LNF Cymru Literacy and numeracy for Wales

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GCSE Integrated Science

Integrated Science (Single Award) asks learners to read a pre-release Resource Folder worth a third of the Unit 1 paper, judge how reliable health and climate information is, write balanced evaluations, and write up a scientific enquiry alone under high control using precise scientific terms. Its numeracy load is heavy: Appendix D lists units, percentages, significant figures, substituting into equations, plotting graphs and, at higher tier, standard form, rearranging equations and gradients, all applied to energy costs, efficiency, density, motion and practical data. The single biggest thing Key Stage 3 should build is routine, confident handling of practical data: measuring with units, calculating means and values from equations, and plotting and explaining graphs.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of literacy work
Medium
Amount of numeracy work
High
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Living on Earth: Written examination (tiered), 1 hour 30 minutes, 72 marks, includes pre-release Resource Folder, 45%
  • Unit 2: Science in a Changing World: Written examination (tiered), 1 hour 30 minutes, 72 marks, 45%
  • Unit 3: Scientific Enquiry: One enquiry from a choice of two: practical task (1 hour) and written task (1 hour), 28 marks, externally marked by WJEC, 10%

Skills that use Conceptual understanding

  1. Percentages, efficiency and significant figures

    Assessed: In the exam

    Learners calculate efficiency from Sankey diagrams, energy transfer between trophic levels, Rf values and carbon footprints, and use ratios, fractions, percentages and a sensible number of significant figures. Standard form is higher tier only (Appendix D, page 46).

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

    Getting pupils ready

    Year 7
    Pupils use a calculator to work out what percentage of the energy in a packet of crisps comes from fat, and round the answer to the nearest whole number.
    Year 8
    Pupils draw a Sankey diagram for a filament bulb from given energy values and calculate its efficiency as a percentage.
    Year 9
    Pupils calculate the percentage of energy passed along a food chain from given data, round to 2 significant figures, and write the largest energy values in standard form.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.2a, page 23

    “determine the efficiency of a device or process from a Sankey diagram.”
    Progression step 3

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

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

    • I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

    Progression step 4

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

    • I can use and interpret numbers in standard form within calculations.

    • I can present answers to a given number of decimal places or significant figures.

    Progression step 5

    • I can select and apply appropriate checking strategies.

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

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

  2. Calculating the cost of electricity and payback time

    Assessed: In the exam

    Learners calculate the cost of using appliances, including electric vehicles, with units used (kWh) = power (kW) x time (hours) and cost = units used x cost per unit, then use data to find payback times.

    Numeracy: Financial literacy, Calculation, Strategic competence, Conceptual understanding, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils read the power rating on classroom appliances and work out which one costs most to run for an hour, given a price per kWh.
    Year 8
    Pupils calculate the weekly cost of running a kettle, a games console and a phone charger at home, using kWh = kW x hours and a current price per unit.
    Year 9
    Pupils compare the yearly running costs of a petrol car and an electric car from given data and work out how many years the electric car takes to pay back its extra cost.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.1b, page 22

    “use data to determine the payback time of electrical appliances, including electric vehicles.”
    Progression step 3

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can make comparisons between prices and understand which is best value for money.

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

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

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

    Progression step 5

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

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

    • I can justify my procedures, predictions and conjectures.

  3. Plotting and interpreting graphs

    Assessed: In the exam and in coursework (NEA)

    Learners plot two variables from experimental data, use distance-time and speed-time graphs, and interpret the slope of rate graphs. Finding the gradient, slope and intercept of a linear graph is higher tier only.

    Numeracy: Representing data, Interpreting data, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils plot a line graph of temperature against time for cooling water, choosing a scale that fills the grid and labelling both axes with units.
    Year 8
    Pupils plot a distance-time graph from timings of a classmate walking across the school field and use it to calculate their speed.
    Year 9
    Pupils plot volume of gas against time for marble chips and acid, draw a line of best fit, and calculate the rate from the gradient of the straight section.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix D, Mathematical Skills, page 46

    “Plot two variables from experimental or other data”
    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.

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

    Progression step 4

    • 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.

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

    Progression step 5

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

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

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

Good to know

Links with other qualifications

The Appendix D mathematics overlaps closely with GCSE Mathematics and Numeracy, and the carbon footprint, air quality and energy cost work overlaps with Geography.

Source: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.