LNF Cymru Literacy and numeracy for Wales

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GCSE Digital Technology

This GCSE asks learners to read unseen client briefs, judge online sources, write extended exam answers, and write proposals, justifications, evaluations and marketing copy for a set audience. Its numeracy centres on Unit 2, where 40% of the qualification rests on cleansing a quantitative data set in a spreadsheet, using formulas and statistics to find audience needs and reporting with charts, plus binary, storage unit and compression ratio work in Unit 1. The biggest thing Key Stage 3 should build is confident spreadsheet data handling, with pupils explaining in writing what their numbers show about an audience.

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: The Digital World: Digital examination 1 hour 30 minutes, 80 marks, 40%
  • Unit 2: Digital Practices: Non-examination assessment 20 hours, 80 marks, 40%, set by WJEC, marked by the centre, moderated by WJEC
  • Unit 3: Communicating in the Digital World: Non-examination assessment 10 hours, 60 marks, 20%, set by WJEC, marked by the centre, moderated by WJEC

Skills that use Interpreting data

  1. Cleansing and organising a data set

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

    Learners review a quantitative data set from the WJEC client brief, correct errors, insert missing values, remove duplicates and outliers, apply validation rules, then sort, filter, categorise and build pivot tables so the data can be analysed.

    Numeracy: Representing data, Interpreting data, Strategic competence

    Getting pupils ready

    Year 7
    Pupils type the results of a class survey on favourite apps into a spreadsheet, then sort and filter it to answer three set questions.
    Year 8
    Pupils are given a messy survey file with duplicates, blank cells and an impossible age of 140, find and fix each error, and list what they changed.
    Year 9
    Pupils add a drop-down list and a data validation rule to a club sign-up sheet, then build a pivot table counting sign-ups by year group.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1, pages 23 to 24, and Appendix A, pages 41 to 42

    “review quantitative data and use suitable spreadsheet skills, formulas and functions to cleanse and organise data for data analytics to take place”
    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 draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

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

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

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 5

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  2. Using statistics to find trends and audience needs

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

    Learners use descriptive statistics such as averages and counts to find patterns, trends and relationships in the data, and use the results to identify the audience needs that shape their website, game or animation.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils find the mean hours of screen time for boys and girls in a class data set and write one sentence comparing them.
    Year 8
    Pupils use mean, median and range on survey data about gaming habits and decide which average best describes a typical pupil.
    Year 9
    Pupils analyse a data set about what Year 6 pupils want from a school website and write three design decisions, each backed by a statistic.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 24, and Section 3.2, page 36

    “how descriptive data analytics uses statistical summaries to identify patterns, trends, and relationships within the data”
    Progression step 3

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

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

    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 interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    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.

  3. Presenting results in charts and graphs

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

    Learners must report their analysis in a suitable format with suitable graphs or charts, including charts made from pivot table data, and choose the chart type that fits the data.

    Numeracy: Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils turn their app survey into a bar chart in a spreadsheet, adding a title, axis labels and a sensible scale.
    Year 8
    Pupils make a pie chart and a bar chart from the same data, then explain which one shows the result more clearly and why.
    Year 9
    Pupils are shown a misleading social media chart with a cut-off axis, rebuild it correctly in a spreadsheet, and explain the difference.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 24, and Appendix A, page 42

    “report results in a suitable format, including suitable graphs or charts”
    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 select and construct appropriate charts, diagrams and graphs with suitable scales.

    • I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    Progression step 5

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

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

Good to know

Links with other qualifications

Appendix C marks Listening, Reading, Speaking and Writing in all three units, and the data analysis in Unit 2 draws directly on Mathematics statistics work, so shared vocabulary for averages, range and outliers with the Mathematics department will help pupils.

Source: WJEC GCSE Digital Technology Specification, teaching from 2026, for award from 2028, Version 2, February 2026.