DCF Cymru Digital competence for Wales

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Foundation Hospitality and Catering

VTCT Skills Foundation Hospitality and Catering is an Entry Level and Level 1 qualification for learners aged 14 to 16, taught over Years 10 and 11 and graded from Entry 1 Pass to Level 1 Pass. Unit 1 covers the industry, food safety and hygiene, nutrition and customer care, and Unit 2 is practical: learners plan, prepare, cook and serve a simple dish, give table service and reflect on their performance. Both units are VTCT-set assignments marked in the centre and moderated by VTCT Skills. Digital demand is low because no software is required: the digital work sits in written or visual plans, ordering the steps of a dish, optional digital reflection and Unit 1 internet research.

Awarding body
VTCT Skills
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
Next step up
VCSE Hospitality and Catering, Level 1 and Level 2
How this qualification is assessed
  • UWHC3 (Unit 1): Foundations of the Hospitality and Catering industry: Non-examined assessment set by VTCT Skills (a new assignment brief each year, released in December of Year 10 and submitted in April), completed by each learner under supervision within a maximum of 6 hours 30 minutes, four tasks of 8 marks each, marked in the centre with a VTCT level-based mark scheme, internally quality assured and externally moderated by VTCT Skills, 30% of the qualification grade (75 UMS), 40 guided learning hours, one resit allowed in the following year for a fee
  • UWHC4 (Unit 2): Develop skills to plan, prepare and serve a simple dish (also titled Introduction to Hospitality and Catering techniques based on a theme): Non-examined assessment set by VTCT Skills, including practical skills (brief released to learners in December of Year 11 and submitted in April), completed by each learner under supervision within a maximum of 8 hours 30 minutes, three tasks of 12, 16 and 12 marks, marked in the centre with a VTCT level-based mark scheme, internally quality assured and externally moderated by VTCT Skills, 70% of the qualification grade (175 UMS), 100 guided learning hours, no resit

The digital skills in this qualification

  1. Writing a dish plan in a template

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

    Assessment criterion 2.5 asks learners to produce a written or visual plan for making a simple dish, with the dish name, ingredients list, equipment list, step-by-step method, safety points and time needed. The plan can be a worksheet template, a picture plan or a simple written plan depending on ability, and the Curriculum for Wales mapping links it to digital tools for planning, so using software is a choice rather than a requirement.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils type a plan for a fruit salad into a Word table with rows for ingredients, equipment, method and safety points, using bold headings.
    Year 8
    Pupils build a reusable recipe plan template in Word or Google Docs with a numbered method, a safety column and a time for each step, then fill it in for cheese on toast.
    Year 9
    Pupils produce a one page plan for a pasta dish in a template they designed, adding photos of the equipment, and check that a partner could follow it without asking questions.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2 (UWHC4), LO2 content 2.5, page 61; Unit 2 assessment criterion 2.5, page 78; Section 11.1, page 81

    “Learners should create a written or visual plan.”
    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 explore and develop a range of formal text document structures for different audiences and purposes.

  2. Putting the steps for making a dish in order

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

    Criterion 2.2 asks learners to break a simple dish into clear steps in the right order: prepare the ingredients, cook if needed, assemble, check the dish is finished and serve it safely. The content suggests picture sequencing, simple flowcharts or step-by-step worksheets, which is the same idea as the order of instructions in an algorithm.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils drag jumbled photo cards for making beans on toast into order on a PowerPoint slide and say what goes wrong if checking the dish comes before cooking it.
    Year 8
    Pupils draw a flowchart in PowerPoint or draw.io for boiling pasta, with a decision box asking whether the pasta is soft yet and a loop back to keep cooking.
    Year 9
    Pupils find and correct the misplaced steps in a teacher's flowchart for baking Welsh cakes, then draw their own flowchart for soup served with a bread roll.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2 (UWHC4), LO2 content 2.2, page 58; Unit 2 assessment criterion 2.2, page 78

    “Learners should be able to break the dish into simple, clear steps.”
    Progression step 3

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

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

    Progression step 4

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

    • I can detect and correct errors in algorithms.

  3. Making a visual plan for serving a dish

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

    Criterion 2.7 asks for a written or visual plan for serving the dish that shows what it is placed on, the presentation method, any finishing methods and the utensils needed to eat it. Learners can build this from pictures, and the Curriculum for Wales mapping links criteria 2.5 to 2.7 to digital tools for visual aids, though no software is required.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils find images of a soup bowl, a soup spoon and a herb garnish and arrange them on a slide labelled with how a bowl of soup is served.
    Year 8
    Pupils make a labelled serving plan for a fruit salad in PowerPoint, using their own photo of the dish and text boxes for the dessert bowl, garnish and spoon.
    Year 9
    Pupils design a serving plan for a baked potato with fillings, choosing the layout, photos and labels for a kitchen assistant, and explain why they chose that layout.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2 (UWHC4), LO2 content 2.6 and 2.7, pages 61 to 64; Unit 2 assessment criterion 2.7, page 78; Section 11.1, page 81

    “LO2.5-2.7 (digital tools for planning/visual aids)”
    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 explain reasons for layout and content of my own work and the work of others.

    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.

  4. Recording reflections on practical work

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

    LO5 requires every learner to identify what went well, what was difficult, what they would do differently next time and how the task helped their learning. The Curriculum for Wales mapping suggests digital reflection or recording where appropriate, so an audio or video reflection, or a reflection typed beside photos of the dish, is an option rather than a requirement.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils record a 30 second voice note on a tablet saying one thing that went well in their fruit salad practical and save it with their name and the date.
    Year 8
    Pupils add a photo of their finished dish to a slide and type what went well, what was difficult and one change for next time.
    Year 9
    Pupils film a one minute video reflection after a practical, trim it in Clipchamp and save it in a dated folder alongside their plan and dish photos.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2 (UWHC4), LO5 content 5.1 to 5.4, pages 76 and 77; Unit 2 assessment criteria 5.1 to 5.4, page 79; Section 11.1, page 81

    “LO5.1-5.4 (digital reflection or recording where appropriate)”
    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 manage files and folders locally or online, e.g. move files to a folder.

    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.

  5. Researching the hospitality industry online

    Assessed: Taught, but not assessed

    Unit 1 asks learners to explore the industry in Wales: places of work, job roles in local businesses and venues, and progression routes. The classroom resources include computers, internet access, IT facilities and research facilities, so learners are expected to look up information, but the assignment is set by VTCT Skills and no criterion names online research.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for three hospitality businesses in their town, such as a café, a hotel and a takeaway, and bookmark each website.
    Year 8
    Pupils use search terms such as commis chef job Wales to find two real job adverts and note the duties and the site where they found each one.
    Year 9
    Pupils research the route from kitchen assistant to head chef on careers websites such as Careers Wales, record each source and say which was most reliable and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1 (UWHC3), LO1 Welsh context and content 1.1 to 1.4, pages 36 to 40; Section 7.2, page 26

    “computers/access to internet, books, magazines and stationery resources”
    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.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  6. Keeping food safety and planning records

    Assessed: Taught, but not assessed

    Centres must give learners access to systems or resources for recording food safety checks such as temperatures and cleaning, identifying allergens, labelling and date coding, and basic planning documents such as time plans, recipe sheets and costings. These are listed as resources rather than criteria, so keeping such records, on paper or digitally, is taught practice rather than assessed work.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils record the classroom fridge temperature each lesson for a week in a Word table and circle any reading above 5 degrees Celsius.
    Year 8
    Pupils enter fridge and freezer temperatures into an Excel log and use conditional formatting to highlight any reading outside the safe range.
    Year 9
    Pupils design a Microsoft Forms cleaning and temperature check that feeds a spreadsheet, then use the data to find which days checks were missed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 7.2, Unit 2 (UWHC4) resources, page 27

    “Food safety recording (temperatures, cleaning)”
    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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

  7. Protecting customer information

    Assessed: Taught, but not assessed

    The Unit 1 Welsh context for LO4 says staff must keep accurate records and protect customer information in line with data protection regulations, and the Curriculum for Wales mapping notes that service procedures may include digital systems. This is background content rather than a criterion, and learners are not asked to use a booking, ordering or till system.

    DCF: Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils sort cards showing a customer's name, phone number, allergy and favourite table into information a café needs and information it must keep private.
    Year 8
    Pupils look at a mock online booking form for a restaurant and discuss which fields are really needed and who in the business should be able to see them.
    Year 9
    Pupils write three rules for a café that keeps customer bookings and allergy notes on a tablet, covering passwords, sharing and deleting old records.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1 (UWHC3), LO4 Welsh context, page 49; Section 11.1, page 81

    “keep accurate records and protect customer information in line with data protection regulations”
    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.

  8. Submitting only their own work

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

    Every learner completes a Declaration of Authenticity Form, countersigned by the teacher, to confirm the assignment is their own work, and supervision is there to make sure plagiarism, collusion or cheating is prevented. The assessment is individual and does not permit collaboration, which matters when learners use recipes or images from the internet in their plans.

    DCF: Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils learn that copying a recipe from a website and handing it in as their own is plagiarism, and write the website name under any recipe they use.
    Year 8
    Pupils make a recipe card using only their own photos or free to use images and list where each image and recipe idea came from.
    Year 9
    Pupils adapt an online recipe into their own plan, rewriting the method in their own words and adding a source list at the end.
    Show the specification wording and the DCF statements

    Where it is in the specification: Sections 5.4.6 and 5.4.8, page 22; Appendix 1, pages 84 and 85

    “Plagiarism, collusion or cheating is prevented”
    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 act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

Good to know

Links with other qualifications

This is VTCT Skills' alternative to the WJEC Foundation Hospitality and Catering, and both lead on to a VCSE: VTCT names its own VTCT Skills Level 1/2 VCSE Hospitality and Catering, also on this page, while the WJEC Foundation leads to the WJEC VCSE Hospitality and Catering. The two Foundations share food safety and hygiene, the industry and its job roles, preparing, cooking and presenting food, customer service and reflection, but they are assessed differently. The WJEC version is two teacher-set portfolios (36 and 84 guided learning hours) with all evidence submitted digitally and practical work photographed. VTCT sets a new assignment each year, taken under timed, supervised conditions (40 and 100 guided learning hours, weighted 30% and 70%), puts nutrition in Unit 1, centres Unit 2 on one simple dish and table service, and says nothing about digital evidence. Both are low in digital demand. The specification names the Skills for Work topics Customer Service and Working in Wales and the Skills for Life topics Teamwork and Understanding Self and Others, all available as WJEC Skills Suite units, and the WJEC Food Planning and Preparation unit overlaps with planning a dish in Unit 2. Food groups, balanced meals and cooking methods link with GCSE Food and Nutrition, although the specification lists Science, Business, Design Technology, Art and Design and Geography as the complementary GCSEs.

Source: VTCT Skills Entry Level/Level 1 Foundation Hospitality and Catering Qualification Specification, HC1W1, qualification number C00/5369/1, version P1, first published 01/09/2026.