Foundation English
WJEC Entry Level/Level 1 Foundation English is a two year, 120 guided learning hour course for learners aged 14 to 16 working at entry level, graded Entry 1 to Level 1 Pass, with a route on to GCSE English Language and Literature. It covers practical reading and writing, real-world and creative writing, and speaking and listening. Digital work is light and mostly indirect. Learners read webpages, infographics and online adverts as non-continuous texts, may take the Unit 1 topic tests on screen, write forms such as blogs in Unit 2, and research their Unit 3 presentation from a range of sources, where digital lives is one of the four set themes. The specification asks centres to use digital technology but does not assess digital skills directly.
- Awarding body
- WJEC
- Level
- Entry Level and Level 1
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this qualification is assessed
- Unit 1: Reading and Writing for Practical Purposes: Two topic tests of 40 minutes each (plus 10 minutes reading time), 30%, 60 marks (2 x 30), set and marked by WJEC, taken on screen or on paper within a four week assessment window under invigilated examination conditions
- Unit 2: Reading and Writing for Real-World and Creative Contexts: Written assessment of two tasks of 40 minutes each (plus 10 minutes reading and planning time), 40%, 40 marks (2 x 20), outline set by WJEC and tailored by the centre, sat under high control conditions, marked by the centre and moderated by WJEC
- Unit 3: Speaking and Listening for Real-World and Literary Contexts: Speaking and listening assessment of approximately 12 minutes: an Individual Researched Presentation of 3 to 5 minutes and a group discussion of a literary extract of 5 to 7 minutes, 30%, 40 marks (2 x 20), WJEC set tasks, marked by the centre and moderated by WJEC
The digital skills in this qualification
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Reading webpages, infographics and other non-continuous texts
Learners read short continuous and non-continuous texts, and the specification lists webpages, infographics, adverts and leaflets among the formats, with both types used in assessment. In Unit 2 they recognise how layout, structure and presentational features influence meaning, which applies directly to screen-based texts.
DCF: Evaluating and improving digital content, Creating digital content
Getting pupils ready
- Year 7
- Pupils look at a screenshot of a school webpage and label the heading, menu, images and links, then say which part they would read first to find the date of an event.
- Year 8
- Pupils compare a council webpage and a printed leaflet about the same leisure centre and explain how headings, icons and boxes help a reader find opening times quickly.
- Year 9
- Pupils read an unseen infographic and a webpage on the same topic, answer retrieval questions on both, and explain which layout gets the message across better and why.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Section 1.1, page 11; Unit 2, Sections 2.1 and 2.2, page 14
“Non-continuous texts present information in formats such as”
Progression step 3
I can explain reasons for layout and content of my own work and the work of others.
I can comment on reasons for layout and content.
Progression step 4
I can explore and develop a range of formal text document structures for different audiences and purposes.
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Spotting persuasive and promotional features in adverts and posters
Learners read advertisements, promotional posters and job advertisements and analyse how layout, organisation and presentational choices create meaning. They infer tone and purpose, which builds the habit of noticing how marketing is designed to catch attention, online as well as in print.
Getting pupils ready
- Year 7
- Pupils circle the eye-catching features of a cereal advert, such as colour, slogan and offer, and say who the advert is aimed at.
- Year 8
- Pupils compare a printed poster and a social media advert for the same event and explain which features are designed to make them click or buy.
- Year 9
- Pupils analyse an online advert for a phone deal, pick out the persuasive words and images, spot what the small print leaves out, and write two sentences advising a younger pupil whether to click.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, Sections 1.1 and 1.2, page 11; Unit 2, Sections 2.1 and 2.2, page 14
“analyse how layout, organisation, and presentational”
Progression step 3
I can identify marketing elements designed to draw my attention.
Progression step 4
I can identify stereotypes and their impact in a range of media.
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
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Researching a presentation topic from a range of sources
For the Unit 3 Individual Researched Presentation, learners research and organise information from a range of sources on a topic from a set theme. They may annotate texts and keep brief notes on statistics, facts, examples or quotations to use as evidence.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils search for three facts about recycling in their town, try two different sets of keywords, and note which website each fact came from.
- Year 8
- Pupils research a health and wellbeing topic using a news site, a charity site and a government site, bookmark them, and say which one they trust most and why.
- Year 9
- Pupils research a community issue in Wales from at least three online sources, keep a short note sheet of facts and statistics with their sources, and reject one source as unreliable with a reason.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3, Sections 3.1 and 3.2, page 17; Section 3.2, page 21
“research and organise information from a range of”
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.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Producing authentic work and not copying from sources
Learners and teachers sign declarations that work submitted for Units 2 and 3 is the learner's own, and learners must not take part in any unfair practice in preparing their work. In the researched presentation this means learners put information found online into their own words and say where it came from.
DCF: Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils compare a paragraph copied from a website with the same facts rewritten in their own words, and learn why the copied version counts as plagiarism.
- Year 8
- Pupils make notes from a webpage in bullet points, then write a short paragraph from their notes and add a simple list of the sites they used.
- Year 9
- Pupils plan a short talk from online sources, quote one sentence correctly with the source named, and explain to a partner why handing in copied work is unfair.
Show the specification wording and the DCF statements
Where it is in the specification: Section 3.3, page 22; Section 4, page 24
“sign declarations confirming the authenticity of submitted”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.
Progression step 4
I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
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Talking about the advantages and disadvantages of digital lives
Digital lives is one of the four set themes for the Individual Researched Presentation. The presentation must describe the topic, explain some advantages and some disadvantages and give a view with reasons, so a learner choosing this theme weighs up the effects of technology on people.
DCF: Health and well-being, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils keep a one day diary of their screen time and sort what they did into good uses and less helpful uses.
- Year 8
- Pupils list two advantages and two disadvantages of young people using social media, using one fact they have found for each, and share them in a group.
- Year 9
- Pupils give a two minute talk on a digital lives topic such as online gaming or digital footprints, explaining advantages and disadvantages and finishing with their own view and a reason.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3, Section 3.1, page 17; Section 3.2, page 21
“explain issues clearly, considering both advantages and”
Progression step 3
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.
Progression step 4
I can reflect on the role of digital media in my life and habits.
I can understand that I have a digital footprint and that this information can be searched, copied and passed on.
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Writing blogs and other functional texts for online audiences
In Unit 2 learners produce a functional written response linked to a reading stimulus, and blogs, reviews and articles for newsletters are among the suggested forms. They adapt tone, register and format to suit the audience and use language features suited to the purpose.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils write a short blog post about a school trip with a title, a photo caption and three short paragraphs.
- Year 8
- Pupils turn a formal information leaflet about a leisure centre into a friendly blog post for teenagers, changing the tone and adding subheadings.
- Year 9
- Pupils write a review for a community website after reading a stimulus text, choosing a headline, subheadings and a tone to suit adult readers, then check it against a list of blog features.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 2, Section 2.3, pages 14 and 15
“use language features suited to purpose and audience”
Progression step 3
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 explore and develop a range of formal text document structures for different audiences and purposes.
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Using digital technology to plan, draft and present work
The specification lists making use of digital technology among the learning experiences the course should develop, though these experiences are not directly assessed. Learners can plan writing, organise research notes and prepare for their presentation using digital tools.
DCF: Sourcing, searching and planning digital content, Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils type and format a short piece of writing in a word processor, using bold headings and the spell checker.
- Year 8
- Pupils plan a piece of writing in a digital mind map or table, then draft it on screen and use comments from a partner to make two changes.
- Year 9
- Pupils organise research notes for a talk in a shared document, draft cue cards on screen, and improve them after a practice run and feedback.
Show the specification wording and the DCF statements
Where it is in the specification: Opportunities for integration of learning experiences, page 18
“make use of digital technology when completing the qualification”
Progression step 3
I can independently create and plan work before beginning a digital task.
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 select and effectively use a variety of planning techniques.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- Unit 1 can be on screen or on paper: "Centres can select to administer the topic tests either in digital or paper format" (Unit 1, page 10), with separate entry codes for Unit 1 "(Onscreen)" and "(Paper)" (Section 5.1, page 25).
- The Unit 1 tests include "multiple choice questions (MCQs), objective test questions (OTQs) and short and longer answer questions" (Section 3.2, page 20), so learners taking them on screen need to be confident typing longer answers.
- Unit 2 is a timed task: "The tasks must be sat under high control conditions." (Section 3.2, page 20). The specification does not say whether responses are handwritten or typed, so check the Assessment Pack.
- Using technology is encouraged but not marked: learners should "make use of digital technology when completing the qualification", and these "experiences will not be directly assessed" (page 18).
- Presentations are evidenced by the teacher, not by recordings: "performance evidence (e.g. presentations) must be documented using observation records" (Section 3.3, page 22).
- There are no specific rules on AI. Learners and teachers "sign declarations confirming the authenticity of submitted work" (page 22) and "Candidates must not take part in any unfair practice" (Section 4, page 24).
- Appendix A ticks Citizenship, Interacting and Collaborating, and Producing for all three units, but leaves "Data and Computational Thinking" without any ticks (Appendix A, page 29).
- The cover carries a warning that "The UK Government has announced plans to restrict social media use by children under 16" (page 1), which may affect social media texts and tasks.
Links with other qualifications
Foundation English is designed as a step towards GCSE English Language and Literature, which the specification names as a progression route. The digital skills overlap closely: both read webpages and other digital texts critically, both include a researched individual presentation built from online sources, and both ask learners to write in forms such as blogs and reviews. The GCSE steps these up with longer researched work, judging the reliability of sources more formally and writing in a wider range of digital forms. The digital lives theme also links with Digital Technology and with online safety work in the Health and Well-being Area of Learning and Experience.
Source: WJEC Entry Level/Level 1 Foundation English specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).