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

Skills that use Evaluating and improving digital content

  1. 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.

  2. 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.

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).