DCF Cymru Digital competence for Wales

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Foundation Sport and Leisure

WJEC Entry Level/Level 1 Foundation Sport and Leisure is a practical two-unit qualification for learners aged 14 to 16 working at Entry Level, with a Level 1 Pass as the top grade. Unit 1 introduces the sector, participant needs, safety, inclusion and job roles, and Unit 2 has learners plan, set up, support and review a real sport or leisure activity. Both units are teacher-set portfolios marked in the centre. Digital work is light and mostly a choice of method: creating information and short videos for participants in LO2.3, capturing photographs and video of practical work, recording reflections, and submitting every portfolio digitally. Careers research with online Welsh resources is suggested in Unit 1 but is not assessed.

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 Sport and Leisure, Level 1 and Level 2
How this qualification is assessed
  • Unit 1: Introduction to the Sport and Leisure Sector: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 7 hours (typically 5 to 7 hours), 52 of the 128 qualification points, assessed in the centre and moderated by WJEC, 36 guided learning hours, first moderated in summer 2028
  • Unit 2: Sport and Leisure in Action: Centre marked non-examination assessment, a portfolio of evidence from teacher-set tasks, maximum assessment time 17 hours (typically 14 to 17 hours), 76 of the 128 qualification points, assessed in the centre and moderated by WJEC, 84 guided learning hours, first moderated in summer 2029

The digital skills in this qualification

  1. Researching sport and leisure jobs with online careers resources

    Assessed: Taught, but not assessed

    Unit 1 suggests learners explore career opportunities using industry resources such as Working Wales, Future Jobs Wales and Careers in 360, and an Entry 2 example task has learners watch a short clip and identify one role and one skill. These experiences are not directly assessed, but they feed the job profile learners produce for LO1.5.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils use the Working Wales website to find two jobs in a local leisure centre and bookmark the pages in a class folder.
    Year 8
    Pupils watch a short careers video about a sports coach, then search with chosen keywords to find the qualifications the role needs, noting the website for each fact.
    Year 9
    Pupils compare two sport and leisure jobs using information from two different careers websites and write a short job profile in a shared document, listing the sites they used.
    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 example tasks, pages 23 and 24

    “explore the various career opportunities within the sport and leisure sector by using industry generated resources”
    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.

  2. Planning a simple session in a clear order

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

    Learners plan a simple sport or leisure activity, identifying its purpose, target participants and intended outcomes, then choose the setting, time, space, equipment and safety checks. Appendix A maps Data and computational thinking to LO2.1, and a session plan works like a short sequence of ordered steps, though the specification does not require the plan to be digital.

    DCF: Sourcing, searching and planning digital content, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils put cards for a ten minute warm up in the right order, from pulse raiser to stretches to skill drill, then type the steps as a numbered list.
    Year 8
    Pupils fill in a session plan template on a laptop for a small group game, with the purpose, who it is for, equipment and timings set out in a table.
    Year 9
    Pupils plan a 20 minute session for a younger class using a digital template, sequence every step from set-up to pack away, and swap with a partner to spot any missing step.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.1, pages 27 and 28; Unit 2, assessment criteria 2.1.1 to 2.1.4, page 32; Appendix A, page 50

    “selecting an appropriate activity for the intended participant, considering:”
    Progression step 3

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

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

    Progression step 4

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

  3. Creating information about an activity for participants

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

    Learners create and present information about an activity or attraction, for example a session at a local leisure centre, covering details such as name, location, date and time, who it is for, equipment, attire and safety instructions. The specification lists posters, drawings, diagrams and written information, so the product can be made on paper or with software; at Level 1 it must be clear, structured and suitable for the intended audience.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a poster in a publishing or slides app for a lunchtime club, giving the name, place, day and time with one suitable picture.
    Year 8
    Pupils design a flyer for a Year 6 taster session that says who it is for, what to wear and what to bring, choosing fonts and images that are easy to read.
    Year 9
    Pupils produce a one page information sheet or short slide set for a real local leisure centre activity, then explain why their layout, images and wording suit the audience.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.3, page 29; Unit 2, assessment criteria 2.3.1 and 2.3.2, page 33; Unit 2, LO2.3 example tasks, page 38

    “learners present information in a clear, structured, and audience-appropriate format with suitable visuals”
    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. Choosing communication methods, including video, to share information

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

    The methods of communication in LO2.3 include verbal explanation, visual materials, written information and the use of technology, such as videos of techniques or expectations. Learners use at least one method at Entry 2 and, at Level 1, show effective use of suitable methods to support audience understanding.

    DCF: Communication, Creating digital content

    Getting pupils ready

    Year 7
    Pupils film a partner demonstrating a chest pass on a tablet and play it back to the class to show the correct technique.
    Year 8
    Pupils record a 30 second video showing the safety rules for the fitness suite, adding short text captions to each rule.
    Year 9
    Pupils decide whether a poster, a spoken briefing or a short edited video would best explain a new game to a younger group, make it, and say why they chose that method.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.3, page 29; Unit 2, assessment criterion 2.3.2, page 33

    “use of technology to offer information (for example, videos of techniques or expectations)”
    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 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.
    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. Using respectful, inclusive language and images

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

    In LO1.4 learners learn that inclusion means everyone has equal access and support, and that inclusive environments use respectful language and suitable, adaptable activities. Appendix A maps Digital Competence Citizenship to LO1.4 and LO2.3, so the information learners create should use respectful wording and images that show a range of participants; the specification itself does not mention online behaviour.

    DCF: Online behaviour and online bullying, Health and well-being

    Getting pupils ready

    Year 7
    Pupils look at the photos on a local sports club website and discuss who is shown taking part and who is missing.
    Year 8
    Pupils pick out unkind or excluding language in made-up online comments about a girls' football team and rewrite them respectfully.
    Year 9
    Pupils check a set of sports adverts for stereotypes about gender, age or disability, then choose images and wording for their own activity poster that include everyone.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, LO1.4, pages 15 and 16; Unit 1, LO1.4 example tasks, page 23; Appendix A, page 50

    “everyone, regardless of ability, background, gender, age or confidence level has equal access and support to take part fully”
    Progression step 3

    • I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.

    Progression step 4

    • I can identify stereotypes and their impact in a range of media.

  6. Capturing photo and video evidence of practical work

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

    Much of Unit 2 is practical, such as setting up, assisting delivery and packing away, so evidence often comes from teacher observation, photographs and video or audio recordings. Photographs need context, and recordings can show a learner performing a task, giving a presentation or taking part in a discussion, which also means thinking about who else appears in an image.

    DCF: Creating digital content, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils take three photos of their group setting up a circuit and add a one line caption to each saying what is happening.
    Year 8
    Pupils film a partner leading a warm up, trim the clip to the key part and check who appears in it before saving it.
    Year 9
    Pupils plan which photos and short clips will prove each step of a session they help to run, capture them without showing other pupils' faces where it is not needed, and caption each one.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, Evidence requirements, pages 41 and 42

    “images showing the learner's work or participation in an activity, with context provided”
    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 think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

  7. Recording and presenting a reflection on their role

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

    In LO2.5 learners present their role and responsibilities, what went well, areas for improvement and personal targets, and consider feedback from staff or peers. Evidence can be a written or recorded learner statement, a presentation or peer and self assessment, and Appendix A maps Interacting and collaborating to LO2.5.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils record a short audio clip saying one thing they did well in a PE lesson and one thing to work on.
    Year 8
    Pupils make three slides about their role as a helper at sports day, add a comment from a teacher or peer, and set one target.
    Year 9
    Pupils make a short reflective video or slide presentation on leading part of a lesson, invite comments from a partner in a shared document, and improve their targets using that feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, LO2.5, pages 30 and 31; Unit 2, assessment criteria 2.5.1 to 2.5.4, pages 34 and 35; Section 3.3, page 42; Appendix A, page 50

    “a written or recorded account by the learner reflecting on what they did and what they learned”
    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 invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

  8. Organising and submitting portfolio evidence digitally

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

    Each unit's evidence is compiled into a portfolio with a Learner Assessment Record that shows where each piece of evidence is located. All evidence must be submitted digitally, so paper work and physical evidence are scanned, photographed or filmed; the centre uploads it through WJEC's IAMIS system, but learners benefit from naming and filing their own evidence clearly.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save their PE project work into a named folder in the school's cloud storage, using the date and task in each file name.
    Year 8
    Pupils photograph a paper worksheet with a tablet, upload it to their class folder and move it into the right subfolder.
    Year 9
    Pupils build a portfolio folder for a sports leadership task, with subfolders for planning, photos and reflection, and use version history to restore an earlier draft.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, Evidence requirements, pages 41 and 42

    “these 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

The specification names the WJEC VCSE Sport and Leisure as the next step from a Level 1 Pass. Both cover participant needs, inclusion, safety, job roles in Wales and planning and supporting sessions, and the Foundation's Unit 2 work leads into the VCSE's leadership and coaching unit. The VCSE steps up the digital work: a sector test that can be taken on screen, collecting participation and fitness data and charting it, filming performance or coaching for video analysis, and researching with referenced sources. The Foundation's simple information sheets, technique videos, photo evidence and digital portfolio are the base for that. The safety, inclusion and session leading work also links with GCSE Physical Education and Health.

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