DCF Cymru Digital competence for Wales

← All qualifications

Foundation Mathematics and Numeracy

WJEC Entry Level/Level 1 Foundation Mathematics and Numeracy is a two year, 120 guided learning hour course for learners aged 14 to 16, graded from Entry 1 Pass to Level 1 Pass and designed as a broad basis for progression onto GCSE Mathematics and Numeracy. It has three units: a finance portfolio, two non-calculator topic tests and two practical tasks on data handling and measures. Digital demand is low. No software is named, and Appendix A maps Digital Competence only to Unit 3, where learners collect, check, sort, present and analyse data for a real-world investigation. Calculators are allowed in Units 1 and 3, and centres can run the Unit 2 topic tests on screen. Key Stage 3 should build confident spreadsheet use for recording, charting and averaging small data sets, alongside careful calculator use.

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: Mathematics and Finance in Everyday Life: Portfolio (non-examination assessment) of six WJEC set tasks, 3 hours (6 x 30 minutes), 40%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC, calculator allowed, foundation tier (Entry 1 to Entry 3) and higher tier (Entry 3 to Level 1) task sets
  • Unit 2: Non-calculator Mathematics: Two topic tests, Test A Number and Probability and Test B Algebra and Geometry, 2 x 30 minutes, 30%, 40 marks (20 per test), set and marked by WJEC, on screen or on paper within a four week window, calculator not allowed, foundation and higher tiers
  • Unit 3: Data Handling and Measures: Practical assessment (non-examination assessment) of two tasks, Data handling and Measures, up to 2 hours each, 30%, 40 marks, set by WJEC, marked by the centre and moderated by WJEC, calculator allowed, not tiered

The digital skills in this qualification

  1. Collecting, recording and checking data for an investigation

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

    In the Unit 3 data handling task learners choose a method of collecting data, explain their choice, then collect and record discrete data in an organised way such as a table or tally chart. They must check the data and correct errors, and understand that errors in recording affect results.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils count the vehicles passing the school gate in ten minutes with a paper tally chart, then type the totals into a prepared spreadsheet table.
    Year 8
    Pupils build a short online form to collect classmates' travel times to school and check the response sheet for impossible or mistyped entries before using it.
    Year 9
    Pupils plan a small investigation, choose between an online form and direct observation, explain the choice, then collect the data in a spreadsheet and correct any errors they find.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1, page 33; Appendix B, Section 3.1.1, page 47

    “select an appropriate method to collect data for an investigation and explain their choice”
    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.

  2. Sorting and grouping data

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

    Learners sort and classify items using Venn and Carroll diagrams, complete two-way tables and, at Level 1, tally grouped discrete data in classes such as 0 to 9 and 10 to 19. They must sort or group data in an appropriate way for the Unit 3 investigation.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils sort a set of 2D shape cards into a Carroll diagram by number of sides and right angles, then recreate it as a table in a spreadsheet.
    Year 8
    Pupils use a spreadsheet filter and sort to split survey responses by year group and by yes or no answers, then copy the counts into a two-way table.
    Year 9
    Pupils group a spreadsheet of 40 test scores into equal classes such as 0 to 9 and 10 to 19, count each class with a formula and check that the class totals add up to 40.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.1, page 33; Appendix B, Sections 3.1.1 and 3.1.2, pages 47 and 48

    “sort or group data in an appropriate way”
    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.

  3. Presenting data in charts and graphs with correct labels and scales

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

    Learners select an appropriate way to organise and present data, from pictograms and bar charts to line graphs and, at Level 1, pie charts and bar charts of grouped data. They must use correct labels, scales, intervals and titles, and know how these choices affect the way data is read.

    DCF: Data and information literacy, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils turn a class tally of favourite fruits into a bar chart in a spreadsheet and add a title and labels to both axes.
    Year 8
    Pupils make a line graph of a week's temperatures in a spreadsheet, change the axis scale and interval, and compare how the starting value changes the look of the graph.
    Year 9
    Pupils chart the same survey data as a bar chart and a pie chart, then write two sentences justifying which one shows the result more clearly and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2, page 33; Appendix B, Section 3.2.1, page 48

    “select an appropriate way to organise and present data”
    Progression step 3

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

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

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

  4. Analysing data with averages and comparisons

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

    Learners identify features of data, find the mode, median, mean and range, compare two sets of data and spot simple trends on line graphs. They then form a conclusion following their Unit 3 investigation.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter ten reaction times into a spreadsheet and use MAX, MIN and AVERAGE to find the longest, shortest and mean times.
    Year 8
    Pupils compare the mean and range of two classes' spelling scores using spreadsheet formulae and say which class did better and which was more consistent.
    Year 9
    Pupils analyse a month of daily rainfall data in a spreadsheet, find the mean, median and range, plot a line graph and write a conclusion about the trend.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.3, page 33; Appendix B, Section 3.3.1, page 49

    “make comparisons and identify patterns in data”
    Progression step 3

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    • 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.

    • I can analyse large data sets and identify trends where appropriate.

  5. Using a calculator and other digital tools to solve problems

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

    An aim of the qualification is that learners use digital technology, including calculators, to help solve mathematical problems. Calculators are allowed in the Unit 1 portfolio and the Unit 3 practical tasks, so learners must key in calculations in the right order and spot an answer that does not make sense.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils use a calculator to total a shopping list in pounds and pence and check each answer by rounding the prices to the nearest pound.
    Year 8
    Pupils key in two step money problems on a calculator in different orders, see which order gives the right answer and explain why the order of keys matters.
    Year 9
    Pupils are given a set of calculator answers to money and measures problems containing typical keying errors, such as £450 for £4.50, and find and correct each one.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 1.1 Aims, page 7; Summary of assessment, pages 5 and 6; Section 3.2, pages 36 and 37

    “use digital technology, including calculators, to help solve mathematical problems”
    Progression step 3

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

    Progression step 4

    • I can detect and correct errors in algorithms.

  6. Modelling a simple budget

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

    At Level 1 the Unit 1 portfolio asks learners to apply problem-solving strategies to simple financial scenarios such as budgeting, planning shopping and comparing bills. No software is required and Appendix A does not map Unit 1 to Digital Competence, but a simple spreadsheet budget is the natural digital route to this skill.

    DCF: Data and information literacy, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils list the cost of items for a class party in a spreadsheet and use SUM to check that the total stays under £30.
    Year 8
    Pupils build a weekly pocket money budget in a spreadsheet with income, spending and a formula for money left, then change one cost to see the effect.
    Year 9
    Pupils model a month of household bills in a spreadsheet, compare two phone contracts with formulae and recommend the cheaper one for a given budget.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.2.2, pages 15 and 16; Appendix A, page 45

    “apply problem-solving strategies to simple financial scenarios, including budgeting, planning shopping, comparing bills”
    Progression step 3

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

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

  7. Following rules in function machines and sequences

    Assessed: In the exam

    In the Unit 2 Algebra and Geometry topic test learners calculate outputs and inputs from one and two step function machines, substitute into simple formulae and continue sequences, describing the rule in words. These are step by step input, process and output rules, though the test itself is not about computing.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils work through paper function machines such as add 4 then multiply by 2, and swap the two steps to see whether the output changes.
    Year 8
    Pupils build a two step function machine in a spreadsheet, with input in one cell and formulae for each step, and work backwards to find the input for a given output.
    Year 9
    Pupils write a short block code program that prints the first ten terms of a sequence such as 3, 7, 11, then explain which part of the code is the rule and which part repeats it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.4.1 and 2.4.3, pages 28 and 29

    “calculate an output from a two-step function machine”
    Progression step 3

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

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.

Good to know

Links with other qualifications

The qualification "provides a broad basis for progression onto GCSE Mathematics and Numeracy" (page 8), and its structure mirrors the GCSE: a finance unit, a non-calculator unit and data handling and measures. The GCSE asks for the same data skills at a higher level, through the full statistical problem solving process, scatter diagrams and grouped data, but tests them on paper only, so spreadsheet habits built for the Foundation Unit 3 investigation carry straight over. Data collection and charts also support The Sciences and Humanities fieldwork, and budgeting links with GCSE Business.

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