DCF Cymru Digital competence for Wales

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Foundation Health and Social Care, and Childcare

Foundation Health and Social Care, and Childcare is a two-year, two-unit Work-Related Foundation Qualification for learners aged 14 to 16 working at Entry Level or Level 1. Every learner takes Unit 1 on the sectors, communication, safeguarding and wellbeing, then either Unit 2 Adult Health and Social Care or Unit 3 Childcare. All assessment is a teacher-set portfolio, marked in the centre and moderated by WJEC. The only digital task named in the assessment criteria is in Unit 2, where learners use a digital tool to support an adult's choice and participation. Elsewhere the digital work comes from the example tasks: web quests, presentations, leaflets, posters, blogs and flow charts, plus photographing, filming and uploading all evidence, since every portfolio must be submitted digitally.

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: Introduction to the Health and Social Care and Childcare sector, and Basic Safeguarding: Compulsory, taught first. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 12 hours (typically 9 to 12 hours), 52 of the 120 qualification points, assessed in centre and moderated by WJEC. 48 guided learning hours, first moderated summer 2028.
  • Unit 2: Adult Health and Social Care: Optional, taken instead of Unit 3. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 18 hours (typically 14 to 18 hours), 68 of the 120 qualification points, assessed in centre and moderated by WJEC. 72 guided learning hours, first moderated summer 2029.
  • Unit 3: Childcare: Optional, taken instead of Unit 2. Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 18 hours (typically 14 to 18 hours), 68 of the 120 qualification points, assessed in centre and moderated by WJEC. 72 guided learning hours, first moderated summer 2029.

The digital skills in this qualification

  1. Using a digital tool to support an adult's choice and independence

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

    In Unit 2, LO2.3, active participation includes digital inclusivity, and learners use a digital tool to help an adult take part in a daily activity, such as choosing meals or music or using a communication app. At Level 1 they demonstrate how the tool increases the adult's independence, choice or control.

    DCF: Health and well-being, Communication, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils use a picture symbol board app on a tablet to make a simple choice for a partner, such as a drink or a song, and say how it helped them choose.
    Year 8
    Pupils compare two tools for helping someone order lunch, a picture menu in PowerPoint and a voice assistant, and list what each does well for a person with limited speech.
    Year 9
    Pupils set up a simple choice board on a tablet for a care scenario, such as an older adult choosing a daily activity, and explain how it gives the person more independence, choice and control.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.3 content, page 27; assessment criterion 2.3.2, page 31; example tasks, pages 34 and 35; resources, page 25

    “use a digital tool to support an adult's choice, communication, or participation in an activity.”
    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 show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

  2. Researching the sector with a search engine

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

    Several example tasks are web quests, in which learners use a search engine, with links given at Entry 1, to research the skills and qualities of professionals, the five main types of abuse, the responsibilities of care roles and local services. Learners should also explore examples of provision in their local area.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils follow three teacher links to find the job of a nurse, a care worker and a nursery practitioner and copy one key duty for each into a shared OneNote page.
    Year 8
    Pupils search for health and childcare services in their own county, try different keywords to narrow the results, and bookmark the three most useful pages.
    Year 9
    Pupils research two care roles in Wales, record each website and the date they used it, and say whether the source is reliable, for example NHS Wales or Social Care Wales compared with a forum post.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, example tasks LO1.1 and LO1.3, pages 20 and 22; Unit 1, LO1.1 content, page 13; Unit 2, example tasks LO2.2 and LO2.4, pages 34 and 35

    “using a search engine (teacher to provide links), research skills and qualities”
    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.

  3. Creating and giving presentations

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

    Presentations appear in the example tasks for every unit, for instance on the skills and qualities needed for a care role, on adverse childhood experiences, on how professionals identify abuse and on person-centred care. In Unit 3 learners present an activity for childcare workers. Appendix A maps Producing to all sections.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a four slide PowerPoint about a job they would like, with a title, one picture per slide and short bullet points.
    Year 8
    Pupils create a PowerPoint on a healthy lifestyle factor, such as sleep, choosing a clear layout and images, and present it to a small group.
    Year 9
    Pupils build a presentation on a care role for a Year 6 audience, ask a partner for feedback, change two slides to make them clearer and then deliver it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, example tasks LO1.1, LO1.3 and LO1.4, pages 20 to 22; Unit 2, example tasks LO2.2, page 34; Unit 3, example tasks LO3.4, page 48; Appendix A, page 60

    “create and deliver a presentation: create a presentation on the skills and qualities”
    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 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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  4. Making leaflets, posters and blogs for a set audience

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

    Example tasks ask learners to create posters on the sectors and the five types of abuse, a leaflet on effective communication for care staff, a leaflet on adult services in Wales, leaflets for parents and childcare workers, and blogs on lifestyle factors and children's social needs. At Level 1 in Unit 3 learners design and present a leaflet for parents and create an information leaflet of suitable activities.

    DCF: Creating digital content

    Getting pupils ready

    Year 7
    Pupils make a handwashing poster in Canva or Publisher, using a large heading, three numbered steps and pictures.
    Year 8
    Pupils design a two-sided leaflet in Publisher for parents of young children on healthy snacks, with columns, images and a clear heading for each section.
    Year 9
    Pupils write a short blog post on Sway or a class site about one lifestyle factor, such as vaping, choosing headings, images and language that suit teenage readers.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, example tasks, pages 20 to 22; Unit 2, example tasks LO2.1, page 33; Unit 3, assessment criteria 3.4.1 and 3.4.2, page 44; example tasks, pages 47 and 48

    “design a leaflet that can be used for staff in a care setting which clearly”
    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.

    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 explore and develop a range of formal text document structures for different audiences and purposes.

  5. Setting out care routines as flow charts and step-by-step guides

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

    At Level 1 in Unit 2 learners can create a flow chart and use it to present how to wash hands to NHS guidelines, and Entry 3 learners design a step-by-step guide showing how an adult can complete an activity independently. Getting the steps in the right order is the point of both tasks.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils put picture cards for brushing teeth into order, then build the same sequence as a simple flow chart in PowerPoint using arrows.
    Year 8
    Pupils draw a flow chart in Word or draw.io for making a cup of tea for an older relative, including one decision box such as whether they take sugar.
    Year 9
    Pupils create a flow chart for washing hands to NHS guidance, swap with a partner who follows it exactly, and correct any step that is missing or in the wrong order.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, example tasks LO2.3 and LO2.5, pages 34 and 36

    “create a flow chart and use it to present how to wash hands according to NHS guidelines”
    Progression step 3

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can create a simple model or self-contained algorithm.

    • I can detect and correct errors in algorithms.

  6. Organising information in tables and timelines

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

    Learners complete tables comparing how physical, emotional, environmental and lifestyle factors affect two people, tables of children's social needs by age group, and a timeline of child development across three age groups. These can be produced on paper or in a word processor or spreadsheet.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils insert a table in Word and sort ten everyday habits under the headings healthy and unhealthy.
    Year 8
    Pupils build a table in Excel comparing two fictional teenagers' diet, exercise and sleep, using colour to show which habits help or harm their health.
    Year 9
    Pupils make a timeline in PowerPoint or Excel of a child's milestones from birth to 5 years, grouped into physical, intellectual, language, emotional and social rows.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, example tasks LO1.4, page 22; Unit 3, assessment criteria 3.2.1 and 3.3.2, page 43; example tasks LO3.2 and LO3.3, page 47

    “complete a table comparing how physical, emotional, environmental and lifestyle factors”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

  7. Recording and uploading portfolio evidence

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

    All portfolio evidence must be submitted digitally, so paper work, posters, role-plays and practical demonstrations are scanned, photographed or filmed. Evidence types include photographs with context and video or audio recordings of tasks, presentations and discussions, and centres upload through WJEC's IAMIS system.

    DCF: Storing and sharing, Creating digital content

    Getting pupils ready

    Year 7
    Pupils photograph a poster they made by hand, save it with a clear file name in their OneDrive folder and hand it in through Teams.
    Year 8
    Pupils film a partner giving a short talk on a tablet, trim the clip and upload it to a class assignment with a one line caption.
    Year 9
    Pupils keep a digital evidence folder for a project, with scanned work, photos and a video each named by task and date, and restore an earlier version of a file when needed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, page 52

    “recordings of the learner performing a task, giving a presentation, or participating in a discussion”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    • 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.

  8. Hearing from professionals online

    Assessed: Taught, but not assessed

    Each unit suggests learners hear directly from and interact with health, social care and childcare professionals, either in person or online. This is a world of work learning experience and is not directly assessed.

    DCF: Communication, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils watch a recorded video of a nurse describing her day and write two questions they would ask her.
    Year 8
    Pupils take part in a class Teams call with a local childminder, using the chat to post questions politely.
    Year 9
    Pupils plan and run a short online interview with a care worker, agreeing roles, keeping to video call etiquette and writing up three things they learned.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, page 23; Unit 2, page 37; Unit 3, page 50

    “either in person or online, to appreciate their experiences of working within the sectors”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

Good to know

Links with other qualifications

The specification names GCSE Health and Social Care, and Childcare as the next step, and the two share the same structure: a sector and wellbeing unit, then Adult Health and Social Care or Childcare. There is no WJEC VCSE in this subject. The GCSE steps the digital work up from short supported tasks to two longer NEA units that must be word-processed or scanned and uploaded, a childcare investigation that needs referenced online research, and an examination that asks learners to interpret health statistics and judge health promotion campaigns. The Foundation web quests, presentations, leaflets and digital submission are a sound base for that. Communication, safeguarding and healthy eating link with Health and Wellbeing lessons, and the Eatwell Guide work with Food and Nutrition.

Source: WJEC Entry Level/Level 1 Foundation Health and Social Care, and Childcare specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).