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 Sourcing, searching and planning digital content
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Researching sport and leisure jobs with online careers resources
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.
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Planning a simple session in a clear order
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.
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).