DCF Cymru Digital competence for Wales

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Foundation Retail and Customer Service

WJEC Foundation Retail and Customer Service is a two-year, 120 hour work-related qualification for learners aged 14 to 16 working at Entry Level or Level 1, with a clear route on to the VCSE in Retail and Customer Service. Both units are centre-marked portfolios: Unit 1 explores retail models, locations, customer service and jobs, and Unit 2 has learners plan, promote and run a small retail event. Digital work is light and mostly optional. Learners learn about online and omni-channel retail, digital payment and live chat, may produce a poster, social media advert, infographic or short video, and may use simple checklists, budgets and feedback forms. The one digital requirement is that every piece of evidence, including photographs and films of practical work, is submitted digitally.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
Next step up
VCSE Retail and Customer Service, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Introduction to the Retail and Customer Service Sector: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 9 hours (typically 7 to 9 hours), 36 guided learning hours, 48 points, teacher-set activities assessed in the centre and moderated by WJEC, available for moderation from summer 2028
  • Unit 2: Retail and Customer Service in Action: Centre marked non-examination assessment, portfolio of evidence, maximum assessment time 21 hours (typically 19 to 21 hours), 84 guided learning hours, 60 points, teacher-set activities around planning and running a retail-related event, assessed in the centre and moderated by WJEC, available for moderation from summer 2029

The digital skills in this qualification

  1. Understanding online and multi-channel retail

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

    In Unit 1 learners learn the four retail models, including online retailers with digital payment systems and online customer service such as live chat, email and chatbots, and omni-channel retailers that share customer data across platforms. At Level 1 they describe at least three features of all four models.

    DCF: Health and well-being, Communication, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils sort cards showing a corner shop, a supermarket website and a click-and-collect order into shop, online or both, and say one good point about each way of shopping.
    Year 8
    Pupils compare buying the same pair of trainers in a store and through an app, listing what personal details each asks for and how help is given, from a shop assistant to live chat.
    Year 9
    Pupils investigate a chain that sells in store, online and through an app, and explain how sharing customer data across those channels helps the shopper and what risks it brings.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.1, page 14; Unit 1, Assessment criteria 1.1.1 and 1.1.2, page 18

    “a retailer that sells through a website or mobile app”
    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.

    • I can identify the benefits and risks of giving personal information and device access to different software.

    Progression step 4

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

  2. Knowing the IT and digital skills retail jobs need

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

    In Unit 1 learners study retail job roles, including online and contact centre roles such as live chat agent and web content assistant and specialist roles such as social media manager. They describe the skills these jobs need, including IT and digital skills such as using tills, databases, websites and digital communication tools.

    DCF: Communication, Health and well-being, Data and information literacy

    Getting pupils ready

    Year 7
    Pupils watch a short clip of a shop till and a stock database in use and list the digital tasks a sales assistant does in one shift.
    Year 8
    Pupils match job titles such as live chat agent, stock controller and social media manager to the software and devices each one uses, and explain one task for each.
    Year 9
    Pupils write a short profile of a contact centre agent, describing the digital tools they use, from email and live chat to a customer database, and why accuracy with each matters.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.4, pages 15 and 16; Unit 1, Assessment criteria 1.4.1 and 1.4.2, page 19

    “using tills, databases, websites, or digital communication tools”
    Progression step 3

    • 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.

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

  3. Creating presentations, infographics and videos as evidence

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

    The example tasks for Unit 1 suggest Level 1 learners prepare a presentation on retail models, create a video walking through their features or produce an infographic on retail locations. These tasks are not mandatory, but the evidence list allows digital media, and they give learners a chance to combine text, images and video for an audience.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a three slide presentation about their favourite shop with a title, a photo and three bullet points, and present it to a partner.
    Year 8
    Pupils create a one page infographic comparing a high street, a retail park and an online shop using icons, short labels and a clear colour scheme.
    Year 9
    Pupils film and edit a one minute video tour of a school shop or classroom stall, adding captions that explain each feature, and say why they chose that layout.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Examples of tasks LO1.1 and LO1.2, pages 21 and 22; Section 3.3, page 40

    “create a video walking through the features of the different retail models”
    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 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 justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

  4. Using digital maps to investigate retail locations

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

    In Unit 1 learners study where retail businesses locate and the factors behind it, such as footfall, accessibility, competitors and demographics. The example tasks suggest touring locations using digital maps and, at Level 1, creating a map of the local area showing where businesses are.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils use an online map to find the supermarket nearest the school and save its location, then name one thing that makes it easy to get to.
    Year 8
    Pupils use street view to compare a town centre shop and a retail park store, noting parking, bus stops and nearby competitors.
    Year 9
    Pupils search an online map for every café within a mile of school, mark them on a shared map and explain which location probably gets the most footfall and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.2, pages 14 and 15; Unit 1, Examples of tasks LO1.2, pages 21 and 22

    “using digital maps or by foot, take learners to a retail business location”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • 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.

  5. Researching retail jobs and job adverts online

    Assessed: Taught, but not assessed

    Unit 1 suggests learners explore current job adverts to understand entry requirements, working hours and employer expectations, alongside learning about pay, shift work and staff benefits. This research supports LO1.5, where learners decide whether a chosen retail or customer service role suits them.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search a jobs website for a weekend shop assistant role and copy down the hours, the pay and one skill the employer asks for.
    Year 8
    Pupils compare two retail job adverts found online, one from a large chain and one from a local shop, and record the differences in a simple table.
    Year 9
    Pupils find three retail adverts using filters for location and hours, check each one comes from a genuine employer site, and say which job would suit them best and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Opportunities for integration of learning experiences, page 24; Unit 1, LO1.5, page 16

    “explore current job adverts to understand entry requirements, working hours and employer expectations”
    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.

    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. Designing promotional materials, including digital adverts

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

    In Unit 2 learners promote their retail event, choosing a method such as a poster or flyer or a digital advert such as an influencer post, social media advert or email campaign, which can be a script or storyboard. Every promotion must show the event name, date, time and location, and Level 1 learners must also use a clear structure, layout and branding that will attract customers.

    DCF: Creating digital content, Health and well-being, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils design a poster for a class bake sale in a word processor, including the name, date, time and place in a large clear font with one picture.
    Year 8
    Pupils storyboard a social media advert for a school stall in four frames, choosing an image, a short slogan and colours that match a simple logo they design.
    Year 9
    Pupils produce a branded flyer and a matching email advert for a school event, ask classmates for feedback on layout and clarity, and improve both before printing or sending.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.2, page 28; Unit 2, Assessment criteria 2.2.1 and 2.2.2, pages 31 and 32; Unit 2, Examples of tasks LO2.2, pages 34 and 35

    “digital adverts for example influencer post, social media advert”
    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 identify marketing elements designed to draw my attention.

    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.

  7. Planning the event with checklists, budgets and stock lists

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

    In Unit 2 learners plan a simple retail event, covering budgeting, pricing, timing, staffing and layout, then prepare by checking stock and equipment and creating checklists. Level 1 learners create and follow their own checklists before and after the event, and the planning, budget and stock lists can be kept as simple digital tables or spreadsheets.

    DCF: Sourcing, searching and planning digital content, Data and information literacy

    Getting pupils ready

    Year 7
    Pupils make a tick list in a table for setting up a classroom stall, with columns for task, person and done.
    Year 8
    Pupils build a spreadsheet budget for a bake sale, listing ingredient costs and using SUM to find the total cost.
    Year 9
    Pupils set up a stock and sales spreadsheet for a school stall that records items in, items sold and items left with formulae, and use it to say what to reorder.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.1 and LO2.3, pages 28 and 29; Unit 2, Assessment criteria 2.3.2 and 2.3.3, page 32

    “Planning considerations for a simple retail related event”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

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

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

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

  8. Gathering customer feedback with forms and surveys

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

    In Unit 2 learners review the success of their event using methods such as feedback forms, surveys, observations and asking customers directly, then explain strengths, weaknesses and improvements. A simple online form is one way to collect and sort this feedback, and Unit 1 also uses checklists and rating scales for self-reflection.

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

    Getting pupils ready

    Year 7
    Pupils answer a three question online quiz about a school trip and look at the class results shown as a chart.
    Year 8
    Pupils build a short online feedback form with a rating scale and one comment box for a class event, and share the link with another class.
    Year 9
    Pupils collect feedback on a school stall with an online form, export the responses to a spreadsheet, group the comments into themes and pick one change to make next time.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.6, page 30; Unit 2, Assessment criteria 2.6.1, page 33; Unit 1, LO1.5, page 17

    “Reviewing the success of the event using methods”
    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 invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    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.

    • I can perform analysis on simple data sets including grouping data as appropriate.

  9. Capturing and submitting evidence digitally

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

    All evidence for both units must be submitted digitally, so paper work and practical activity are scanned, photographed or filmed. Example tasks include learners taking photos of completed preparation tasks alongside their checklist, and the evidence list includes video and audio recordings and digital media.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils photograph a finished poster with a tablet, name the file clearly and save it into a class folder.
    Year 8
    Pupils keep a digital folder for a project, uploading photos, a scanned worksheet and a short audio reflection, each named by date and task.
    Year 9
    Pupils film a short role play of serving a customer, trim it, save it in the right format and upload it with their written evidence to the school's online platform.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, pages 40 and 41; Unit 2, Examples of tasks LO2.3, page 36

    “should be scanned, photographed or filmed so that a clear digital version can be submitted”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

Good to know

Links with other qualifications

This qualification leads directly to the WJEC VCSE in Retail and Customer Service, which the specification names as a progression route. Both cover retail technology and online customer service, promotional materials including digital adverts, and researching real retail businesses. The VCSE steps these up: its Unit 1 sector test can be taken on screen, its Unit 2 case study tasks ask learners to judge customer service data such as online reviews, live chat transcripts and response times, and its Unit 3 asks for a brand mood board, mock-up digital adverts and pitch slides rather than a single poster or advert. Promotion and branding work also links with GCSE Business.

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