Foundation Travel and Tourism
WJEC Foundation Travel and Tourism is a two unit portfolio qualification for learners in Years 10 and 11 working at Entry Level or Level 1, with the VCSE Travel and Tourism as a natural next step. Unit 1 explores the travel and tourism industry in Wales and Unit 2 has learners research, design, present and review a new tourist attraction. Nothing requires a computer, so digital work is mostly the teacher's choice. It sits most naturally in Unit 2: researching attractions on sites such as Visit Wales and Tripadvisor, running a survey and charting the results, and making slides or pitch materials. Unit 1 also asks Level 1 learners to explain how technology such as virtual tours, e-tickets and travel apps can make tourism easier and more sustainable.
- 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 Travel and Tourism, Level 1 and Level 2
How this qualification is assessed
- Unit 1: Exploring travel and tourism in Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 12 hours (typically 9 to 12 hours), 48 points (48 of the 116 qualification points), 48 guided learning hours, assessed in centre and moderated by WJEC; taught first and available from summer 2028
- Unit 2: Designing a tourist attraction for Wales: Centre marked non-examination assessment, a portfolio of evidence from teacher-set activities, maximum assessment time 18 hours (typically 14 to 18 hours), 68 points (68 of the 116 qualification points), 72 guided learning hours, assessed in centre and moderated by WJEC; available from summer 2029
Skills that use Identity, image and reputation
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Judging online reviews and how far to trust them
In the Unit 2 work on visitors and their needs, learners look at reviews on sites such as TripAdvisor or Visit Wales to see how a named attraction meets visitor needs. This asks them to think about who wrote the information and how reliable it is, and Appendix A maps Digital Competence Citizenship to LO2.1 and LO2.2.
DCF: Identity, image and reputation, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils read five short online reviews of a local leisure centre, printed by the teacher, and sort them into facts and opinions.
- Year 8
- Pupils read real reviews of a Welsh attraction and decide which are most useful to a family with a pushchair, giving a reason for each choice.
- Year 9
- Pupils compare star ratings and comments on two review sites for the same attraction, look for signs that a review may be fake or out of date, and write a short judgement on how far to trust them.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 2, LO2.1, page 29; assessment criterion 2.1.3, page 32; example tasks, page 36; Appendix A, page 50
“reviews: learners look at reviews (such as TripAdvisor or Visit Wales)”
Progression step 3
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
I can begin to reference sources used in my work, and consider if content is reliable.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Understanding how technology makes tourism easier and more sustainable
Unit 1 content on ideas for the future of tourism in Wales includes technology such as virtual tours, e-tickets, QR codes, travel apps and the potential use of AI in the industry. At Level 1 learners explain how technology can make tourism easier and more sustainable as part of criterion 1.4.3, and the Level 1 infographic task includes technology use.
DCF: Health and well-being, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils scan a QR code on a museum leaflet or classroom display and talk about how it helps a visitor compared with a printed sign.
- Year 8
- Pupils try a virtual tour of a Welsh castle or museum and list who it helps, such as people who cannot travel, and what it cannot replace.
- Year 9
- Pupils compare a paper ticket with an e-ticket in a travel app, listing benefits for visitors and the environment and risks such as a flat phone, in-app charges or sharing location data.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1, LO1.4, page 16; assessment criterion 1.4.3, page 20; example tasks, page 24
“technology to make tourism easier and sustainable”
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 identify the benefits and risks of mobile devices broadcasting the location of the user/device.
Progression step 4
I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.
Good to know
- Every piece of evidence goes in digitally: "All evidence must be submitted digitally." Paper work and physical evidence "should be scanned, photographed or filmed so that a clear digital version can be submitted" (Section 3.3, page 42).
- No equipment or software is required: both units state "There are no specific requirements for assessment." (pages 13 and 28).
- There are no tests, on screen or on paper. The qualification "is assessed through a portfolio of evidence that is internally assessed" and moderated by WJEC (Section 3, page 41).
- Teachers choose the tasks, so whether work is digital is the centre's choice: "Teachers have the flexibility to design assessment tasks and activities that best meet the needs of their learners." (Section 3.1, page 41).
- Digital products count as evidence. The list includes "artwork, models, digital media, or other creative products" and video or audio recordings of a learner "giving a presentation" (Section 3.3, page 42).
- Entry 1 learners may use technology for support: "verbal, visual and practical assistance, use of symbols, or assistive technology" (Section 3.4, page 43).
- The specification gives no rules on learners using AI. AI appears only as content, "the potential for the use of AI in the industry" (Unit 1, page 16), and the general malpractice rule applies: "Candidates must not take part in any unfair practice" (Section 3.8, page 45).
- Appendix A (page 50) maps Digital Competence: Citizenship to LO1.3, LO1.4, LO2.1 and LO2.2; Interacting and collaborating to LO1.2 to LO1.5 and LO2.1 to LO2.5; Producing to LO1.3, LO1.4 and "LO2.2 to LO2.6"; and Data and computational thinking to LO1.4, LO2.1 and LO2.2.
Links with other qualifications
The Foundation course is a stepping stone to VCSE Travel and Tourism and shares four of its digital skills. Researching attractions on sites such as Visit Wales becomes, in the VCSE, researching a destination for a fact file and judging and referencing sources with AI not allowed. The Foundation survey and charted results become a VCSE feedback tool whose responses are collated and used to improve a trip. Foundation slides, posters and pitch materials become VCSE marketing materials such as social media posts and leaflets aimed at a set visitor group, and knowing how virtual tours, e-tickets and travel apps help tourism grows into the VCSE Unit 1 sector test on booking, airport and accommodation technology. Maps, places and the impacts of tourism also link with GCSE Geography.
Source: WJEC Entry Level/Level 1 Foundation Travel and Tourism specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).