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The literacy and numeracy skills in this GCSE

1. Building spreadsheet formulas and functions

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

   Learners must use spreadsheet formulas at three levels, from basic arithmetic, SUM, AVERAGE, COUNT, MAX, MIN and IF, through nested IFs, VLOOKUP, COUNTIF and SUMIF, to INDEX, MATCH, FILTER and UNIQUE. They must choose the right calculation for the question and check that the output is sensible.

   Numeracy: Calculation, Strategic competence, Fluency, Conceptual understanding, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils total the costs of a class trip to Dare Valley Country Park in a spreadsheet, once with a calculator and once with =SUM, and explain why both answers match.

   Year 8

   Pupils use AVERAGE, MAX, MIN and COUNT on a table of their own typing test scores, then write the formula they used beside each answer.

   Year 9

   Pupils use IF and COUNTIF to flag and count school club members who have paid, and check one result by hand before trusting the column.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.1, page 24, and Appendix A, pages 42 to 43

   “use suitable formulas and functions from each level of complexity (categorised as basic, medium and complex, as listed in Appendix A)”

   Progression step 3

   • I can add and subtract numbers using whole numbers and decimals.

   • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

   • I can select and apply appropriate checking strategies.

   Progression step 4

   • I can use the order of operations including brackets and powers.

   • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

   • I can select and apply appropriate checking strategies.

   Progression step 5

   • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

   • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

   • I can verify and prove results and solutions.

2. Cleansing and organising a data set

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

   Learners review a quantitative data set from the WJEC client brief, correct errors, insert missing values, remove duplicates and outliers, apply validation rules, then sort, filter, categorise and build pivot tables so the data can be analysed.

   Numeracy: Representing data, Interpreting data, Strategic competence

   Getting pupils ready

   Year 7

   Pupils type the results of a class survey on favourite apps into a spreadsheet, then sort and filter it to answer three set questions.

   Year 8

   Pupils are given a messy survey file with duplicates, blank cells and an impossible age of 140, find and fix each error, and list what they changed.

   Year 9

   Pupils add a drop-down list and a data validation rule to a club sign-up sheet, then build a pivot table counting sign-ups by year group.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.1, pages 23 to 24, and Appendix A, pages 41 to 42

   “review quantitative data and use suitable spreadsheet skills, formulas and functions to cleanse and organise data for data analytics to take place”

   Progression step 3

   • I can represent data using:

     • lists, tally charts, tables, diagrams and frequency tables
     • bar charts, grouped data charts, line graphs and conversion graphs
     • pictograms where one symbol represents more than one unit using a key
     • Venn and Carroll diagrams.

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

   Progression step 4

   • I can explore trends and extreme values (outliers) for data sets.

   • I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate.

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

   Progression step 5

   • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

3. Using statistics to find trends and audience needs

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

   Learners use descriptive statistics such as averages and counts to find patterns, trends and relationships in the data, and use the results to identify the audience needs that shape their website, game or animation.

   Numeracy: Interpreting data

   Getting pupils ready

   Year 7

   Pupils find the mean hours of screen time for boys and girls in a class data set and write one sentence comparing them.

   Year 8

   Pupils use mean, median and range on survey data about gaming habits and decide which average best describes a typical pupil.

   Year 9

   Pupils analyse a data set about what Year 6 pupils want from a school website and write three design decisions, each backed by a statistic.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.2, page 24, and Section 3.2, page 36

   “how descriptive data analytics uses statistical summaries to identify patterns, trends, and relationships within the data”

   Progression step 3

   • I can use mean to interpret a simple data set.

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

   Progression step 4

   • I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

   • I can explore trends and extreme values (outliers) for data sets.

   • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

   Progression step 5

   • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

4. Presenting results in charts and graphs

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

   Learners must report their analysis in a suitable format with suitable graphs or charts, including charts made from pivot table data, and choose the chart type that fits the data.

   Numeracy: Representing data, Interpreting data

   Getting pupils ready

   Year 7

   Pupils turn their app survey into a bar chart in a spreadsheet, adding a title, axis labels and a sensible scale.

   Year 8

   Pupils make a pie chart and a bar chart from the same data, then explain which one shows the result more clearly and why.

   Year 9

   Pupils are shown a misleading social media chart with a cut-off axis, rebuild it correctly in a spreadsheet, and explain the difference.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.2, page 24, and Appendix A, page 42

   “report results in a suitable format, including suitable graphs or charts”

   Progression step 3

   • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

   • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

   Progression step 4

   • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

   • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

   • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

   Progression step 5

   • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

   • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

5. Binary, storage units and compression ratios

   Assessed: In the exam

   In the Unit 1 examination learners must relate binary data to storage units, explain how sample rate, bit depth, colour depth and resolution affect file size, and calculate compression ratios and changes in file size.

   Numeracy: Calculation, The number system, Relationships within the number system, Communicating with symbols, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils convert their names into binary using an ASCII table and count how many bits and bytes each name needs.

   Year 8

   Pupils order file sizes given in bytes, kilobytes, megabytes and gigabytes and work out how many 4 MB photos fit on a 64 GB phone.

   Year 9

   Pupils save the same photo as PNG and as JPEG, record both file sizes, and calculate the compression ratio and the percentage saved.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Sections 1.1.1 and 1.1.2, pages 10 to 11

   “calculating compression ratios and the changes in file sizes”

   Progression step 3

   • I can use ratio and proportion to calculate quantities.

   • I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.

   • I can read and write numbers to 1 million and numbers to 3 decimal places.

   Progression step 4

   • I can use ratio and proportion including map scales.

   • I can express one quantity as a percentage of another.

   • I can use powers and understand the importance of powers of 10.

   Progression step 5

   • I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

   • I can use appropriate notation, symbols and units of measurement, including compound measures.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

6. Judging the reliability of online sources

   Assessed: In the exam

   Learners must understand what makes an online source reliable, such as accuracy, author credentials and publication date, and evaluate sources by analysing writing style, checking for bias, cross-referencing and fact-checking.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils compare a news website and an anonymous forum post about the same local story and list two reasons one is more reliable.

   Year 8

   Pupils fact-check a viral claim by cross-referencing three websites and record the author, date and domain of each.

   Year 9

   Pupils annotate a biased online article, highlighting loaded words and missing evidence, and write a short paragraph judging how far it can be trusted.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.3.2, page 16

   “the importance of using reliable online sources”

   Progression step 3

   • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

   • I can distinguish between facts, theories and opinions.

   Progression step 4

   • I can evaluate the usefulness and reliability of texts.

   • I can distinguish between facts/evidence and bias/arguments.

   • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

   Progression step 5

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

   • I can confidently evaluate the purpose, impact and reliability of texts.

   • I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.

7. Writing short and extended examination answers

   Assessed: In the exam

   The Unit 1 on-screen examination includes extended answers, for example on the impact of digital storage on businesses and individuals and on ethical and legal issues, so learners must write structured, balanced explanations with evidence.

   Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils type a paragraph explaining one advantage and one disadvantage of cloud storage, using a point, example and explanation frame.

   Year 8

   Pupils write a timed two-paragraph answer on whether a school should store pupil photos online, using connectives such as however and therefore.

   Year 9

   Pupils answer a practice extended question on data security under timed, typed conditions and reach a justified conclusion.

   Show the specification wording and the LNF statements

   Where it is in the specification: Summary of assessment, page 5, and Unit 1 overview, page 10

   “Questions requiring objective responses, short and extended answers.”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • I can use paragraphs and make links between them.

   • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

8. Using technical vocabulary precisely

   Assessed: In the exam and in coursework (NEA)

   Unit 1 uses a large technical vocabulary, such as bit depth, sampling, lossy and lossless compression, VoIP and GDPR, which learners must spell correctly and use accurately in typed answers and NEA write-ups.

   Literacy: Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils keep a Digital Technology word bank of ten terms per topic, such as hardware, software and binary, with a definition in their own words.

   Year 8

   Pupils play a timed definitions quiz on storage and network terms and then use five of the terms correctly in a short paragraph.

   Year 9

   Pupils peer-mark each other's written answers for correct use and spelling of key terms such as resolution, compression and encryption.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 1, Section 1.1.2, page 11

   “lossy and lossless compression in different contexts”

   Progression step 3

   • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

   • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

   Progression step 4

   • 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.

   • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

   Progression step 5

   • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

   • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

9. Reading a client brief and qualitative data

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

   Both NEA units start from an unseen WJEC client brief with a scenario, tasks and qualitative data on styles and themes, which learners must read closely to pick out the organisation's needs and the audience.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read a one-page brief from a local café wanting a poster and highlight the audience, purpose and three must-have features.

   Year 8

   Pupils annotate a brief for a Rhondda Cynon Taf leisure centre website, separating facts about the client from what the client wants.

   Year 9

   Pupils read a full mock client brief independently and turn it into a checklist of requirements before any design work starts.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.2, Arrangements for non-examination assessment, page 36

   “learners receive a client brief that describes the organisation on which they will base their non-examination assessment”

   Progression step 3

   • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

   • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

   Progression step 4

   • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

   • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

   Progression step 5

   • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

   • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes.

   • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

10. Planning, annotating and justifying designs

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

    Learners write a product proposal with specific and measurable success criteria and a time plan, produce annotated design options such as storyboards and wireframes, and justify their choices against the success criteria.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7

    Pupils sketch a storyboard for a short animation and add one annotation per frame explaining a choice of colour or layout.

    Year 8

    Pupils write three measurable success criteria for a game menu screen, such as loads in under three seconds, before they build it.

    Year 9

    Pupils produce two wireframe options for a web page and write a paragraph justifying the chosen one against their success criteria.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.2.1 and 2.2.2, page 25, and Unit 3, Section 3.2.2, page 32

    “justify choices of selected design options for digital products based on success criteria.”

    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

11. Evaluating testing, products and process

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

    At the end of Unit 2 learners write an analysis of how well their ongoing testing worked and evaluate their finished products, their development process and their application of skills against the success criteria.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7

    Pupils test a partner's Scratch game against a simple checklist and write two sentences on what worked and one on what to fix.

    Year 8

    Pupils keep a test log for their own game, recording each error found and how it was fixed, and redraft one entry after feedback.

    Year 9

    Pupils write a structured evaluation of a finished website, taking each success criterion in turn with evidence and a next step.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.4, page 28, and Section 3.2, page 36

    “learners analyse the effectiveness of their ongoing testing and evaluate their completed digital products, development process and application of skills.”

    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

    • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

12. Writing for a target audience and purpose

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

    In Unit 3 learners write a digital marketing campaign document recommending a social media platform and write copy for a marketing video whose style, tone and message suit the target audience and platform.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Understanding, response and analysis, Connectives and syntax

    Getting pupils ready

    Year 7

    Pupils write the text for a digital poster advertising a school event, then rewrite it for parents instead of pupils.

    Year 8

    Pupils write three social media posts for a local sports club, each tuned to a different age group, and explain the changes in tone.

    Year 9

    Pupils research two social media platforms and write a one-page recommendation to a local business, backing their choice with audience evidence.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.2.1 and 3.2.2, page 32, and Section 3.2, page 36

    “Based on their research, they will develop a digital marketing campaign document outlining their recommendation.”

    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    Progression step 5

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

    • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

Source: WJEC GCSE Digital Technology Specification, teaching from 2026, for award from 2028, Version 2, February 2026.