GCSE The Sciences
The Sciences (Double Award) asks learners to research and evaluate scientific information, including how the media shapes public views, to write balanced answers on ethical and environmental issues, and to write up two scientific enquiries alone under high control using precise terminology. Its numeracy demand is high across six examinations and Unit 7: equations with SI units, chemical calculations, percentages, significant figures, graphs and gradients, sampling, probability in genetics and decay, and payback costs, with standard form, rearranging equations and y = mx + c at higher tier. The single biggest thing Key Stage 3 should build is fluent, well set out calculation from practical data: correct units, substitution into equations, means and graphs, explained in precise scientific language.
- 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: Biology, Basis of Life: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
- Unit 2: Chemistry, Chemical Substances and How They Behave: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
- Unit 3: Physics, Forces, Motion and the Universe: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
- Unit 4: Biology, Continuity of Life: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
- Unit 5: Chemistry, Chemical Bonding, Reactions and Resources: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
- Unit 6: Physics, Waves, Electricity and Energy: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
- Unit 7: Scientific Enquiry: Two enquiries from a choice of three, each a practical task (1 hour) and a written task (1 hour), 28 marks each (56 marks), externally marked by WJEC, 10%
Skills that use Logical reasoning
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Chemical calculations, ratio and percentages
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.
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Analysing data, uncertainty and probability
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.
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Calculating energy costs and payback time
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.
Good to know
- Unit 7 has two enquiries. In each, Task 2 (22 marks) is written alone: 'Learners must work independently in high controlled conditions'. In Task 1 (6 marks) 'Learners may work in groups of no more than three' (page 64).
- Exam aids are provided: 'Unit 3 and Unit 6 will include equations on page 2 of the examination question paper', and Units 2 and 5 include a periodic table on the final page (page 66).
- Higher tier only mathematics is shown in bold in Appendix D (page 78): standard form, changing the subject of an equation, y = mx + c, and the gradient, slope and intercept of a linear graph. Converting grams to moles (page 22), calculating rate from a straight line (page 25), acceleration from the gradient of a speed-time graph (page 30) and reacting masses (page 52) 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 76).
- AO3, 'Analyse, interpret and evaluate scientific information, processes, techniques and procedures', carries 25% of the marks in each unit (page 66).
- The specification awards no separate marks for spelling, punctuation and grammar and makes no statement about calculator use.
Links with other qualifications
The Appendix D mathematics overlaps closely with GCSE Mathematics and Numeracy, the scientific enquiry demands match GCSE Integrated Science, and the climate and sampling work overlaps with Geography.
Source: WJEC GCSE The Sciences (Double Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.