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.
- First taught
- September 2026
- Amount of literacy work
- Medium
- Amount of numeracy work
- High
- Specification
- Open the WJEC specification (PDF)
How this GCSE 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 Interpreting data
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Plotting and interpreting graphs
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.
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Analysing data, anomalies and uncertainty
Learners find means, identify anomalies, patterns and trends, and comment on uncertainty and on random and systematic error (Appendix C). The formula for uncertainty is given in the examination (page 44).
Numeracy: Interpreting data, Logical reasoning
Getting pupils ready
- Year 7
- Pupils calculate the mean of three repeat heart rate readings, circle any anomaly and write one sentence on what the results show.
- Year 8
- Pupils compare class ruler-drop results, find the range and any outliers, and explain whether the pattern supports their prediction.
- Year 9
- Pupils pool class results from a pondweed photosynthesis practical, calculate means and the uncertainty for each light level, and judge how far the data support the conclusion.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 43
“interpret primary and secondary data, including identifying patterns and trends, make inferences and draw conclusions”
Progression step 3
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
I can use mean to interpret a simple data set.
I can justify my procedures and predictions.
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 draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
I can construct and develop a mathematical argument.
Good to know
- Unit 1 includes a pre-release Resource Folder released one month before the examination: '24 marks will be allocated to questions linked to the pre-release material', and candidates receive a clean copy of the folder with the question paper (page 11).
- Unit 3 Task 2 (22 marks) is written alone: 'Learners must work independently in high controlled conditions' (page 33). In Task 1 (6 marks) learners 'may work in groups of no more than three' (page 33).
- Higher tier only mathematics is shown in bold in Appendix D (page 46): standard form, changing the subject of an equation, and determining and interpreting the gradient, slope and intercept of a linear graph. Calculating acceleration from the gradient of a speed-time graph (page 13) and calculating rate from a straight line (page 20) are also higher tier content.
- The uncertainty formula is provided: 'There is a formula to calculate this which you will be given in an exam' (Appendix C, page 44).
- AO3, 'Analyse, interpret and evaluate scientific information, processes, techniques and procedures', carries 25% of the qualification (page 35).
- The specification awards no separate marks for spelling, punctuation and grammar and makes no statement about calculator use.
Links with other GCSEs
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.