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Skills that use Understanding, response and analysis

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. 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.

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