LNF Cymru Literacy and numeracy for Wales

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GCSE Computer Science

Numeracy is heavy and specific: learners convert between denary, binary and hexadecimal, add in binary, work with base 2 storage units, calculate image, sound and compressed file sizes and routing costs, and reason with truth tables and DIV and MOD. Literacy centres on close reading of the Unit 2 scenario and requirements, precise technical vocabulary, short and extended judgement answers in Unit 1, and code annotation and test commentaries. The single biggest thing Key Stage 3 should build is fluent place value in base 2 and base 16, so that storage and file size calculations become routine.

First taught
September 2025
Amount of literacy work
Medium
Amount of numeracy work
High
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: Understanding Computer Science: Digital examination 1 hour 30 minutes, 50%, 80 marks
  • Unit 2: Computer Programming: On-screen examination based on a pre-released brief, 2 hours, 50%, 80 marks, set and marked by WJEC

Skills that use Collaborative talk

  1. Discussing the impact of computing and AI

    Assessed: Taught, but not assessed

    The specification expects discussion of the impact of the latest AI tools and collaborative teamwork, and Appendix A ticks speaking and listening for both units. These experiences are not directly assessed.

    Literacy: Collaborative talk, Questioning, Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils take roles such as parent, pupil and headteacher in a short group discussion on screen time rules, building on each other's points.
    Year 8
    Pupils pair program a Scratch task as driver and navigator, swapping every ten minutes and explaining each choice aloud using the correct terms.
    Year 9
    Pupils hold a structured class debate on whether AI should mark coursework, using evidence from two short articles and responding to the other side.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 27

    “engage in discussions about the potential impacts of the latest Artificial Intelligence (AI)”
    Progression step 3

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

    Progression step 4

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    Progression step 5

    • I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes.

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

Good to know

Links with other GCSEs

Place value, powers, ratio and percentage reduction are taught in Mathematics, so agreeing shared language (for example 'column value' and 'simplest form') with the Mathematics department in Years 7 to 9 will help pupils transfer these skills to binary and file size work.

Source: WJEC GCSE Computer Science specification, teaching from 2025, for award from 2027, Version 3, September 2025.