GCSE Social Studies
GCSE Social Studies asks learners to summarise and judge the credibility of sources, write extended evaluative answers and communicate findings to a real audience. Numeracy is the statistics of social research: designing questionnaires and samples, calculating mean, median, mode, range and percentages, drawing graphs and spotting weak data presentation. The single biggest thing Key Stage 3 should build is the habit of reading any source or chart critically, asking who made it, when and why, before using it as evidence.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2026
- Amount of literacy work
- High
- Amount of numeracy work
- Medium
- Specification
- Open the specification
How this qualification is assessed
- Unit 1: Society and Social Issues: Written examination 1 hour 15 minutes, 30%, 60 marks
- Unit 2: Investigating Society and Social Issues: NEA 6 hours 30 minutes, 20%, 60 marks, set and marked by WJEC
- Unit 3: Social Change in Contemporary Society: Written examination 1 hour 15 minutes, 30%, 60 marks
- Unit 4: Planning to Effect Social Change: NEA 6 hours 30 minutes, 20%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC
Skills that use Strategic competence
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Designing research and choosing a sample
Learners create questionnaires with closed, open and Likert scale questions and observation schedules, and select and justify sample size, characteristics and technique.
Numeracy: Collecting data, Strategic competence, Logical reasoning
Getting pupils ready
- Year 7
- Pupils write a five-question tally survey on how pupils spend break time and collect answers from their class.
- Year 8
- Pupils design a questionnaire on use of the local library with closed, open and Likert scale questions.
- Year 9
- Pupils choose a sample for a survey on bus use in Aberdare, justifying its size, who is in it and whether it is random or opportunity sampling.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2, Section 2.2.3 Sampling, page 18
“Learners should be able to select and justify: • sample size • sample characteristics • sampling technique.”
Progression step 3
I can collect relevant data to answer posed questions.
I can identify what further information might be required and select what information is most appropriate.
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 justify my procedures, predictions and conjectures.
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Budgeting a social action plan
Learners create a social action plan that includes a budget alongside aims, resources and key actions, and evaluate methods of social action by criteria including cost.
Numeracy: Financial literacy, Strategic competence
Getting pupils ready
- Year 7
- Pupils cost a class charity cake sale within a £20 budget, listing each item and the total.
- Year 8
- Pupils compare two suppliers' prices for posters and leaflets for an awareness campaign and pick the best value within budget.
- Year 9
- Pupils write a costed budget for a planned litter pick in Aberdare Park, covering equipment, printing and refreshments, and show it stays under the limit.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 4, Section 4.2.1 Creating a social action plan, page 28
“aims and goals • tools and resources required • budget”
Progression step 3
I can manage money, compare costs from different retailers and determine what can be bought within a given budget.
I can realise that budgeting is important.
Progression step 4
I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.
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 identify what further information might be required and select what information is most appropriate.
Good to know
- No marks for spelling, punctuation and grammar or accuracy of language are stated in the specification; the assessment objectives (page 31) cover knowledge, application, analysis and evaluation, and enquiry skills.
- Calculator use is not stated, although learners 'should understand how to calculate' the mean, median, mode, percentages and range (page 11); 'The Assessment Pack will include all detailed information relating to assessment' (page 31).
- In Unit 1 pie charts are listed as 'pie charts (labelling only)' (page 11), which suggests learners label pie charts rather than construct them from angles.
- Unit 2 and Unit 4 'must be submitted digitally (they may be handwritten and scanned or completed digitally)' (page 32). Each takes 6 hours 30 minutes and may be done in shorter sessions.
- For Unit 2 the assignment 'includes data sources and several tasks' and 'The social issue will change annually' (page 32), so learners read unseen sources on an unfamiliar issue.
- Unit 4 requires 'secondary sources that are fully referenced' (page 27). No word limits are given.
Links with other qualifications
Appendix A (page 37) maps Developing Mathematical Proficiency, the number system and statistics strands to all four units, with geometry and measurement in Units 1 and 3 only.
Source: WJEC GCSE Social Studies specification, Version 2, October 2025 (teaching from 2026, for award from 2028).