DCF Cymru Digital competence for Wales

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VCSE Hospitality and Catering

VCSE Hospitality and Catering asks learners to sit Unit 2 as a 30 question multiple-choice test on screen, to submit every non-examination assessment digitally with photographs of practical outcomes, and, in the Unit 4 option, to choose and create digital and social media to promote a hospitality event. Written evidence may be handwritten and scanned, no software is named, and WJEC's own mapping links digital competence only to section 4.2.1, so most of the digital demand sits in whichever 70% unit a centre chooses. The single biggest thing KS3 should build is the routine of photographing, saving and organising practical work in clear digital files, alongside simple spreadsheets for temperature logs and costing.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Low
Specification
Open the specification
Step before
Foundation Hospitality and Catering, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Hospitality and Catering Industry: Mandatory external non-examination assessment 2 hours, 15%, 45 marks, set and marked by WJEC, tasks based on an assignment brief that changes annually
  • Unit 2: Food Safety, Hygiene, and Allergens: Mandatory digital examination 1 hour, 15%, 30 marks, 30 multiple-choice questions, on screen only via Surpass, auto-marked and graded pass or fail
  • Unit 3: Catering in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4
  • Unit 4: Hospitality in Action (option): Non-examination assessment 12 hours, 70%, 105 marks, set by WJEC, marked by the centre and moderated by WJEC; centres choose Unit 3 or Unit 4

The digital skills in this qualification

  1. Answering multiple-choice questions in an on-screen examination

    Assessed: In the exam

    Unit 2 is a one hour digital examination of 30 multiple-choice questions on food safety, hygiene and allergens, taken on screen only through WJEC's e-assessment platform under invigilated conditions and auto-marked. Learners need to read each question on screen, select and review answers, and manage their time in the test.

    DCF: Creating digital content, Health and well-being

    Getting pupils ready

    Year 7
    In a lesson on kitchen safety, pupils complete a ten question Microsoft Forms quiz on hand washing and the 4Cs, then look at their score and the correct answers on screen.
    Year 8
    Pupils take a timed 20 question on-screen quiz in Forms on the 14 allergens and safe food storage, noting any question they are unsure of and checking it again before they submit.
    Year 9
    Pupils sit a 30 question, 30 minute on-screen multiple-choice test on food safety under exam conditions, then use the results breakdown to pick two topics to revise.
    Show the specification wording and the DCF statements

    Where it is in the specification: Summary of assessment, page 5; Unit 2, Summary of assessment and Resources required for assessment, page 23; Section 3.2, page 53

    “The assessment will be available onscreen only, via Surpass.”
    Progression step 3

    • I can use keyboard commands such as shortcuts.

    • I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

    • 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.
    Progression step 5

    • I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

  2. Saving, organising and submitting NEA work as digital files

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

    All three non-examination assessments must be submitted digitally, either typed or as scanned handwritten work, and Unit 3 centres must give learners IT access to document, store and present their work digitally. Learners need to keep work organised across several supervised sessions and hand in complete, readable files.

    DCF: Storing and sharing, Creating digital content

    Getting pupils ready

    Year 7
    Pupils save a recipe worksheet in a Food folder in OneDrive with a clear file name (name, dish, date) and hand it in as a Teams assignment.
    Year 8
    Pupils scan a handwritten time plan with the Office Lens or Teams camera on an iPad, check it is straight and readable, and submit it as a PDF.
    Year 9
    Over three lessons pupils build one Word document for a practical task (dish choice, plan, photographs, evaluation), saving a new version each lesson and submitting it as a single PDF.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Resources required for assessment, page 35; Section 3.2, pages 53 and 54

    “The assessment must be submitted digitally, either as scanned handwritten responses or completed digitally.”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

  3. Photographing practical outcomes as assessment evidence

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

    Unit 3 centres must provide a camera or mobile device so that practical outcomes can be captured as visual evidence for marking and moderation. Learners need clear photographs that show presentation, portion control and garnishes, which they then place in their digital work.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    After each practical, pupils take one photograph of their dish on an iPad, on a clean plate against a plain background, and add it to their OneNote page.
    Year 8
    Pupils photograph a plated dish from three angles, choose the best one, crop it and write a caption that points out the garnish and portion size.
    Year 9
    Pupils photograph each stage of a dish (mise en place, cooking, final plate) and set the photographs out in Word with short notes on presentation and safety.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Resources required for assessment, page 35; Unit 3, Section 3.3.4, page 41

    “a method of capturing visual evidence, such as a camera or mobile device, to document practical outcomes for assessment purposes.”
    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 explain reasons for layout and content of my own work and the work of others.

    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.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  4. Choosing and creating digital and social media to promote an event

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

    In Unit 4 learners must tell print media apart from digital and social media, choose suitable media to promote their hospitality event, and be aware of the cost and environmental impact of each. Websites, email campaigns, podcasts, blogs, videos, Instagram, WhatsApp and YouTube are given as examples, and centres must provide computers, design software and internet access.

    DCF: Creating digital content, Communication, Health and well-being, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils design a bilingual poster in PowerPoint or Canva for a class bake sale, with a photograph, a clear title, and the date, time and prices.
    Year 8
    Pupils compare a printed flyer with the Instagram page of a local café, then make a mock social media post in PowerPoint for a school smoothie stall aimed at Year 7 pupils.
    Year 9
    Pupils plan the promotion of a school coffee morning, choosing between a printed leaflet, an email to parents and a short video, and justify their choice on cost, reach and environmental impact.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.2.1, page 46; Unit 4, Resources required for assessment, page 44; Appendix C, page 66

    “Learners should be able to choose suitable media to promote hospitality events such as:”
    Progression step 3

    • I can use software tools to enhance the outcomes for specific audiences.

    • 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 identify marketing elements designed to draw my attention.

    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 select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  5. Choosing the right form of written communication, including email and messaging

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

    Unit 1 asks learners to understand formal and informal workplace communication, with letters, text or WhatsApp messages, emails, leaflets and questionnaires listed as written communication. This is assessed in the Unit 1 externally set assignment, where learners apply it to a hospitality scenario.

    DCF: Communication, Online behaviour and online bullying, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils write a short, polite Outlook email to their teacher asking to change an ingredient because of an allergy, with a clear subject line.
    Year 8
    Pupils sort example messages from a hotel (a WhatsApp message to a colleague, an email to a guest, a leaflet) into formal and informal, and rewrite one for a different reader.
    Year 9
    Pupils reply by email to a mock customer complaint about a late room service order, using a formal tone, an apology and a clear next step, and attach a booking confirmation.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.2.2, page 20; Section 3.2, page 53

    “written communication, letter, text or WhatsApp message, email, leaflets, questionnaires.”
    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 exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    Progression step 5

    • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

  6. Sequencing a production plan and an event plan (computational thinking)

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

    Unit 3 learners produce and follow a production plan with an equipment list, ingredients, mise en place, quality points, sequencing and timings. Unit 4 learners create an event plan that sets out timings, the correct order of tasks, who handles each task, and contingency plans for problems such as equipment failure.

    DCF: Problem-solving and modelling, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils put jumbled step cards for making a fruit crumble into the right order on a digital whiteboard and mark which steps can happen at the same time.
    Year 8
    Pupils draw a flowchart in PowerPoint for cooking chicken goujons, with a decision box asking if the core temperature has reached 70°C for two minutes and a loop back if not.
    Year 9
    Pupils build a timed production plan for two dishes as an Excel table (time, task, equipment, quality point), then find and fix a deliberate error in a partner's plan before cooking.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 38; Unit 4, Section 4.2.3, page 47

    “sequencing: the required tasks and their correct order”
    Progression step 3

    • I can understand the importance of the order of statements within algorithms.

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can detect and correct errors in algorithms.

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

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

    • I can plan my digital work effectively and with increasing complexity.

  7. Recording temperatures with probes and monitoring systems

    Assessed: In the exam and in coursework (NEA)

    Unit 2 learners must know how temperature is measured with in-place devices, air temperature monitoring systems and electronic probe thermometers, how probes are calibrated, and how readings are recorded and out of range readings reported. Unit 3 learners then show correct storage and temperature control in their own practical work.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils use a digital probe thermometer to check the core temperature of reheated soup and record the reading, the time and their initials on a shared class log.
    Year 8
    Pupils record the classroom fridge temperature every lesson for a half term through a Microsoft Forms log, then look at the results in Excel to see whether it ever rose above 5°C.
    Year 9
    Pupils set up an Excel temperature log with conditional formatting that turns a cell red when a fridge reading is above 5°C or a hot-holding reading is below 63°C, and write the action staff should take.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.2, page 31; Unit 2, Section 2.1.2, page 27; Unit 3, Section 3.3.1, page 39

    “recording all routine and product sampling temperatures”
    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 spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    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.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  8. Costing dishes and budgeting for an event with a spreadsheet

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

    Unit 4 builds awareness of budgeting, and learners must consider the budget when planning a hospitality event alongside staffing, size of event and resources. Cost is also a stated factor in Unit 3 menu planning. No software is named, but a spreadsheet is the natural way to cost dishes and keep an event within budget.

    DCF: Data and information literacy, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils type the prices of the ingredients for a batch of Welsh cakes into Excel and use SUM to find the total cost.
    Year 8
    Pupils build a recipe costing sheet that divides the total cost by the number of portions, and compare the cost per portion of two versions of a pasta dish.
    Year 9
    Pupils model a school breakfast event budget in Excel, with formulae linking guest numbers to food costs and ticket income, and test what happens if 20 fewer guests come.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Overview, page 43; Unit 4, Section 4.2.1, page 46; Unit 3, Section 3.2.1, page 38

    “awareness of sustainability, budgeting, and Welsh cultural considerations in hospitality events”
    Progression step 3

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

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

    Progression step 4

    • I can create a simple model or self-contained algorithm.

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

    Progression step 5

    • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  9. Collecting and summarising customer feedback

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

    In Unit 4 learners review whether their hospitality event met customer needs and expectations and must use customer feedback to set out improvements for future events. Unit 1 lists questionnaires as a form of written workplace communication. A digital form is not required, but it is a quick way to collect and summarise feedback.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils make a three question Microsoft Forms feedback survey with star ratings for a class smoothie tasting and share it with a QR code.
    Year 8
    Pupils collect feedback on a class bake sale through Forms, open the results in Excel and make a bar chart of the most and least popular products.
    Year 9
    Pupils design a feedback questionnaire for a parents' evening refreshment stall with rating and open questions, summarise the results in Excel and write three improvements backed by the data.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.4.1, page 50; Unit 1, Section 1.2.2, page 20

    “address areas for improvement for future hospitality events using customer feedback.”
    Progression step 3

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

    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.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  10. Learning from online cooking demonstrations

    Assessed: Taught, but not assessed

    Unit 3 suggests cooking tutorials and practical demonstrations from teachers or professional chefs, either in person or online, as a world of work learning experience. These experiences are not directly assessed.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils watch a short teacher-chosen video of a chef making Welsh cakes and list the equipment and three tips before making them in class.
    Year 8
    Pupils compare two online videos of the same knife skill, such as dicing an onion, and decide which is safer and clearer, giving reasons.
    Year 9
    Pupils find a video demonstration of a new technique from a reliable source such as a further education college or a professional chef, check who made it, and note the key steps for their own practical.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Opportunities for integration of learning experiences relating to the world of work, page 42

    “practical demonstrations from teachers or professional chefs, either in person or online”
    Progression step 3

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

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

    Progression step 4

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

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

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

Good to know

Links with other qualifications

Digital NEA submission, photographing practical outcomes, temperature records and timed production plans match the demand in GCSE Food and Nutrition, and the Unit 4 event promotion, budgeting and customer feedback overlap with GCSE Business, so a shared KS3 routine of Forms, Excel and photo evidence would serve all three.

Source: WJEC Level 1/Level 2 VCSE Hospitality and Catering specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).