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The literacy and numeracy skills in this qualification

1. Using scientific vocabulary

   Assessed: In the exam and in coursework (NEA)

   Learners use correct scientific words when talking about their enquiry plan and use scientific words to explain their thinking in their conclusions. Unit 1 also expects terms such as melting, boiling, condensing and freezing, and word equations for photosynthesis, respiration and combustion.

   Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

   Getting pupils ready

   Year 7

   Pupils build a word wall for states of matter and use five of the words correctly when describing ice melting to a partner.

   Year 8

   Pupils write the word equation for respiration and use the terms reactant and product in two sentences explaining it.

   Year 9

   Pupils explain the plan for a combustion investigation aloud to the class using at least six scientific terms, then spell them correctly in their written plan.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Planning an enquiry and Form conclusions and evaluate approaches, pages 17 and 18; Unit 1, Sections 1.1.2, 1.1.3 and 1.2.2, pages 12 to 15

   “use correct scientific words when talking about their plan”

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

   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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

2. Reading test questions and resources

   Assessed: In the exam

   Each Unit 1 topic test uses multiple choice, matching, fill the blanks and short answer questions with resources such as graphs, diagrams and infographics. On the higher tier learners may have to select information themselves and interpret indirect information.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils answer ten multiple choice questions on cells, underlining the key word in each question before choosing an answer.

   Year 8

   Pupils read an infographic about energy use at home and answer short questions by finding the right part of it.

   Year 9

   Pupils answer short answer questions on an unseen infographic about recycling where they are not told where to look, and highlight the evidence they used.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.2, Unit 1 overview, pages 26 and 27

   “a variety of question types, including multiple choice questions”

   Progression step 3

   • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

   • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

   Progression step 4

   • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

3. Finding key facts in secondary sources

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

   In the Unit 2 enquiries learners find scientific information from a book, website, worksheet or video, pick out key facts or data and present them in lists or tables. They begin to judge whether the information looks valid or whether something does not fit.

   Literacy: Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read a one page leaflet on composting and list three key facts in their own words.

   Year 8

   Pupils watch a short video and read a web page on water saving, then make a table of the facts each one gives.

   Year 9

   Pupils compare two sources on air pollution, pick out the key data from each and explain which one they trust more and why.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Using secondary data, page 18

   “noticing if the information looks valid or if something”

   Progression step 3

   • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

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

   Progression step 4

   • I can evaluate the usefulness and reliability of texts.

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

4. Planning an enquiry in simple words

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

   For each Unit 2 enquiry learners say what they want to find out, make a basic prediction, choose equipment and method, explain why they chose that method in simple words and identify risks. Unit 3 tasks also involve practical enquiries, such as heart rate, skin sensitivity and reaction times.

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

   Getting pupils ready

   Year 7

   Pupils fill in a planning frame for a dissolving experiment with a question, a prediction and a numbered equipment list.

   Year 8

   Pupils write a short method for testing which material insulates best, with numbered steps and one sentence saying why they chose it.

   Year 9

   Pupils write a full plan for a pulse rate investigation, including a prediction linked to what they know, a method, a reason for it and a list of risks.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Planning an enquiry, page 17; Unit 3, Sections 3.1.2, 3.1.3 and 3.2.1, pages 21 and 22

   “explain why they chose that method in simple words”

   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.

   Progression step 4

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

5. Writing conclusions and evaluations

   Assessed: In the exam and in coursework (NEA)

   Learners state what their results show in simple language, link them back to their prediction or question, say what went well, suggest simple improvements and comment on repeatability. AO3, analysing, interpreting and evaluating, is 20% of the qualification and runs through all three units.

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

   Getting pupils ready

   Year 7

   Pupils finish the sentence starters "My results show that..." and "My prediction was right because..." after a plant growth experiment.

   Year 8

   Pupils write a short paragraph concluding a heat loss experiment, using because and therefore, and suggest one improvement.

   Year 9

   Pupils write a conclusion and evaluation for a reaction time investigation that links to their prediction, comments on whether repeats were similar and suggests two improvements.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Form conclusions and evaluate approaches, page 18; Section 3.1, page 25

   “link their results back to their prediction or question”

   Progression step 3

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

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

6. Weighing up evidence and explaining decisions

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

   Learners use evidence to make sensible choices such as recycling, energy use or personal safety, weigh up evidence and arguments, and use simple scientific language to explain their decision. In Unit 3 they consider the evidence on vaccinations and are aware that parents may hold different opinions.

   Literacy: Collaborative talk, Questioning, Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils sort cards of reasons for and against recycling plastics into two piles and tell a partner which side they agree with and why.

   Year 8

   Pupils discuss in groups whether the school should switch to LED lights, using cost and energy facts, and agree a decision.

   Year 9

   Pupils hold a structured class discussion on a contested health topic, such as sugar taxes, using evidence cards, then write a paragraph explaining their own decision.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Make informed decisions, page 17; Unit 3, Section 3.2.3, page 23

   “weigh up evidence and arguments before making a decision”

   Progression step 3

   • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

   • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

   Progression step 4

   • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

7. Reading health messages and media reports critically

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

   Unit 3 covers food labels and traffic light labels, public health messages such as catch it, bin it, kill it, and media coverage of vaccine safety, where learners must be aware that some reports are not scientifically accurate. Learners need to tell evidence from opinion.

   Literacy: Understanding, response and analysis, Reading strategies

   Getting pupils ready

   Year 7

   Pupils read the front of three cereal packets and label each claim as a fact or an opinion.

   Year 8

   Pupils compare a public health poster with a newspaper headline about germs and explain which message is backed by evidence.

   Year 9

   Pupils read two short articles about a vaccine, highlight facts and opinions in different colours and write which article is more scientifically accurate and why.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 3, Sections 3.2.2 and 3.2.3, pages 22 and 23

   “the safety of vaccinations is often discussed in the media”

   Progression step 3

   • I can distinguish between facts, theories and opinions.

   • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

   Progression step 4

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

   • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

8. Listening to scientists and working in groups

   Assessed: Taught, but not assessed

   Learners have opportunities to engage with diverse scientists and professionals in person or remotely, research science careers and develop collaboration skills by working with and learning from others. These experiences are not directly assessed, but Appendix A maps listening and speaking to all three units.

   Literacy: Listening to understand, Listening as part of collaborative talk

   Getting pupils ready

   Year 7

   Pupils listen to a short talk by a school nurse and write down three things they learned and one question to ask.

   Year 8

   Pupils take notes during a visiting scientist's talk, then summarise the main points to their group.

   Year 9

   Pupils interview a local NHS worker in small groups, record the answers and agree together how to present the career to the class.

   Show the specification wording and the LNF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 24; Appendix A, page 34

   “develop collaboration skills by working with, and learning from, others”

   Progression step 3

   • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

   • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

   Progression step 4

   • I can use different techniques to help me remember, record and respond to what I hear.

   • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

9. Measuring carefully with scientific equipment

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

   Learners make observations or measurements carefully, use equipment in the correct way and check if results make sense. The content includes timing reaction times, measuring heart rate and recovery time, investigating temperature changes and density, and measuring pollution and sound.

   Numeracy: Measurement

   Getting pupils ready

   Year 7

   Pupils read thermometers every minute as water cools, record each temperature to the nearest degree and say which readings look wrong.

   Year 8

   Pupils time how long it takes to recover a resting pulse after exercise using a stopwatch, recording minutes and seconds.

   Year 9

   Pupils measure the mass and volume of different materials using a balance and measuring cylinder, reading scales to the nearest division, then repeat any reading that does not fit.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Using primary data, page 18; Unit 3, Sections 3.1.3 and 3.2.1, pages 21 and 22; Unit 1, Section 1.2.3, page 15

   “make observations or measurements carefully”

   Progression step 3

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

   • I can time events in minutes and seconds, and order the results.

   • I can measure and record temperatures involving positive and negative readings.

   Progression step 4

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

   • I can interpret fractions of a second appropriately.

10. Recording results in tables and bar charts

    Assessed: In the exam and in coursework (NEA)

    Learners record results clearly in tables, tally charts and simple charts, and present their results in ways they understand, such as a bar chart. Appendix C lists constructing and interpreting tables and diagrams as a mathematical skill for the whole qualification.

    Numeracy: Representing data

    Getting pupils ready

    Year 7

    Pupils make a tally chart of the types of litter found in the school yard and draw a bar chart with a labelled scale.

    Year 8

    Pupils draw a results table with units in the headings for a melting experiment and turn it into a bar chart.

    Year 9

    Pupils put class reaction times into a grouped frequency table with equal class intervals and draw a suitable chart.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Using primary data, page 18; Appendix C, page 42

    “present their results in ways they understand, such as in”

    Progression step 3

    • 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 select and construct appropriate charts, diagrams and graphs with suitable scales.

    Progression step 4

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate.

11. Plotting graphs of two variables

    Assessed: In the exam and in coursework (NEA)

    Appendix C asks learners to translate information between graphical and numeric form and plot two variables from experimental or other data. Unit 2 asks them to change data from a table to a graph or chart, and Unit 1 tests use graphs as resources.

    Numeracy: Representing data, Interpreting data

    Getting pupils ready

    Year 7

    Pupils plot temperature against time for cooling water on a grid with the axes already drawn and labelled.

    Year 8

    Pupils choose scales and plot a line graph of heart rate against time during exercise, then read off a value.

    Year 9

    Pupils plot light intensity against bubbles of oxygen from pondweed on axes they design, draw a line of best fit and describe the trend.

    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix C, page 42; Unit 2, Analyse data, page 18; Section 3.2, Unit 1 overview, page 26

    “Plot two variables from experimental or other data”

    Progression step 3

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • 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.

12. Working with decimals, fractions, percentages and means

    Assessed: In the exam and in coursework (NEA)

    Appendix C lists using decimals, fractions and percentages, finding arithmetic means and making order of magnitude calculations. Unit 1 test data is displayed to 1 decimal place on the foundation tier and up to 2 decimal places on the higher tier, where learners may have to write out a calculation for up to 3 marks.

    Numeracy: Relationships within the number system, Interpreting data, The number system, Calculation

    Getting pupils ready

    Year 7

    Pupils find the mean of three repeat readings for a dissolving time and round it to one decimal place.

    Year 8

    Pupils work out what percentage of a class's lunch waste could be recycled and write it as a fraction too.

    Year 9

    Pupils calculate means to 2 decimal places from repeat readings, express the change between two conditions as a percentage, and check the answer with an estimate.

    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix C, page 42; Section 3.2, Unit 1 overview, page 26; Unit 2, Analyse data, page 18

    “Recognise and use expressions in decimal form”

    Progression step 3

    • I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

    • I can use mean to interpret a simple data set.

    • I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

    Progression step 4

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

    • I can present answers to a given number of decimal places or significant figures.

    • I can use rounding to estimate and check answers.

13. Spotting patterns and drawing conclusions from data

    Assessed: In the exam and in coursework (NEA)

    Learners look at results, identify simple patterns, describe what the data shows and what it might mean, and say if their results were similar each time. In Unit 3 they analyse data on caffeine, alcohol and reaction times and use BMI data to assess obesity levels.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7

    Pupils look at a bar chart of plant heights in light and dark and write one sentence describing the pattern.

    Year 8

    Pupils read a graph of reaction times before and after a drink with caffeine and say what it shows and whether it proves anything.

    Year 9

    Pupils examine a table of BMI values for a sample, identify a value that does not fit, and explain what the data does and does not show about obesity levels.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Analyse data and Form conclusions and evaluate approaches, page 18; Unit 3, Sections 3.1.3 and 3.2.2, pages 21 and 22

    “look at results and identify simple patterns”

    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • 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 explore trends and extreme values (outliers) for data sets.

14. Sampling to estimate biodiversity

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

    In the Unit 2 context on plants and animals in the local environment, learners use ecological sampling, because sampling must be used to estimate biodiversity in a habitat. They count species and individuals and use the data to compare areas.

    Numeracy: Collecting data, Strategic competence

    Getting pupils ready

    Year 7

    Pupils count daisies in five quadrats on the school field and record the counts in a table.

    Year 8

    Pupils plan where to put ten quadrats fairly in two areas of the school grounds and compare the mean count in each.

    Year 9

    Pupils plan a sampling survey of invertebrates in a pond or hedge, collect both counts and notes, and estimate the total number in the area from their samples.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Overview of unit, page 16; Appendix B, Section 2.4.1, page 40

    “sampling must be used to estimate biodiversity in a”

    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.

15. Calculating wasted energy, efficiency and payback time

    Assessed: In the exam

    In Unit 1 learners interpret and complete Sankey diagrams of given data, understand that more efficient devices transfer more input energy into useful energy, and link insulation methods to payback times. These are tested in the Unit 1 topic tests, where calculations may be worth up to 3 marks on the higher tier.

    Numeracy: Calculation, Financial literacy

    Getting pupils ready

    Year 7

    Pupils complete a Sankey diagram for a kettle by subtracting the useful energy from the input energy to find the wasted energy.

    Year 8

    Pupils work out how many years double glazing takes to pay for itself from its cost and yearly saving.

    Year 9

    Pupils compare the efficiency of two light bulbs as percentages and the payback times of three insulation methods, then recommend the best value.

    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 12; Section 3.2, Unit 1 overview, page 26

    “suggest a range of different insulation methods to reduce”

    Progression step 3

    • I can add and subtract numbers using whole numbers and decimals.

    • I can make comparisons between prices and understand which is best value for money.

    Progression step 4

    • I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

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

Source: WJEC Entry Level/Level 1 Foundation The Sciences specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).