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.

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 Strategic competence

  1. Substituting into and rearranging equations

    Assessed: In the exam and in coursework (NEA)

    Learners substitute values into equations for speed, acceleration, weight, resultant force, wave speed, density, efficiency and electrical cost, using correct units. Changing the subject of an equation is assessed at higher tier only.

    Numeracy: Communicating with symbols, Strategic competence, Measurement, Calculation

    Getting pupils ready

    Year 7
    Pupils time a toy car over a measured distance and use speed = distance ÷ time, setting out the equation, the substitution and the answer in m/s on three lines.
    Year 8
    Pupils measure the mass of classroom objects and calculate their weight on Earth, the Moon and Mars from given gravitational field strengths, writing units at each step.
    Year 9
    Pupils find the density of rock samples, then rearrange density = mass ÷ volume to predict the mass of a larger block of the same rock.
    Show the specification wording and the LNF statements

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

    “Substitute numerical values into algebraic equations and solve them using appropriate units for physical quantities”
    Progression step 3

    • I can communicate my answers using correct mathematical form.

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

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

    Progression step 4

    • I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

    • I can use the order of operations including brackets and powers.

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

    Progression step 5

    • I can communicate my answers using correct mathematical form.

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

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

  2. Measuring accurately and working with SI units

    Assessed: In the exam and in coursework (NEA)

    Learners measure mass and volume, including by displacement for irregular objects, to find density, and must recognise and use SI units, prefixes and unit conversions (Appendix D, page 46). Appendix C expects them to understand the resolution of measuring instruments.

    Numeracy: Measurement, Shape and space, The number system, Strategic competence

    Getting pupils ready

    Year 7
    Pupils read thermometers, measuring cylinders and top-pan balances at practical stations, record each reading with its unit and say what the smallest division is.
    Year 8
    Pupils find the volume of irregular stones by displacement in a measuring cylinder, and convert between cm³ and ml and between g and kg.
    Year 9
    Pupils find the density of regular blocks by measuring and calculating their volume and of irregular objects by displacement, and state the resolution of each instrument.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.1c, page 32

    “carry out experiments to determine the density of both regular and irregular shaped objects to identify the material they are made from.”
    Progression step 3

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

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

    • I can find volumes by counting and other practical methods.

    Progression step 4

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

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

    • I can apply the formulae for the volume of simple prisms.

    Progression step 5

    • I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

    • I can understand and use a variety of compound measures.

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

  3. 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.

  4. Collecting reliable primary data

    Assessed: In the exam and in coursework (NEA)

    In Unit 3 Task 1 (6 marks) learners work in groups of no more than three to follow a given method and collect reliable data. Across all units SE5 asks them to collect, record and present primary data while improving its quality (page 9).

    Numeracy: Collecting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils measure their pulse before and after a minute of star jumps, recording three repeats in a results table with headings and units.
    Year 8
    Pupils plan a results table for a ruler-drop investigation into how distraction affects thinking time, including repeats, before they collect any data.
    Year 9
    In groups of three, pupils follow a given method to investigate enzyme activity at different temperatures, record repeat readings and decide which ones need repeating.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, page 33

    “practical investigation using a given method including observation, measurement, and the collection of reliable data through hands-on experimentation.”
    Progression step 3

    • I can collect relevant data to answer posed questions.

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

    Progression step 4

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

    • I can collect both quantitative and qualitative data.

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

    Progression step 5

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

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

Good to know

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.