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 Reading strategies

  1. Judging the reliability of online sources

    Assessed: In the exam

    Learners must understand what makes an online source reliable, such as accuracy, author credentials and publication date, and evaluate sources by analysing writing style, checking for bias, cross-referencing and fact-checking.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils compare a news website and an anonymous forum post about the same local story and list two reasons one is more reliable.
    Year 8
    Pupils fact-check a viral claim by cross-referencing three websites and record the author, date and domain of each.
    Year 9
    Pupils annotate a biased online article, highlighting loaded words and missing evidence, and write a short paragraph judging how far it can be trusted.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.3.2, page 16

    “the importance of using reliable online sources”
    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.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

    • 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.

    Progression step 5

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

    • I can confidently evaluate the purpose, impact and reliability of texts.

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

  2. Reading a client brief and qualitative data

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

    Both NEA units start from an unseen WJEC client brief with a scenario, tasks and qualitative data on styles and themes, which learners must read closely to pick out the organisation's needs and the audience.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a one-page brief from a local café wanting a poster and highlight the audience, purpose and three must-have features.
    Year 8
    Pupils annotate a brief for a Rhondda Cynon Taf leisure centre website, separating facts about the client from what the client wants.
    Year 9
    Pupils read a full mock client brief independently and turn it into a checklist of requirements before any design work starts.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Arrangements for non-examination assessment, page 36

    “learners receive a client brief that describes the organisation on which they will base their non-examination assessment”
    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.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • 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, extracting and commenting maturely on key ideas and themes.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

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.