LNF Cymru Literacy and numeracy for Wales

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VCSE Sport and Leisure

Literacy in this VCSE is mostly practical and work-related: reading short scenarios in the sector test, using set definitions accurately, writing session plans and evaluations, and speaking clearly when coaching or interviewing performers. Numeracy is centred on data, with every learner collecting, charting and interpreting participation data in the Unit 2 NEA, and Unit 3 adding fitness testing, normative tables, energy balance and a six-week training plan, while Unit 1 has little numerical content. The single biggest thing KS3 should build is the habit of collecting real activity data, putting it in a correct chart and writing a short judgement that quotes the figures.

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 Sport and Leisure, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Engineering Sector: Non-examination assessment 8 hours, 20%, 40 marks, set and marked by WJEC, available via Portal
  • Unit 2: Applying Engineering Processes: Non-examination assessment 26 hours, 60%, 145 marks, set by WJEC, marked by the centre and moderated by WJEC
  • Unit 3: Engineering Principles: Written test 1 hour, 20%, 60 marks, set and marked by WJEC, paper format only

The literacy and numeracy skills in this qualification

  1. Reading short scenarios and answering applied questions

    Assessed: In the exam

    Section B of the Unit 1 sector test asks learners to apply knowledge to applied situations, and short stimulus scenarios may be given as part of the questions. Learners need to read a short text about a club, centre or person closely and pick out what the question needs.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short paragraph about a family that wants to get more active and underline two barriers and one thing that would help them.
    Year 8
    Pupils read a half-page case study about a leisure centre in their local authority and answer three short questions, highlighting the line in the text that gave each answer.
    Year 9
    Pupils answer four timed scenario questions about a community club, then swap with a partner to check whether each answer used details from the scenario rather than general knowledge.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 5; Section 3.2, Unit 1, page 44

    “Short stimulus scenarios may be provided as part of these questions.”
    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.

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

    • 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, extracting and commenting maturely on key ideas and themes.

  2. Using sector terms and definitions accurately

    Assessed: In the exam and in coursework (NEA)

    Learners must know set definitions, including sport, leisure, health, fitness and wellbeing, and the difference between the public, private and voluntary sectors. These terms are tested in the sector test and must be used precisely in the Unit 2 NEA.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils build a class word wall of ten PE terms, such as cardiovascular, flexibility and wellbeing, and write each in a sentence about their own activity.
    Year 8
    Pupils sort local providers (a council pool, a private gym, a parkrun, a rugby club) into public, private and voluntary, and write one sentence explaining each choice using the correct term.
    Year 9
    Pupils write their own definitions of health, fitness and wellbeing, compare them with set definitions, and then explain in a paragraph how a change in one affects the other two.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 14; Unit 2, Section 2.1.1, page 24; Unit 2, Section 2.2.2, page 27

    “Learners should know the following definitions:”
    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.

    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.

  3. Writing to evaluate an initiative, a training programme or a session

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

    In Unit 2 learners design and evaluate an initiative to improve health, fitness and wellbeing for a target group. In Unit 3 they evaluate a training programme, and in Unit 4 they review their own activity sessions, identifying strengths and weaknesses and judging how far aims were met.

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

    Getting pupils ready

    Year 7
    After a unit of work, pupils write a short paragraph on what went well and what they would improve, using "because" to give a reason for each point.
    Year 8
    Pupils write a structured review of a lunchtime club they took part in, with paragraphs on strengths, weaknesses and one recommendation.
    Year 9
    Pupils plan a simple idea to get more pupils active at break time, try it for two weeks, and write an evaluation that judges how far it met its aim and uses evidence to back each point.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Unit 2, page 45; Unit 3, Section 3.4.2, page 37; Unit 4, Section 4.4.1, page 42

    “design and evaluate an initiative aimed at improving health, fitness and wellbeing for a specified target group.”
    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.

    Progression step 4

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

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

    Progression step 5

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

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

  4. Planning a session in writing, with aims, objectives and a risk assessment

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

    Unit 4 learners must plan activity sessions with aims, objectives and learning outcomes, health and safety requirements including a risk assessment, the needs of participants, activities and resources. The plan is a structured working document that the session is then judged against.

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

    Getting pupils ready

    Year 7
    Pupils fill in a simple warm-up plan template with one aim, three activities and the equipment needed.
    Year 8
    Pupils write a plan for a 15-minute skill practice with an aim, two objectives, a list of hazards and how each will be controlled.
    Year 9
    Pupils write a full session plan for younger pupils, adapting activities for different abilities, and redraft it after a partner checks it for clarity and safety.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.2.3, page 41

    “aims, objectives and learning outcomes”
    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.

    Progression step 4

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

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

    Progression step 5

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

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

  5. Giving clear instructions, coaching points and feedback

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

    Unit 4 learners must show effective verbal and non-verbal communication while leading, give coaching points and constructive feedback, and adapt activities for participants. Unit 1 also tests knowledge of communication in sector roles, such as giving instructions and staff briefings.

    Literacy: Clarity and vocabulary, Purpose, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils explain one skill, such as a chest pass, to a partner using three short teaching points, and the partner repeats them back.
    Year 8
    Pupils lead a small group warm-up, giving instructions loudly and clearly and changing what they say when someone has not understood.
    Year 9
    Pupils coach a short practice to younger pupils, giving each participant one piece of specific, positive feedback and one target.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Sections 4.1.1 and 4.3.1, pages 40 and 42; Unit 1, Section 1.3.3, page 18

    “coaching points, and giving constructive feedback”
    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.

    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.

    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.

  6. Interviewing performers and participants and listening to their views

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

    Unit 3 learners use interviews with performers to assess motivation, anxiety and tactics before and after activity, and Unit 4 learners use participant feedback to review sessions. Learners must ask useful questions and record and respond to what they hear.

    Literacy: Listening to understand, Questioning

    Getting pupils ready

    Year 7
    Pupils ask a partner three set questions about how they felt before a race and note the answers in a simple table.
    Year 8
    Pupils write four open questions about a classmate's game plan, interview them before a match and summarise the answers in two sentences.
    Year 9
    Pupils interview a performer before and after a competition about nerves and motivation, record key points, and compare what was said with what they saw.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 35; Unit 4, Section 4.4.1, page 42

    “interviews with performers to assess levels of motivation and anxiety before and during activities”
    Progression step 3

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

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

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

    Progression step 5

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

    • I can make informed choices to enhance my communication skills.

  7. Collecting quantitative and qualitative data

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

    Learners must know the types of data and the methods for collecting them, including questionnaires, interviews, health tests, activity logs and cumulative statistics such as participation rates and attendance figures. The Unit 2 brief is built on analysing participation data.

    Numeracy: Collecting data, Representing data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a tally chart to count how many pupils use each part of the yard at lunchtime on two days.
    Year 8
    Pupils write a short questionnaire on how often their year group is active outside school, with tick-box questions for numbers and one open question for reasons.
    Year 9
    Pupils plan how to collect data to answer "Do girls and boys in Year 9 face the same barriers to sport?", choosing a sample and a mix of quantitative and qualitative questions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 29; Section 3.2, Unit 2, page 45

    “quantitative: numerical data that can be measured and counted”
    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.
    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 what further information might be required and select what information is most appropriate.

  8. Presenting data in graphs, charts and tables

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

    Learners must know how to present data as bar charts, line graphs, pie charts, tables, written summaries and pictograms, and use these when analysing participation data in the Unit 2 NEA.

    Numeracy: Representing data

    Getting pupils ready

    Year 7
    Pupils draw a bar chart of their class's favourite activities with a labelled scale and title.
    Year 8
    Pupils draw a line graph of weekly attendance at a school club over a term and mark the week a new activity was introduced.
    Year 9
    Pupils show participation by age group as a pie chart and a bar chart, and decide which one makes the point more clearly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 30

    “graphs (bar charts, line graphs, pie charts)”
    Progression step 3

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

    • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

    Progression step 5

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

  9. Interpreting data to judge whether a strategy worked

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

    Learners must evaluate and interpret data to assess the effectiveness of strategies, programmes and interventions to increase participation. The Unit 2 brief asks them to analyse participation data and identify barriers, and AO3 (interpret and evaluate) carries 15% of Unit 2.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a bar chart of club attendance and answer three questions, including which club grew the most.
    Year 8
    Pupils compare attendance before and after a promotion and decide whether the change is big enough to say the promotion worked.
    Year 9
    Pupils study a table of local participation rates by age group, identify the group least likely to be active, and explain one limitation of the data before suggesting a strategy.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 30; Section 3.1, page 44; Section 3.2, Unit 2, page 45

    “analyse participation data, identify barriers to engagement”
    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.

    Progression step 4

    • 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.

    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.

  10. Measuring fitness, heart rate and blood pressure accurately

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

    Unit 3 learners must select and carry out tests to measure components of fitness, such as cardiovascular endurance, flexibility, speed and reaction time, and use health screening for body composition, blood pressure and heart rate. Results need correct units and careful timing.

    Numeracy: Measurement, Strategic competence, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils time a partner's 30 metre sprint with a stopwatch, measure a sit and reach in centimetres, and record both with units.
    Year 8
    Pupils take their resting pulse for 15 seconds, multiply by four to get beats per minute, and repeat after exercise to compare.
    Year 9
    Pupils run three fitness tests, record results to a sensible degree of accuracy, and explain which measurements are most likely to contain errors and why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, pages 34 and 35

    “health tests/screening to measure body composition, blood pressure and heart rate”
    Progression step 3

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

    • 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 interpret fractions of a second appropriately.

    Progression step 5

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

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

  11. Comparing results with normative tables and judging reliability

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

    Unit 3 learners analyse qualitative and quantitative data, benchmark results against normative range tables, and judge the reliability and validity of the data they collected. This analysis identifies strengths and weaknesses that shape the training programme.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils find their own result in a simple ratings table for a fitness test and say which band it falls in.
    Year 8
    Pupils compare their bleep test level with a normative table for their age and gender, and say whether a single attempt is enough to be sure.
    Year 9
    Pupils compare the class mean for a fitness test with a published norm, look for outliers, and explain two reasons the class results might not be reliable.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 35

    “reliability and validity of the data collected”
    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.

    Progression step 4

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

    • I can examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn.

    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.

  12. Working out calorie intake and energy balance

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

    Unit 3 lists calorie intake, energy balance, nutrition and hydration as lifestyle factors to monitor, so learners add up intake from food diaries and compare it with energy used.

    Numeracy: Calculation, Communicating with symbols, Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils read the calories on three food labels and add them up to find the total for a packed lunch.
    Year 8
    Pupils keep a one-day food and drink diary, total the calories and millilitres of water, and compare the totals with a guideline amount.
    Year 9
    Pupils estimate the energy used in a PE lesson from a table of values, compare it with the calories in a snack, and explain what energy balance means for a performer.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 35; Unit 3, Section 3.4.1, page 37

    “calorie intake, energy balance, nutrition and hydration.”
    Progression step 3

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

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

    Progression step 4

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

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

    Progression step 5

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

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

  13. Planning training load and time over six weeks

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

    Unit 3 learners carry out a six-week training programme taking between 6 and 12 hours, applying overload through intensity, frequency and duration and setting measurable SMART targets. They track progress towards short-term targets and long-term goals.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils plan a circuit with six stations, deciding how many seconds of work and rest each station has and working out the total time.
    Year 8
    Pupils plan a three-week timetable of short training sessions, increasing the time or repetitions each week by a set amount.
    Year 9
    Pupils write a six-week plan with one SMART target, set out frequency, intensity and duration for each week in a table, and check the total time stays within a set limit.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Summary of assessment, page 32; Unit 3, Sections 3.3.2 and 3.3.3, page 36

    “overload (intensity, frequency, duration)”
    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.

    Progression step 4

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

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

    Progression step 5

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

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

  14. Using numerical data to review progress and sessions

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

    Unit 3 learners evaluate a training programme using qualitative and quantitative data and judge how far targets were met. Unit 4 learners analyse qualitative and quantitative data to review their activity sessions against their aims and objectives.

    Numeracy: Interpreting data, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils compare their first and last score on a skill test and work out how much they improved.
    Year 8
    Pupils collect ratings out of 5 from participants after a session they led, find the mean and mode, and say what the numbers suggest.
    Year 9
    Pupils use before and after results from a short training block to work out the change for each pupil and the class mean change, and judge whether the target was met.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4.2, page 37; Unit 4, Section 4.4.1, page 42

    “analysing qualitative and quantitative data to inform the review”
    Progression step 3

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

    • I can explain results and procedures precisely using appropriate mathematical language.

Good to know

Links with other qualifications

Fitness measurement, normative tables and training plans overlap with GCSE Physical Education and Health, and collecting and charting survey data overlaps with GCSE Mathematics and Numeracy and GCSE Social Studies.

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