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
Skills that use Problem-solving and modelling
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Using a calculator and other digital tools to solve problems
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.
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Modelling a simple budget
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.
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Following rules in function machines and sequences
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
- The Unit 2 topic tests can be taken on screen: "Centres will have the choice to complete these tests on-screen or on paper." (Section 3.2, page 36), with separate on-screen and paper-based entry codes (Section 5.1, page 41).
- Calculators are allowed in Units 1 and 3 but not in Unit 2: "A calculator will not be allowed in this assessment." (Summary of assessment, page 5).
- No software is named anywhere in the specification. The only digital aim is to "use digital technology, including calculators, to help solve mathematical problems." (Section 1.1, page 7).
- Appendix A (page 45) maps Digital Competence Producing and Data and Computational Thinking to Unit 3 only. Citizenship and Interacting and Collaborating are not mapped to any unit.
- The Unit 3 time is stated two ways: "two practical assessments, totalling two hours" (page 6) and "totalling up to four hours" (Section 3.2, page 37), with up to 2 hours for each task. Check the Assessment Pack.
- Units 1 and 3 are centre marked NEA under the JCQ Instructions for Conducting Non-Examination Assessments (Vocational and Technical Qualifications), and "Teachers may clarify task requirements but must not provide feedback on the evidence being produced." (Section 3.3, page 37). The specification does not mention AI.
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).