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The literacy and numeracy skills in this GCSE

1. Researching and evaluating scientific information and media claims

   Assessed: In the exam

   The qualification's construct includes researching, evaluating and using scientific information to make informed decisions (page 7). Learners must be aware of how media influence and trust shape public views of stem cells, and how the media affects understanding of lifestyle and disease (Section 4.5.1, page 45).

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read two short articles about a new 'superfood' and sort the claims into fact, theory or opinion.

   Year 8

   Pupils research whether mobile phone signals are harmful using three sources, and rate each source for reliability with a reason.

   Year 9

   Pupils compare a tabloid headline and the NHS summary of the same health story, and explain how the media coverage could shape what the public believes.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.2.2, page 40

   “application is affected by a lack of scientific understanding, media influence, trust levels and personal experience and beliefs.”

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

   Progression step 4

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

   • I can distinguish between facts/evidence and bias/arguments.

   • I can evaluate the usefulness and reliability of texts.

   Progression step 5

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

   • I can understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

2. Writing balanced evaluations of ethical and environmental issues

   Assessed: In the exam

   Analysing, interpreting and evaluating (AO3) is a quarter of the marks in every unit. Learners must write about ethical issues such as embryonic stem cells and genetic testing (pages 40 and 41) and the debate over crude oil (page 53), weighing evidence to reach a decision.

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

   Getting pupils ready

   Year 7

   Pupils write a paragraph on whether more wind turbines should be built on the hills above Aberdare, giving one benefit, one drawback and a conclusion.

   Year 8

   Pupils write a balanced answer on whether single-use plastic bottles should be banned, linking points with 'however', 'whereas' and 'therefore'.

   Year 9

   Pupils write an extended answer on whether Wales should stop burning gas to generate electricity, with points for and against and a justified conclusion, then improve it against a mark scheme.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 74

   “evaluate personal, social, economic and environmental implications of science and make decisions based on the evaluation of evidence and arguments”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can use paragraphs and make links between them.

   • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

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

   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 write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

3. Writing up scientific enquiries independently

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

   In each of the two Unit 7 enquiries, Task 2 (22 of 28 marks) is written alone under high control, using the learner's Task 1 results to analyse, conclude and evaluate. Appendix B expects learners to communicate the scientific rationale for investigations and methods (page 75).

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

   Getting pupils ready

   Year 7

   After separating salt from rock salt, pupils write the method as numbered steps and check that a partner could follow it without help.

   Year 8

   Pupils write a conclusion and evaluation for an investigation into how ramp height affects a trolley's speed, using a frame of result, scientific explanation and improvement.

   Year 9

   Pupils complete an independent, timed write-up of an osmosis practical they carried out in small groups, then redraft the evaluation after teacher feedback.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 7, page 64

   “Learners must work independently in high controlled conditions.”

   Progression step 3

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • 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 adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • 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 write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

4. Using scientific vocabulary and terminology precisely

   Assessed: In the exam and in coursework (NEA)

   Learners must use scientific vocabulary, terminology and definitions, including the Appendix C terms such as validity, resolution, precision and systematic error, in all units and in Unit 7 (page 64). Topics add precise vocabulary, for example allele, homozygous, genotype and phenotype in inheritance (page 41).

   Literacy: Vocabulary, spelling, grammar, Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils split science words into parts, such as 'photo' and 'synthesis', and build a glossary page that they add to in every topic.

   Year 8

   Pupils match definitions of independent variable, anomaly and precision to examples from their own practical results.

   Year 9

   Pupils use genotype, phenotype, dominant and recessive correctly in a paragraph explaining a simple cross in pea plants, and spell each term from memory in a starter quiz.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 74

   “use scientific vocabulary, terminology and definitions”

   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 strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

   • I can use a range of strategies to make meaning from words and sentences, including:

     • knowledge of phonics
     • word roots
     • word families
     • syntax
     • text organisation
     • prior knowledge of context.

   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 variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

   • I can use my knowledge of:

     • word roots and families
     • grammar, sentence and whole-text structure
     • content and context

     to make sense of words, sentences and whole texts.

   Progression step 5

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

   • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

   • I can use my knowledge of different reading strategies to make sense of unfamiliar words in new contexts and sentences in complex texts, and apply these in my own communication.

5. Communicating results and working in groups

   Assessed: Taught, but not assessed

   Learners should recognise the value of peer review and of communicating results to different audiences, and the qualification promotes collaboration, which 'will not be directly assessed' (page 65). In Unit 7 Task 1 learners work in groups of no more than three (page 64).

   Literacy: Clarity and vocabulary, Collaborative talk, Questioning, Listening as part of collaborative talk

   Getting pupils ready

   Year 7

   Groups of three take roles for a practical, reader, measurer and recorder, and one pupil explains the group's results to the class in a one-minute summary.

   Year 8

   Groups present their findings on the best insulating material to another group, who ask two questions about how reliable the results are.

   Year 9

   Pupils hold a peer-review session where each group presents a practical poster, answers written questions from other groups, and then revises its conclusion.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 74

   “recognise the importance of peer review of results and of communicating results to a range of audiences.”

   Progression step 3

   • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

   • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

   • I can ask and answer questions, building on and developing the ideas of others in group discussions.

   Progression step 4

   • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

   • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

   • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

   Progression step 5

   • I can present ideas and issues to meet the demands of different audiences.

   • I can use a range of discipline-specific and general academic vocabulary in my own communication.

   • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

6. Substituting into and rearranging equations

   Assessed: In the exam and in coursework (NEA)

   Learners use many equations, including speed, acceleration, weight, force, wave speed, power, current, work done and energy stores, with correct units. Changing the subject of an equation and y = mx + c are higher tier only, and the Unit 3 and Unit 6 papers print the equations on page 2 (page 66).

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

   Getting pupils ready

   Year 7

   Pupils calculate the speed of a paper helicopter falling 2 m, writing the equation, the substitution and the answer with units on separate lines.

   Year 8

   Pupils measure current and voltage for a lamp and calculate resistance = voltage ÷ current, checking every value is in volts, amps or ohms.

   Year 9

   Pupils rearrange speed = distance ÷ time and weight = mass x gravitational field strength, first with a formula triangle and then algebraically, to find distance and mass.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix D, Mathematical Skills, page 78

   “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.

7. Chemical calculations, ratio and percentages

   Assessed: In the exam

   Learners calculate relative formula mass and percentage by mass, and at higher tier convert grams to moles and calculate reacting masses from balanced equations (Section 5.3.3, page 52). Appendix D adds significant figures, order of magnitude calculations and, at higher tier, standard form (page 78).

   Numeracy: Calculation, The number system, Fluency, Conceptual understanding, Logical reasoning

   Getting pupils ready

   Year 7

   Pupils count the atoms of each element in formulae such as H2O, CO2 and CaCO3 and write the ratio of atoms in its simplest form.

   Year 8

   Pupils heat magnesium ribbon in a crucible, weigh it before and after, and calculate the percentage increase in mass.

   Year 9

   Pupils use a periodic table to calculate the relative formula mass of calcium carbonate and the percentage by mass of calcium, rounding to 3 significant figures.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.6, page 22

   “calculate the percentage by mass of each element present in a compound”

   Progression step 3

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

   • I can use ratio and proportion to calculate quantities.

   • I can multiply 2- and 3-digit numbers by a 2-digit number.

   Progression step 4

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

   • I can use ratio and proportion including map scales.

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

   Progression step 5

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

   • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

   • I can explain results and procedures precisely using appropriate mathematical language.

8. Working with SI units, prefixes and measurement

   Assessed: In the exam and in coursework (NEA)

   Learners must recognise and use SI units and prefixes, convert units and use compound measures such as m/s, m/s² and kWh. They investigate mean acceleration practically (Section 3.1.1, page 30) and need to understand the resolution of instruments (Appendix C).

   Numeracy: Measurement, The number system, Communicating with symbols

   Getting pupils ready

   Year 7

   Pupils measure leaf lengths with a ruler, record them in mm and in cm, and convert between the two.

   Year 8

   Pupils time a trolley down a ramp, convert the distance from cm to m, and give its speed in m/s.

   Year 9

   Pupils convert between mA and A and between kW and W in circuit and power questions, and state the resolution of the ammeter and stopwatch they used.

   Show the specification wording and the LNF statements

   Where it is in the specification: Appendix D, Mathematical Skills, page 78

   “Recognise and use SI units and prefixes”

   Progression step 3

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

   • I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

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

   Progression step 4

   • I can represent and use compound measures, using standard units.

   • 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.

   Progression step 5

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

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

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

9. Plotting graphs, gradients and decay curves

   Assessed: In the exam and in coursework (NEA)

   Learners plot two variables from data, use motion graphs, and find half-life from decay curves. Calculating acceleration from the gradient of a speed-time graph (page 30), rate from a straight line (page 25), and gradient, slope and intercept (Appendix D) are higher tier only.

   Numeracy: Representing data, Interpreting data, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils plot a cooling curve for stearic acid and read the melting point from the flat part of the graph.

   Year 8

   Pupils plot a distance-time graph for a trolley and decide which section was fastest from the steepness of the line.

   Year 9

   Pupils model decay by rolling 100 dice and removing every six after each throw, plot the number left against throw number, and read the half-life from their curve.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 6, Section 6.1.3, page 57

   “determine the half-life of a radioisotope from a decay curve or 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.

10. Analysing data, uncertainty and probability

    Assessed: In the exam and in coursework (NEA)

    Learners interpret primary and secondary data, find means, spot anomalies and comment on uncertainty; the uncertainty formula is given in the examination (page 76). Appendix D includes simple probability, used with Punnett squares (page 41) and in modelling random radioactive decay (page 57).

    Numeracy: Interpreting data, Relationships within the number system, Logical reasoning

    Getting pupils ready

    Year 7

    Pupils calculate the mean of three repeat readings for how far a toy car rolls, spot any anomaly and explain whether to leave it out.

    Year 8

    Pupils toss two coins 40 times to model a genetic cross and compare the fraction of each outcome with the expected 1:2:1 ratio.

    Year 9

    Pupils pool whole-class results for a rate of reaction practical, calculate means and the uncertainty for each value, and write a conclusion that says how confident they can be.

    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 74

    “interpret primary and secondary data, including identifying patterns and trends, making inferences and drawing 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 use equivalence of fractions, decimals and percentages to compare proportions.

    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 justify my procedures, predictions and conjectures.

11. Collecting data by sampling and experiment

    Assessed: In the exam and in coursework (NEA)

    Learners use ecological sampling to monitor species abundance and distribution, and must know when sampling techniques make samples representative (Appendix B, page 74). In each Unit 7 Task 1 they collect reliable data in groups of no more than three (page 64).

    Numeracy: Collecting data, Strategic competence

    Getting pupils ready

    Year 7

    Pupils place quadrats in ten random spots on the school field, count the daisies and record the counts in a tally table.

    Year 8

    Pupils compare plant numbers in sunny and shaded areas using quadrats along a tape measure, and decide how many samples they need for a fair comparison.

    Year 9

    Pupils test a hypothesis about lichen on trees near and far from a busy road, choosing random sampling points and recording both counts and descriptions.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.1.1, page 38

    “use ecological sampling methods to monitor biodiversity including:”

    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.

    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.

12. Calculating energy costs and payback time

    Assessed: In the exam

    Learners calculate payback times for insulation and compare cost-effectiveness, and calculate the cost of using electrical appliances from units used (kWh) and cost per unit (Section 3.2.4, page 33).

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

    Getting pupils ready

    Year 7

    Pupils compare the price and hourly running cost of an LED bulb and a filament bulb to decide which is better value.

    Year 8

    Pupils calculate the cost of running a 2 kW heater for 3 hours a day for a week at a given price per kWh.

    Year 9

    Pupils use given costs and yearly savings for loft insulation, double glazing and draught excluders to calculate payback times and recommend the best option for a terraced house in Aberdare.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 32

    “calculate the payback time for different types of insulation from data and compare cost-effectiveness over different time periods.”

    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.

Source: WJEC GCSE The Sciences (Double Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.