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.
Skills that use Evaluating and improving digital content
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Using a digital tool to support an adult's choice and independence
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.
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Creating and giving presentations
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.
Good to know
- All portfolio evidence is uploaded: "All evidence must be submitted digitally." Paper and practical work "should be scanned, photographed or filmed so that a clear digital version can be submitted" (Section 3.3, page 52).
- Evidence can be recorded rather than written, including "photographic evidence" and "video/audio recordings" of learners performing a task or giving a presentation (Section 3.3, page 52).
- The example tasks are optional: "These tasks are not mandatory." (Section 2.1, page 9). Centres can design their own, so most digital work depends on the tasks the centre chooses.
- Unit 2 needs a device: centres should provide "access to a digital device (tablet, laptop or similar) where tasks involve digital participation." (Unit 2, page 25). Unit 1 has "no specific requirements for assessment" (page 12) and no device is listed for Unit 3 (page 39).
- Entry 1 learners may use technology to take part: support can include "use of symbols, or assistive technology" (Section 3.4, page 53).
- Learners must be supervised while completing assessment activities, and "Both learners and teachers must sign declarations confirming the authenticity of submitted work." (Section 3.5, page 53). The specification does not mention artificial intelligence.
- Appendix A (page 60) maps Digital Competence Producing to "All sections" of all three units, and maps Citizenship, Interacting and Collaborating, and Data and Computational Thinking to none.
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).