DCF Cymru Digital competence for Wales

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Skills for Life: Practical Gardening

Practical gardening is a 20 hour Skills for Life unit in which learners get to know plants, flowers and vegetables, prepare soil or containers, plant and care for them, and use sustainable and safe methods, indoors or outdoors. Level 2 learners plan independently, explain their choices and analyse plant health. It is one unit learners combine with others into a Skills for Life Award, Certificate or Diploma. Digital demand is low because the work is hands on. Digital work sits in recording plant growth with photos, logs or digital growth charts, planning a planting layout, using online growing guides and optional digital portfolios or slideshows.

Awarding body
WJEC
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of digital work
Low
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (know about different types of plants, flowers and vegetables, plant and grow them, care for and maintain plants, know about sustainable gardening and work safely), with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Four learning outcomes (understand the characteristics and growing requirements of plants, plan and carry out planting activities, care for and maintain plants to support healthy growth, understand sustainable gardening practices and work safely), with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.

The digital skills in this qualification

  1. Recording plant growth with photos and digital logs

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

    Level 1 learners must monitor growth and record observations of plant growth or issues, and Level 2 learners analyse plant health. The pack suggests keeping these records as photos, simple logs or digital growth charts, so recording is required but the digital form is the learner's choice.

    DCF: Data and information literacy, Creating digital content

    Getting pupils ready

    Year 7
    Pupils photograph a bean seedling each week on a tablet and add the photos in date order to a slide with one observation each.
    Year 8
    Pupils type weekly heights of three seedlings into an Excel table and make a line chart that shows which grew fastest.
    Year 9
    Pupils set up a spreadsheet log with height, leaf colour and problems spotted for plants in different light, chart the results and say which conditions worked best.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; Unit overview, page 4; suggested activities for Level 1 and 2 learners, page 10

    “Monitor plant development through simple logs or digital records, identifying issues such as pests or poor growth”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • 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 create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

  2. Planning planting tasks and layouts

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

    Level 1 learners plan and carry out planting following guidance and Level 2 learners plan independently and explain their choices. The amplification covers what to plant, where and when, and a suggested activity is to plan or design a small garden area with rotation. Planning is required, but a digital plan is optional.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils drag pictures of seeds, pots and compost into the right order on a slide to show the steps for sowing seeds.
    Year 8
    Pupils draw a simple planter layout using shapes in PowerPoint, labelling what goes where and the month to sow it.
    Year 9
    Pupils make a digital plan of a small bed with a planting calendar table and a note on how they would rotate the crops next year.
    Show the specification wording and the DCF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of learning outcome 2, page 8; suggested activities, page 9

    “Planning planting tasks (what to plant, where and when)”
    Progression step 3

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

    Progression step 4

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

  3. Using growing guides and online gardening resources

    Assessed: Taught, but not assessed

    For Levels 1 and 2 the amplification includes interpreting growing guides, plant labels or resources, which supports describing and comparing growing requirements. The pack points to websites such as the RHS Campaign for School Gardening and the National Botanic Garden of Wales. Searching online is suggested, not required.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search the RHS school gardening site with a given keyword and note when to sow lettuce.
    Year 8
    Pupils search for the light and water needs of two plants, record where they found each fact and check the two sources agree.
    Year 9
    Pupils compare growing advice for tomatoes from a seed company site, a forum and the RHS, and decide which source to trust and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Delivery guidance, amplification of learning outcome 1, page 8; resources available to support delivery, pages 11 and 12

    “Interpreting basic growing guides, plant labels or resources”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

  4. Compiling a digital portfolio of gardening work

    Assessed: Taught, but not assessed

    Possible evidence includes digital portfolios or slideshows that bring together images, notes and reflections, and video clips of learners doing tasks or explaining what they have done. This is one optional way to present evidence at any level.

    DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils save their garden photos into a named folder and add three of them to a slide with captions.
    Year 8
    Pupils build a short slideshow of their planting project with photos, labels and one sentence of reflection per slide.
    Year 9
    Pupils film a one minute clip explaining how they care for their plants, add it to a slideshow portfolio and improve it after a partner's feedback.
    Show the specification wording and the DCF statements

    Where it is in the specification: Delivery guidance, sources of evidence, page 10

    “Digital portfolios or slideshows compiling images, notes and reflections from the gardening tasks”
    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 manage files and folders locally or online, e.g. move files to a folder.

    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 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 pack names Community participation, Looking after others, Healthy lifestyle, Home management and maintenance, Mental health and wellbeing, Skills in the natural environment, Sustainability in action and Teamwork as units to deliver alongside Practical gardening. GCSE The Sciences and GCSE Integrated Science share plant structures, what plants need to grow and pollination, and the pack names AS and A level Biology as a later link. GCSE Geography shares sustainability and local environments, and GCSE Food and Nutrition shares growing vegetables and seasonal food.

Source: WJEC Practical gardening unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).