LNF Cymru Literacy and numeracy for Wales

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GCSE Geography

Geography asks learners to read and judge sources for bias, plan and evaluate a fieldwork enquiry, and write extended answers that reach a justified decision, all using precise geographical terms. Its numeracy is broad and applied: map scale, grid references and contours, sampling, averages and spread, percentage change, and drawing and interpreting graphs, all set out in Appendix B and used in every unit. The biggest thing Key Stage 3 should build is the habit of turning real local data into a correct graph and then a written conclusion that quotes the figures.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
High
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Our Physical and Human World: Written examination 1 hour 30 minutes, 30%
  • Unit 2: Developing Fieldwork Skills: Non-examination assessment 7 hours (not including the fieldwork), 25%, set and marked by WJEC
  • Unit 3: Our Dynamic and Diverse World: Written examination 1 hour 30 minutes, 30%
  • Unit 4: Sustainable Solutions: Non-examination assessment 6 hours (3 hours research, 3 hours tasks), 15%, set by WJEC, marked by the centre and moderated by WJEC

Skills that use Conceptual understanding

  1. Map skills: grid references, scale, distance and height

    Assessed: In the exam and in coursework (NEA)

    Learners give four and six figure grid references, measure distance with the scale line, estimate area on OS maps at 1:25,000 and 1:50,000, and use contours, spot heights, gradient and cross sections. Map distance is also a named processing technique in the fieldwork enquiry.

    Numeracy: Position, Measurement, Shape and space, Calculation, Angle, Strategic competence, Communicating with symbols, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils give four and six figure grid references for the school, their own street and Aberdare Park on a 1:25,000 OS map of the Cynon Valley.
    Year 8
    Pupils use the scale line and a strip of paper to measure the straight and road distance from school to Dare Valley Country Park, converting centimetres to kilometres, and draw a cross section across the valley.
    Year 9
    Pupils measure the same route on 1:25,000 and 1:50,000 maps, estimate the area of a local reservoir by counting grid squares, and calculate the gradient of a hill road from contour heights.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, 1.1, page 45; Appendix B, 3.1 to 3.3, page 46; Unit 2, Sections 2.1.3 and 2.3.1, pages 19 and 21

    “Calculate distance from maps using the scale line and estimate area.”
    Progression step 3

    • I can use grid references to specify location.

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

  2. Percentages and percentage change

    Assessed: In the exam and in coursework (NEA)

    Learners calculate percentages to process fieldwork evidence and calculate percentage increase or decrease, for example in population, from a line graph or table of data.

    Numeracy: Calculation, Relationships within the number system, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils find what percentage of the class travel to school on foot, by bus and by car, and check the percentages add up to 100.
    Year 8
    Pupils calculate the percentage change in Aberdare's population between two census years from a table and write one sentence explaining it.
    Year 9
    Pupils use multipliers on a calculator to compare the percentage growth of two global cities from a line graph, and check each answer with a rough estimate.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, 2.2, page 45; Unit 2, Section 2.3.1, page 21

    “Calculate percentage increase or decrease and understand the use of percentiles.”
    Progression step 3

    • I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

    • I can use equivalence of fractions, decimals and percentages to compare proportions.

    Progression step 4

    • I can calculate a percentage increase or decrease.

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

    Progression step 5

    • I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  3. Drawing graphs, charts and maps

    Assessed: In the exam and in coursework (NEA)

    Learners select and construct bar and line charts, climate graphs, hydrographs, pie charts, dispersion graphs and scatter graphs with suitable scales, and judge the strengths and weaknesses of each presentation method.

    Numeracy: Representing data, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils draw a climate graph for Cardiff by hand, with rainfall as bars and temperature as a line on two labelled axes.
    Year 8
    Pupils present a class travel survey as a pie chart and as a bar chart and write one sentence on which shows the data more clearly.
    Year 9
    Pupils plot a scatter graph of income per person against life expectancy for 15 countries, draw a line of best fit and choose sensible scales for both axes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, 4.1, page 46; Unit 2, Section 2.3.2, page 21

    “Select and construct appropriate graphs and charts to present data, using appropriate scales.”
    Progression step 3

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

    • 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.
    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 construct graphs to represent data including scatter diagrams to investigate correlation.

    Progression step 5

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

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

Good to know

Links with other qualifications

Averages, percentage change and scatter graphs overlap with Mathematics and Numeracy, and judging sources for bias overlaps with History.

Source: WJEC GCSE Geography specification, Teaching from 2025, For award from 2027, Version 6, September 2026.