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
Skills that use Creating digital content
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Creating information about an activity for participants
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.
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Choosing communication methods, including video, to share information
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.
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Capturing photo and video evidence of practical work
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.
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Recording and presenting a reflection on their role
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.
Good to know
- Every portfolio is submitted digitally: "All evidence must be submitted digitally." Paper work and physical evidence "should be scanned, photographed or filmed" and the centre uploads it through IAMIS (Section 3.3, page 42).
- No software or equipment is required: both units state "There are no specific requirements for assessment." (Unit 1, page 12; Unit 2, page 26).
- Digital evidence is allowed but never required. The evidence types include "video/audio recordings" and creative outputs such as "digital media" alongside teacher observation and written tasks (Section 3.3, pages 41 and 42).
- Assessment is supervised: "Learners must be supervised by a teacher while completing assessment activities." (Section 3.5, page 43). The specification does not mention AI; malpractice follows the JCQ booklet and "Candidates must not take part in any unfair practice" (Section 3.8, page 45).
- Entry 1 learners can be supported with "use of symbols, or assistive technology" (Section 3.4, page 42).
- The online careers research and workplace visits are learning experiences only: "experiences will not be directly assessed" (Unit 1, page 24; Unit 2, page 40).
- Appendix A (page 50) maps Digital Competence Citizenship to LO1.4 and LO2.3, Interacting and collaborating to LO1.2, LO2.3 and LO2.5, Producing to LO2.4, and Data and computational thinking to LO2.1.
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).