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The literacy and numeracy skills in this qualification

1. Reading sources and judging bias and reliability

   Assessed: In the exam and in coursework (NEA)

   Learners pick out key information from resource packs and secondary data, judge its reliability, spot bias and vested interest, and reference every source they use. AO3, analysing and evaluating a variety of sources, carries 25% of the qualification.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read a council tourism leaflet and a local resident's letter about Aberdare town centre, highlight facts in one colour and opinions in another, and list both sources with their titles.

   Year 8

   Pupils compare a developer's leaflet and a campaign group's webpage about a proposed wind farm in Rhondda Cynon Taf and write two sentences on who has a vested interest and why.

   Year 9

   Pupils work through a short resource pack on a local flood scheme, rate each source for reliability with a one sentence reason, and finish with a correctly set out resource list.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.2.2, page 34; Unit 2, Section 2.3.3, page 21; Section 3.1, AO3, page 36

   “recognising misleading or invalid information, including bias and vested interest.”

   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.

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

   Progression step 4

   • I can evaluate the usefulness and reliability of texts.

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

   • 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 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.

   • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

2. Extended evaluative writing that reaches a decision

   Assessed: In the exam and in coursework (NEA)

   Both examinations include extended answers, and the Unit 4 decision making exercise asks learners to weigh options against the economic, social and environmental pillars, explain why options are rejected and justify a final decision.

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

   Getting pupils ready

   Year 7

   Pupils write one paragraph deciding whether a supermarket should be built on a green field at the edge of Aberdare, giving a reason for, a reason against with "however", and a final decision.

   Year 8

   Pupils write a structured answer to "How far does tourism help a Low Income Country?" with a paragraph for, a paragraph against and a conclusion that states a judgement.

   Year 9

   Pupils complete a mini decision making exercise on three ways to manage flooding on the River Cynon, rejecting two options in writing and justifying the chosen one against all three pillars of sustainability.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.2.5, page 34; Summary of assessment, page 5

   “reach a decision based on the sustainability impact assessment of the best potential option.”

   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 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.

3. Planning an enquiry, then evaluating and redrafting it

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

   Learners pose and justify enquiry questions and predicted outcomes, plan their fieldwork, and later evaluate each stage of the six-stage enquiry. For Unit 4 they condense their research into a maximum of two sides of A4 notes.

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

   Getting pupils ready

   Year 7

   Before a litter survey of the school grounds, pupils write an enquiry question and a prediction, and afterwards write two sentences on what went well and what they would change.

   Year 8

   Pupils plan a microclimate enquiry around the school site, justify a hypothesis using what they know about shelter and aspect, then redraft their conclusion after teacher feedback.

   Year 9

   After a short fieldwork visit to Aberdare town centre, pupils write an evaluation under a heading for each enquiry stage and redraft it after peer feedback, then reduce their research to one side of A4 notes.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.2, page 18; Unit 2, Section 2.6.1, page 23; Section 3.2, page 37

   “plan and design enquiry questions within a given topic”

   Progression step 3

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

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

   • I can improve writing through independent review and redrafting.

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

4. Using geographical vocabulary accurately

   Assessed: In the exam and in coursework (NEA)

   AO2 rewards applying geographical terms and concepts to new contexts, and the content is dense with technical terms such as confluence, longshore drift, urbanisation and development indicators. No separate marks for spelling, punctuation and grammar are mentioned.

   Literacy: Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils label a drainage basin diagram of the River Cynon with key terms such as source, tributary, confluence and mouth, and learn to spell them through a weekly word check.

   Year 8

   Pupils annotate a photograph of a stretch of Welsh coastline using the terms erosion, deposition, longshore drift and wave-cut platform correctly in full sentences.

   Year 9

   Pupils improve a vague model answer about urbanisation by replacing everyday words with precise terms such as rural-urban fringe, informal settlement and push and pull factors.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.1, AO2, page 36; Unit 1, Sections 1.1 and 1.2, pages 11 to 14

   “Apply knowledge and understanding of geographical terms, skills and concepts to 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.

5. Map skills: grid references, scale, distance and height

   Assessed: In the exam and in coursework (NEA)

   Learners give four and six figure grid references, measure distance with the scale line, estimate area on OS maps at 1:25,000 and 1:50,000, and use contours, spot heights, gradient and cross sections. Map distance is also a named processing technique in the fieldwork enquiry.

   Numeracy: Position, Measurement, Shape and space, Calculation, Angle, Strategic competence, Communicating with symbols, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils give four and six figure grid references for the school, their own street and Aberdare Park on a 1:25,000 OS map of the Cynon Valley.

   Year 8

   Pupils use the scale line and a strip of paper to measure the straight and road distance from school to Dare Valley Country Park, converting centimetres to kilometres, and draw a cross section across the valley.

   Year 9

   Pupils measure the same route on 1:25,000 and 1:50,000 maps, estimate the area of a local reservoir by counting grid squares, and calculate the gradient of a hill road from contour heights.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, 1.1, page 45; Appendix B, 3.1 to 3.3, page 46; Unit 2, Sections 2.1.3 and 2.3.1, pages 19 and 21

   “Calculate distance from maps using the scale line and estimate area.”

   Progression step 3

   • I can use grid references to specify location.

   • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

   • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

   Progression step 4

   • I can use ratio and proportion including map scales.

   • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

   • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

   Progression step 5

   • I can identify, measure or obtain required information to complete the task.

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

   • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

6. Designing data collection and sampling

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

   Learners design primary data collection sheets, choose and justify sites, sample size and a sampling method (opportunistic, random, stratified or systematic), and use equipment to get accurate, reliable readings.

   Numeracy: Collecting data, Measurement, Strategic competence

   Getting pupils ready

   Year 7

   Pupils design a tally sheet and count pedestrians at three points around the school at the same time for ten minutes.

   Year 8

   Pupils design an environmental quality scoring sheet and use systematic sampling every 50 metres along a street in Aberdare town centre.

   Year 9

   Pupils design a questionnaire to test a hypothesis about how far pupils travel to school, then compare random and stratified samples from the year group and justify their sample size.

   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 20; Appendix B, 1.2, page 45

   “design primary data collection sheets”

   Progression step 3

   • I can collect relevant data to answer posed questions.

   • I can read and interpret scales or divisions on a range of measuring instruments.

   Progression step 4

   • I can collect own data for a survey, e.g. through designing a questionnaire.

   • I can plan how to collect data to test a simple hypotheses.

   • I can collect both quantitative and qualitative data.

   Progression step 5

   • I can collect data in a suitable way according to my hypothesis.

   • I can identify what further information might be required and select what information is most appropriate.

7. Percentages and percentage change

   Assessed: In the exam and in coursework (NEA)

   Learners calculate percentages to process fieldwork evidence and calculate percentage increase or decrease, for example in population, from a line graph or table of data.

   Numeracy: Calculation, Relationships within the number system, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils find what percentage of the class travel to school on foot, by bus and by car, and check the percentages add up to 100.

   Year 8

   Pupils calculate the percentage change in Aberdare's population between two census years from a table and write one sentence explaining it.

   Year 9

   Pupils use multipliers on a calculator to compare the percentage growth of two global cities from a line graph, and check each answer with a rough estimate.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, 2.2, page 45; Unit 2, Section 2.3.1, page 21

   “Calculate percentage increase or decrease and understand the use of percentiles.”

   Progression step 3

   • I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

   • I can use equivalence of fractions, decimals and percentages to compare proportions.

   Progression step 4

   • I can calculate a percentage increase or decrease.

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

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

8. Averages and spread in fieldwork data

   Assessed: In the exam and in coursework (NEA)

   Learners process evidence using median, mean, range and mode, and at the top end quartiles, interquartile range and modal class, choosing the measure that best supports interpretation.

   Numeracy: Interpreting data, Calculation, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils record rainfall and temperature from a school rain gauge and thermometer for a week, then work out the mean and range.

   Year 8

   Pupils measure pebble sizes at five sites along a stream or beach and calculate the mean, median, mode and range, then say which average best represents each site.

   Year 9

   Pupils find the median and interquartile range of pedestrian counts from two parts of Aberdare, spot any outliers and use the figures to compare the sites.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.3.1, page 21; Appendix B, 2.1, page 45

   “Use appropriate measures of central tendency, spread and cumulative frequency.”

   Progression step 3

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

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

   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 examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn.

   Progression step 5

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

   • I can justify my procedures, predictions and conjectures.

9. Drawing graphs, charts and maps

   Assessed: In the exam and in coursework (NEA)

   Learners select and construct bar and line charts, climate graphs, hydrographs, pie charts, dispersion graphs and scatter graphs with suitable scales, and judge the strengths and weaknesses of each presentation method.

   Numeracy: Representing data, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils draw a climate graph for Cardiff by hand, with rainfall as bars and temperature as a line on two labelled axes.

   Year 8

   Pupils present a class travel survey as a pie chart and as a bar chart and write one sentence on which shows the data more clearly.

   Year 9

   Pupils plot a scatter graph of income per person against life expectancy for 15 countries, draw a line of best fit and choose sensible scales for both axes.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, 4.1, page 46; Unit 2, Section 2.3.2, page 21

   “Select and construct appropriate graphs and charts to present data, using appropriate scales.”

   Progression step 3

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

   • 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.

   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 construct graphs to represent data including scatter diagrams to investigate correlation.

   Progression step 5

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

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

10. Interpreting graphs and data to draw conclusions

    Assessed: In the exam and in coursework (NEA)

    Learners describe patterns and trends in primary and secondary data, interpolate and extrapolate, read choropleth and flow-line maps, identify weaknesses in how data is presented, and draw conclusions that quote figures.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7

    Pupils describe a rainforest climate graph using figures, for example naming the wettest month and giving its rainfall in millimetres.

    Year 8

    Pupils describe the pattern on a choropleth map of unemployment across Welsh local authorities, quoting the values for Rhondda Cynon Taf and one contrasting area.

    Year 9

    Pupils extend a line graph of Welsh population to predict the next census figure and write a short paragraph on why the prediction might be misleading.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.4.2 and 2.5.1, page 22; Appendix B, 1.4 and 2.4 to 2.5, page 45; Appendix B, 4.2 to 4.3, page 46

    “analyse and synthesise relevant data to identify patterns and trends from primary and secondary data”

    Progression step 3

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

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

    Progression step 4

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

    • 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.

    Progression step 5

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

    • 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.

Source: WJEC GCSE Geography specification, Teaching from 2025, For award from 2027, Version 6, September 2026.