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 Reading strategies

  1. Reading sources and judging bias and reliability

    Assessed: In the exam and in coursework (NEA)

    Learners pick out key information from resource packs and secondary data, judge its reliability, spot bias and vested interest, and reference every source they use. AO3, analysing and evaluating a variety of sources, carries 25% of the qualification.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a council tourism leaflet and a local resident's letter about Aberdare town centre, highlight facts in one colour and opinions in another, and list both sources with their titles.
    Year 8
    Pupils compare a developer's leaflet and a campaign group's webpage about a proposed wind farm in Rhondda Cynon Taf and write two sentences on who has a vested interest and why.
    Year 9
    Pupils work through a short resource pack on a local flood scheme, rate each source for reliability with a one sentence reason, and finish with a correctly set out resource list.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.2.2, page 34; Unit 2, Section 2.3.3, page 21; Section 3.1, AO3, page 36

    “recognising misleading or invalid information, including bias and vested interest.”
    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 evaluate the usefulness and reliability of texts.

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

    • 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 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.

    • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

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.