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Skills that use Strategic competence

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.

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