LNF Cymru Literacy and numeracy for Wales

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GCSE History

History is a reading and writing GCSE: every unit asks learners to analyse and evaluate sources and interpretations, and both NEA enquiries require a planned, drafted and refined analytical answer that reaches a substantiated judgement. Numeracy is light and content-led, mainly handling chronology across long periods and reading statistical evidence such as mortality or unemployment figures. The biggest thing Key Stage 3 should build is the routine of reading a source closely, judging how useful and reliable it is, and turning that judgement into a structured paragraph.

First taught
September 2026
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: An in-depth study on Welsh history: Written examination 1 hour, 30%
  • Unit 2: An in-depth study on European and/or World history: On-screen non-examination assessment 3 hours, 20%, marked by WJEC
  • Unit 3: A study of a period in world history: Written examination 1 hour, 30%
  • Unit 4: A changing society: Non-examination assessment 4 hours 15 minutes, 20%, marked by the centre and moderated by WJEC

The literacy and numeracy skills in this GCSE

  1. Analysing and evaluating historical sources

    Assessed: In the exam and in coursework (NEA)

    Every unit requires learners to analyse and evaluate sources linked to the topic, using provenance and context to judge usefulness and reliability. AO3, judging source material, interpretations and debates, carries 30% of the qualification.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short extract from a medieval chronicle about a Welsh prince, underline what it tells us and write one sentence on who wrote it and why that matters.
    Year 8
    Pupils compare a 1930s newspaper report and a miner's family memoir about hunger marches from the Rhondda and explain which is more reliable for a given question.
    Year 9
    Pupils answer a timed "How useful is this source?" question on a Second World War propaganda poster, covering content, author, date, purpose and their own knowledge.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Areas of content, page 13; Unit 2, page 26; Unit 3, page 40; Section 3.1, AO3, page 56

    “demonstrate skills of analysis and evaluation when engaging with sources that relate to the selected historical topic”
    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 infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    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 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 gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  2. Comparing and explaining historical interpretations

    Assessed: In the exam and in coursework (NEA)

    Learners identify different interpretations of people and events, explain how and why they were constructed, and weigh them against each other. Unit 4 learners study two sources and two interpretations per theme.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two short views of Owain Glyndŵr, one calling him a rebel and one a national hero, and explain in two sentences why the writers disagree.
    Year 8
    Pupils compare a historian's extract and a TV documentary clip on the Chartist rising at Newport and list the differences, with one reason each view was formed.
    Year 9
    Pupils read two historians on the impact of the Depression on the Cynon Valley and write a paragraph on which is more convincing, using the authors' backgrounds and their own knowledge.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.1, page 54; Unit 4, Areas of content, page 53; Section 1.1, page 8

    “identifying different interpretations and analysing how they have been developed”
    Progression step 3

    • I can read to identify different people’s viewpoints on various subjects and develop empathy.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can identify different interpretations of text and information and evaluate their relative merits.

    • I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.

    Progression step 5

    • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

    • I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

  3. Researching, selecting and summarising evidence

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

    In the enquiry units learners gain an overview, gather evidence on the history and its debates, summarise key points and select the most relevant items to support a hypothesis.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils skim three short texts on Aberdare's ironworks, pick out five key facts and sort them under the headings of people, places and dates.
    Year 8
    Pupils use a pack of six items on the Black Death to summarise the main causes in a table and choose the two items that best support their view.
    Year 9
    Pupils review a timeline and six sources on the Treforest Industrial Estate, write a one sentence hypothesis and select the three items that best test it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Areas of content, page 27; Section 3.2, page 57

    “summarising the key points and debates”
    Progression step 3

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

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

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

    Progression step 4

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

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

    • 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.

    Progression step 5

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

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • 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.

  4. Extended analytical writing reaching a substantiated judgement

    Assessed: In the exam and in coursework (NEA)

    Learners write structured, analytical answers that use sources and knowledge to explain cause, consequence, change and significance, and reach a supported conclusion. Both examinations are 1 hour for 60 marks, so the writing must be concise.

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

    Getting pupils ready

    Year 7
    Pupils write a three paragraph answer on why the Normans built castles in Wales, with a point, evidence and explanation in each paragraph and a one sentence conclusion.
    Year 8
    Pupils write a balanced answer to "Was the Merthyr Rising mainly caused by poverty?" with one paragraph for, one for another cause and a conclusion that gives a judgement.
    Year 9
    Pupils write a timed 20 minute essay on how far the Second World War changed women's lives in Wales, using at least two sources and ending with a justified judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 1.1, page 8; Unit 4, Section 4.1, page 54; Section 3.1, AO2, page 56

    “construct valid and realistic historical claims by using a range of sources in context to reach substantiated judgements”
    Progression step 3

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

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    • I can use paragraphs and make links between them.

    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 paragraphs and sections to give coherence to longer pieces of writing.

    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.

  5. Planning, drafting and critically reflecting on an enquiry

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

    Both NEA units follow five stages: form a hypothesis, analyse the items, plan the response, develop it, then critically reflect on the process and conclusion. Unit 4 explicitly asks for planning, drafting and refining.

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

    Getting pupils ready

    Year 7
    Pupils plan an answer on life in a medieval Welsh town using a simple writing frame, then use a checklist to improve one paragraph.
    Year 8
    Pupils plan a local history enquiry on Aberdare in the First World War with a spider diagram, draft it, and redraft one section after peer feedback.
    Year 9
    Pupils complete a mini enquiry in five lessons that mirror the five NEA stages, finishing with a short written reflection on how their hypothesis changed.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.1, page 54; Section 3.2, Unit 2 and Unit 4 overviews, page 57

    “planning, drafting and refining an analytical answer that reaches a conclusion which responds to their selected question”
    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.

  6. Using historical concepts and vocabulary precisely

    Assessed: In the exam and in coursework (NEA)

    AO2 rewards applying knowledge to the second-order concepts of cause and consequence, continuity and change, similarity and difference, and significance, which needs precise period vocabulary and linking language. No separate marks for spelling, punctuation and grammar are mentioned.

    Literacy: Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils build a class glossary of medieval terms such as prince, charter and rebellion, and use "because" and "as a result" to link a cause to a consequence.
    Year 8
    Pupils sort cards on the Industrial Revolution in Merthyr and Aberdare into short-term and long-term causes and write sentences using "this led to" and "consequently".
    Year 9
    Pupils write a paragraph on the significance of the NHS for Wales, using the words continuity, change, turning point and impact correctly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.1, AO2, page 56; Unit 1, Areas of content, page 13

    “Apply knowledge and understanding to historical concepts such as cause and consequence, continuity and change, similarity and difference, and significance”
    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 an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    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 range of connectives specifically when organising my ideas in whole texts for different purposes.

    Progression step 5

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

    • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

  7. Chronology and working across long time periods

    Assessed: In the exam and in coursework (NEA)

    Learners review a timeline at the start of the Unit 2 enquiry, handle approximate dates ("c.") across periods from medieval to modern, and in Unit 4 track change across a continuous period of about 75 to 100 years.

    Numeracy: Measurement, The number system, Calculation, Conceptual understanding, Strategic competence

    Getting pupils ready

    Year 7
    Pupils build a scaled timeline of Welsh history from 1066 to 1500 along a corridor wall, placing events by century and working out the gaps between them.
    Year 8
    Pupils draw a timeline of Aberdare from 1800 to 1914 with a consistent scale, and calculate how many years passed between key events such as the arrival of the railway and the opening of a local colliery.
    Year 9
    Pupils plot events from c.1880 to c.1980 on a timeline, explain what "c." means for an approximate date, and mark periods of fast and slow change.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Unit 2 and Unit 4 overviews, page 57; Unit 4, Section 4.1, page 54

    “Review the question, timeline and narrative and form a hypothesis”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

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

    Progression step 4

    • I can make and justify estimates and approximations of calculations.

    • I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

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

    Progression step 5

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

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

  8. Interpreting statistical sources

    Assessed: In the exam and in coursework (NEA)

    Several options require learners to use numerical evidence, such as estimates of Black Death mortality, casualty and mortality statistics for 9/11 and the Soviet war in Afghanistan, and unemployment in Wales during the Depression, and to judge how far the figures can be trusted.

    Numeracy: Interpreting data, Relationships within the number system, Calculation

    Getting pupils ready

    Year 7
    Pupils read a bar chart of Aberdare's population from the 1801 to 1901 censuses and write two sentences describing the growth using figures.
    Year 8
    Pupils compare different estimates of Black Death deaths, turn them into fractions and percentages of the population, and explain why historians disagree.
    Year 9
    Pupils interpret a line graph of unemployment in the Welsh valleys in the 1930s alongside a personal account, and write a paragraph on what each tells them and its limits.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.6.4, page 39; Unit 2, Section 2.2.5, page 31; Unit 1, Section 1.6.2, page 24

    “statistical data on mortality rates and injuries, and the significance of personal accounts.”
    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.

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

    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 express one quantity as a percentage of another.

    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.

Good to know

Links with other GCSEs

Source evaluation and bias overlap with Geography Unit 4, and extended analytical writing overlaps with English Language and Literature.

Source: WJEC GCSE History specification, Teaching from 2026, For award from 2028, Version 6, June 2026.