Foundation Core Cymraeg
Entry Level Foundation Core Cymraeg is a two-year, 120 guided learning hour Welsh language course for learners aged 14 to 16 who are working towards Entry Level 1, 2 or 3. All of it is built on two themes, Yr Ardal (The Area) and Byd Gwaith (The World of Work). Digital demand is low. Centres can run the Unit 1 multiple-choice reading tests on screen, and in Unit 3 learners write a work-related text such as an email, CV or application form, then present information about local facilities in a format they choose, such as a Word document or PowerPoint, after up to 30 minutes of research. Making appropriate use of digital technology is listed as a learning experience but is not assessed.
- Awarding body
- WJEC
- Level
- Entry Level
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this qualification is assessed
- Unit 1: Reading to understand and refer to familiar contexts: Two multiple-choice subject tests of 30 minutes each, taken on screen or on paper within a four-week summer window, 25%, 40 marks (20 per test), set and marked by WJEC
- Unit 2: Oracy for everyday life: Practical assessment of individual oral tasks lasting 4 to 6 minutes, with up to 2 hours of supervised preparation for Part 2 Task 1, 40%, 40 marks, set by WJEC, marked by the centre and moderated by WJEC
- Unit 3: Writing for practical purposes: Written assessment of two writing tasks of up to 100 words each, up to 45 minutes per task plus up to 30 minutes of supervised research, 35%, 20 marks, set by WJEC, marked by the centre and moderated by WJEC
The digital skills in this qualification
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Writing work-related emails, CVs and forms in Welsh
In Unit 3 learners complete a work-related writing task of up to 100 words, such as an application letter, an email, a CV or a personal information or application form. Emails and online forms are common versions of these texts at work, so learners benefit from knowing their layout and conventions as well as the Welsh needed to complete them.
DCF: Communication, Creating digital content
Getting pupils ready
- Year 7
- Pupils fill in a simple online form in Welsh on the school learning platform with their name, age, where they live and their hobbies.
- Year 8
- Pupils write a short email in Welsh to a pen friend about their school and interests, with a subject line, a greeting, a sign-off and a photo attached.
- Year 9
- Pupils write a short email in Welsh asking about a Saturday job, then complete a matching application form on screen with their personal skills and the job they would like.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3, overview, page 16; Section 3.2, page 20
“complete a work-related writing task, for example writing a letter, email, CV, personal information form or application form”
Progression step 3
I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
Progression step 4
I can explore and develop a range of formal text document structures for different audiences and purposes.
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Presenting information about the local area in a digital format
For Unit 3 Task 2 learners present up to 100 words of written information about the local area, such as facilities, attractions and clubs, with times, location, cost and contact details. They choose the format, for example a Word document, PowerPoint, letter, email or poster, and the specification warns that some formats, such as posters, may restrict access to higher marks.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a single slide in Welsh about their favourite place in town, with a photo, a heading and three simple sentences in a clear font.
- Year 8
- Pupils create a one page Word leaflet in Welsh about the local leisure centre, setting out opening times, cost and contact details under headings with images.
- Year 9
- Pupils present information about a local attraction as a Word document and as a short PowerPoint, then decide with the teacher which shows the information more clearly and improve it.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3, Section 3.1.2, page 17; Section 3.2, pages 20 and 21
“Word document, PowerPoint, letter, email, poster”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can use software tools to enhance the outcomes for specific audiences.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Researching local clubs, facilities and attractions
Before the Unit 3 tasks learners may spend up to 30 minutes on research under supervised conditions, gathering facts such as the time, location, cost and contact details of clubs, facilities and attractions in their area. The specification does not say where the research comes from, but websites for local leisure centres, councils and attractions are an obvious source, so focused searching and noting key facts help.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use the local leisure centre website, given by the teacher, to find the opening times and the price of a swim, and copy them into a Welsh table with headings.
- Year 8
- Pupils search for two local clubs, bookmark the pages, and note the day, time, cost and contact details of each in Welsh.
- Year 9
- Pupils have 30 minutes to search for a local attraction of their choice, adjusting their keywords, and record its times, cost, location and contact details in Welsh ready for a writing task.
Show the specification wording and the DCF statements
Where it is in the specification: Section 3.2, page 21; Unit 3, Section 3.1.2, page 17
“Candidates may have up to 30 minutes to conduct research under supervised”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
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Sharing personal information on forms and CVs
In Unit 3 learners present specific information about themselves, including name, age, where they live, school, interests, personal skills and the job they would like, and Units 1 and 2 also use personal details. Appendix A ticks Digital Competence Citizenship for Units 1 and 2, and filling in forms and CVs is a natural point to decide which details are safe to share online.
DCF: Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils sort personal details, such as first name, hobbies, home address and phone number, into safe and not safe to share online, then write a short Welsh profile using only the safe ones.
- Year 8
- Pupils write a short online profile in Welsh for a youth club website with their first name, age and interests, and explain why they left out their address and school.
- Year 9
- Pupils write a short CV in Welsh with their personal skills and school subjects, and decide which contact details an employer needs and which should stay private.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3, Section 3.1.1, page 17; Unit 1, Section 1.1.1, page 10; Appendix A, page 28
“Learners should be able to present specific information”
Progression step 3
I can identify the benefits and risks of giving personal information and device access to different software.
Progression step 4
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
I can discuss the benefits and risks of presenting myself in different ways online.
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Using digital media to hear, read and use Welsh
The specification lists making appropriate use of digital technology and listening to Welsh in authentic contexts among its learning experiences, which are not directly assessed. Welsh language websites, apps, video and radio give learners more chances to hear, see and read Welsh outside the classroom, which supports all three units.
DCF: Sourcing, searching and planning digital content, Health and well-being
Getting pupils ready
- Year 7
- Pupils watch a short clip from a Welsh language programme with Welsh subtitles and pick out five words they know about hobbies.
- Year 8
- Pupils use an online Welsh dictionary to find the words for local facilities, then save the useful links in a shared class list.
- Year 9
- Pupils find a Welsh language video or post from a local business or attraction, note who made it and three facts it gives, and talk about where they see Welsh used online.
Show the specification wording and the DCF statements
Where it is in the specification: Opportunities for integration of learning experiences, page 18; Section 1.2, page 7
“make appropriate use of digital technology”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can reflect on the role of digital media in my life and habits.
Good to know
- Unit 1 can be taken on screen: "Centres will have the option to complete the test digitally or on paper." (Section 3.2, page 20). There are separate entry codes, 6040UA for "Unit 1 (On screen)" and 6040UB for paper (Section 5.1, page 24).
- For Unit 3 Task 2 learners can choose a "Word document, PowerPoint, letter, email, poster" format, but some formats, such as posters, "may restrict access to higher-level marks" (Section 3.2, pages 20 and 21).
- Research time is limited: "Candidates may have up to 30 minutes to conduct research under supervised conditions." (Section 3.2, page 21). The specification does not say whether this is online.
- Units 2 and 3 are supervised non-examination assessments, and teachers "must not give feedback on the evidence that is produced" (Section 3.3, page 21). The specification states no separate AI rules; it points to JCQ's "Instructions for Conducting Non-Examination Assessments" (page 21).
- Unit 2 is spoken, so "evidence of performance (e.g. presentations) must be recorded using observation records" (Section 3.3, page 21).
- Digital technology is a learning experience only: the qualification creates opportunities to "make appropriate use of digital technology", and "the experiences will not be directly assessed" (page 18).
- Appendix A (page 28) ticks Digital Competence Citizenship and Interacting and collaborating for Units 1 and 2, Producing for all three units, and nothing for Data and Computational Thinking.
Links with other qualifications
The specification says the qualification "provides a broad foundation for progression to GCSE Core Cymraeg" (page 7). GCSE Core Cymraeg keeps the same idea of Welsh for work and everyday life but steps up the digital side, with a video stimulus, charts and statistics, and digital text types such as blogs, emails and online information. The work-related emails, CVs and forms and the information leaflet about the area match the practical writing in Foundation English, which also includes job applications and information leaflets, and the local research and careers focus support Careers and Work-Related Experiences across the curriculum.
Source: WJEC Entry Level Foundation Core Cymraeg specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).