Foundation Hospitality and Catering
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
WJEC Foundation Hospitality and Catering is a two unit, practical Entry Level and Level 1 qualification for learners aged 14 to 16, taught over Years 10 and 11 as a step towards the VCSE or post-16 training. Unit 1 covers the industry, safe working and food hygiene, and Unit 2 covers nutrition, food preparation, cooking, presenting food and customer service. Both are teacher-set portfolios marked in centre. The digital work is light and practical: all evidence is submitted digitally, practical outcomes are photographed or filmed, and learners may make simple posters, guides and leaflets. No software is named and there is no on-screen test, so Key Stage 3 should build the habit of photographing, saving and organising practical work in clear digital folders.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level and Level 1
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
- Y cam nesaf i fyny
- VCSE Hospitality and Catering, Level 1 and Level 2
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Hospitality and Catering Industry, including Food Safety and Food Hygiene: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 36 points of the 104 qualification points, teacher-set tasks assessed in centre and moderated by WJEC, first available summer 2028
- Unit 2: Hospitality and Catering in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 68 points of the 104 qualification points, teacher-set practical and scenario tasks assessed in centre and moderated by WJEC, first available summer 2029
Y sgiliau digidol yn y cymhwyster hwn
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Saving and submitting portfolio evidence digitally
All evidence for both units is compiled into a portfolio and submitted to WJEC digitally, so paper worksheets, posters and physical work must be scanned, photographed or filmed. Unit 2 requires IT so that learners can document, store and present their work digitally, which means naming, saving and finding their own files across a two year course.
DCF: Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils photograph their fruit salad, save the photo into a Food folder in their school cloud storage with a clear file name, and find it again the next lesson.
- Blwyddyn 8
- Pupils scan a completed paper hygiene worksheet with a phone, upload it to their class OneDrive folder alongside photos of their practical, and sort the files into subfolders by lesson.
- Blwyddyn 9
- Pupils keep a termly digital food portfolio with dated file names and subfolders for each task, restore an earlier version of a document they overwrote, and check every piece of evidence is present before a deadline.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, pages 35 and 36; Unit 2, Resources required for assessment, page 22
“IT, including devices or systems for learners to document, store, and present their work digitally”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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Photographing practical outcomes as evidence
Centres must have a camera or mobile device to document practical outcomes, and photographic evidence of plated food is a named Entry 3 task for presenting dishes. Learners take clear photographs of their prepared, cooked and presented food and of themselves working, which teachers use alongside observation records.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils take a photograph of their finished pizza toast on a plain plate in good light and crop it so the food fills the frame.
- Blwyddyn 8
- Pupils take a before, during and after set of photos of a practical, choose the clearest three and add a one line caption to each in a slide.
- Blwyddyn 9
- Pupils photograph a plated dish from two angles, compare which shows the garnish and portion best, and retake any blurred or badly lit photo before adding it to their evidence.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, Resources required for assessment, page 22; Unit 2, Examples of tasks LO2.5, page 32; Section 3.3, page 36
“a method of capturing visual evidence, such as a camera or mobile device”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
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Recording spoken and practical evidence on video or audio
The evidence types include video and audio recordings of learners performing a task, giving a presentation or taking part in a discussion, and a learner statement can be written or recorded. This suits Unit 2 service role plays and the short verbal reviews of practical performance suggested for Entry 3 learners.
DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a 30 second audio clip on a tablet saying what went well in their practical and save it with their name and the date.
- Blwyddyn 8
- Pupils film a partner greeting and seating a customer in a classroom café role play, then watch it back and note one thing to improve.
- Blwyddyn 9
- Pupils film a short service role play including taking an order, trim the clip in a simple video editor, and save it in the right folder for their portfolio.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.3, pages 35 and 36; Unit 2, Examples of tasks LO2.6 and LO2.7, page 33
“recordings of the learner performing a task, giving a presentation, or participating in a discussion”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Making simple information posters, guides and leaflets
Example tasks at Level 1 ask learners to create an information poster on types of outlets or food poisoning, a guide to safe use of kitchen equipment, a food storage guide and an information leaflet on water and fibre. Creative outputs, including digital media, are accepted as evidence, so these can be made with presentation or design software.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a one page hand washing poster in PowerPoint with numbered steps, a photo of each step and large clear text.
- Blwyddyn 8
- Pupils make a fridge storage guide in Publisher or Canva using a labelled diagram, choosing colours and fonts that a kitchen assistant could read quickly.
- Blwyddyn 9
- Pupils design a two sided leaflet on safe use of kitchen equipment for new Year 7 pupils, then explain why they chose its layout and images.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Examples of tasks LO1.1, LO1.2 and LO1.3, pages 18 and 19; Unit 2, Examples of tasks LO2.1, page 30; Section 3.3, page 35
“learners create a simple guide outlining safe use of common kitchen equipment”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
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Sequencing steps in a practical task
Learners put steps in order throughout the course: hand washing steps for Entry 1, preparation steps for efficiency at Level 1, and a flowchart linking workplace areas to job roles. Following the order of a recipe or safe working routine is the same idea as the order of instructions in an algorithm.
DCF: Datrys problemau a modelu
Paratoi disgyblion
- Blwyddyn 7
- Pupils drag jumbled picture cards for making a sandwich into the correct order on a slide and explain what goes wrong if washing hands comes last.
- Blwyddyn 8
- Pupils draw a flowchart in a diagram tool for making scones, including a decision box asking whether the oven is preheated.
- Blwyddyn 9
- Pupils write a timed sequence for a two dish practical in a table, follow it, then find and correct the step that was in the wrong place.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Examples of tasks LO1.1 and LO1.3, pages 18 and 19; Unit 2, Examples of tasks LO2.2, page 31
“time management task: sequencing preparation steps for efficiency.”
Cam cynnydd 3
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Rwy'n gallu creu a mireinio algorithmau a siartiau llif er mwyn datrys problemau, gan ddefnyddio nodweddion fel dolenni, gwerthoedd Boolean a fformiwlâu.
Cam cynnydd 4
Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.
Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.
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Reviewing outcomes and feedback to improve
In Unit 2 learners reflect on their preparation, cooking, presentation and customer service skills, explain what went well and suggest improvements. Level 1 example tasks include evaluating the visual appeal of the finished dish and reviewing feedback to set targets, which photographs and recordings of their own work make easier.
DCF: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at a photo of their own dish on the class board and tick what went well from a picture checklist.
- Blwyddyn 8
- Pupils add their dish photo to a shared slide, read one comment a classmate leaves on it and write one target for next time.
- Blwyddyn 9
- Pupils compare photos of the same dish from two lessons, use teacher and peer comments to explain what improved, and set a target for presentation.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 2, LO2.7 content, page 26; Unit 2, assessment criteria 2.7.1 and 2.7.2, page 29; Unit 2, Examples of tasks LO2.5 and LO2.7, pages 32 and 33
“reviewing feedback and setting targets for the next practical session.”
Cam cynnydd 3
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Presenting only their own work
Learners and teachers sign declarations that submitted work is the learner's own, group work must show each learner's individual contribution, and malpractice rules are explained before the course starts. This matters when learners use images or text from the internet in posters and guides.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils learn that copying a recipe card from a website and handing it in as their own is plagiarism, and add the website name under any copied picture.
- Blwyddyn 8
- Pupils make a food safety poster using only their own photos or images from a free to use library, and list where each image came from.
- Blwyddyn 9
- Pupils keep a short list of every website and image used in a guide, and in a group task record which parts each person made.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Section 3.5, page 37; Section 3.8, page 38
“Both learners and teachers must sign declarations confirming the authenticity of submitted work.”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Cam cynnydd 4
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Da gwybod
- All evidence goes to WJEC digitally: "All evidence must be submitted digitally." Paper work is "scanned, photographed or filmed" (Section 3.3, page 36).
- Unit 2 needs "IT, including devices or systems for learners to document, store, and present their work digitally" and "a method of capturing visual evidence, such as a camera or mobile device" (Unit 2, page 22). Unit 1 has "no specific requirements for assessment" (page 12).
- There is no examination. Both units are a "Portfolio of evidence" that is "Assessed in centre and moderated by WJEC" (Summary of assessment, page 5), and tasks are teacher-set, with example tasks that "are not mandatory" (page 9).
- Evidence can include "video/audio recordings" and "creative outputs" such as "digital media" (Section 3.3, pages 35 and 36), and every portfolio needs a completed "Learner Assessment Record" (page 36).
- Support can include "assistive technology" for Entry 1 learners (Section 3.4, page 36), and learners "must be supervised by a teacher while completing assessment activities" (Section 3.5, page 37). The specification gives no separate AI rules beyond WJEC malpractice guidance (Section 3.8, page 38).
- Appendix A maps Digital Competence Citizenship, Interacting and Collaborating, and Producing to "All sections" of both units, and Data and Computational Thinking to no sections (Appendix A, page 44).
Cysylltiadau â chymwysterau eraill
The Foundation leads directly into the WJEC VCSE Hospitality and Catering, which the specification names as a progression route. Both share safe and hygienic food preparation and cooking, food storage and contamination control, presenting dishes, customer service and reflecting on practical work. The VCSE steps these up: learners sit an on-screen multiple-choice food safety test, plan and cost dishes or events from an annual brief, keep temperature records and promote an event with digital media, where the Foundation asks only for photographed and digitally submitted portfolio evidence. The nutrition, Eatwell Guide and cooking skills content also links with GCSE Food and Nutrition, and the customer service work with the WJEC Skills for Work units named in the specification.
Ffynhonnell: WJEC Entry Level/Level 1 Foundation Hospitality and Catering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).