting data, Conceptual understanding

    Getting pupils ready

    Year 7

    Pupils find the mean star rating from twenty made-up reviews of the school canteen and say what it tells the cook.

    Year 8

    Pupils compare the mean and median waiting times at two tills from a table of data and decide which till gives faster service.

    Year 9

    Pupils analyse a table of monthly satisfaction scores and response times for a Welsh retailer, describe the trend, spot an outlier and recommend one improvement.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.3.1 and 2.3.2, page 31; Appendix A, page 51

    “response and resolution time data”

    Progression step 3

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

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

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

    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.

11. Collecting primary research data with questionnaires and observations

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

    Learners support their analysis of an existing retail business with research data from primary methods such as observations, mystery shopper activities, questionnaires, interviews and focus groups. Their Retail Business Analysis Report includes the target market, customer profile information and demographics.

    Numeracy: Collecting data, Strategic competence

    Getting pupils ready

    Year 7

    Pupils tally how many pupils use each till in the school canteen at lunch to answer a question set by the canteen manager.

    Year 8

    Pupils design a short questionnaire with closed and open questions on what pupils want from the school shop and trial it on another class.

    Year 9

    Pupils plan an observation and a questionnaire to find out who shops at a local store, collecting both numbers, such as age groups, and comments.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 35

    “use a range of suitable research data/information to support analysis”

    Progression step 3

    • I can collect relevant data to answer posed questions.

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

    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.

    Progression step 5

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

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

12. Pricing strategies, discounts and competitor prices

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

    Learners must understand the factors in pricing a product, such as competitor prices, the economy and the cost of production, and pricing strategies including competitive, dynamic, penetration, promotional, psychological and skimming. Sales promotions such as discounts and buy one get one free also appear, and competitor and pricing analysis is named as a source for the Retail Business Analysis Report.

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

    Getting pupils ready

    Year 7

    Pupils compare the price of the same snack in three local shops, including a multipack, and decide which is best value.

    Year 8

    Pupils work out sale prices after 10%, 20% and 25% discounts and decide whether 'buy one get one free' or '30% off' is the better deal.

    Year 9

    Pupils set a price for a new product from its cost and two competitor prices, then explain whether a £4.99 psychological price or a lower penetration price suits their target market.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.4, page 36; Unit 3, Section 3.1.5, page 36; Unit 3, Section 3.1.1, page 35

    “the factors to consider when pricing a product”

    Progression step 3

    • I can make comparisons between prices and understand which is best value for money.

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

    Progression step 4

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

    • I can calculate a percentage increase or decrease.

    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 justify my procedures, predictions and conjectures.

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

13. Understanding costs, VAT, inflation and profit in retail

    Assessed: In the exam

    Unit 1 requires learners to understand economic factors that change consumer behaviour, such as income, employment levels, inflation, tax and VAT, and operating costs such as rent, business rates, energy and labour, and to know that retail businesses aim to make a profit. These are tested as knowledge in the Unit 1 sector test, and no calculations are stated.

    Numeracy: Financial literacy, Conceptual understanding

    Getting pupils ready

    Year 7

    Pupils work out the profit or loss on a class cake sale from the cost of ingredients and the money taken.

    Year 8

    Pupils list the monthly costs of running a small shop in their town, such as rent, energy and wages, and work out how much it must take to cover them.

    Year 9

    Pupils add 20% VAT to a set of shop prices and discuss how rising prices or energy costs might change what local customers buy.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.3, page 15; Unit 1, Section 1.1.1, page 14

    “inflation, tax and Value Added Tax (VAT)”

    Progression step 3

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

    • I can realise that budgeting is important.

    Progression step 4

    • I can carry out calculations relating to VAT, saving and borrowing.

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

    Progression step 5

    • I can understand and calculate income tax and understand the implications of taxation.

    • I can explain and express concepts, and find examples (or non-examples).

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