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Skills that use Planning and organising for different purposes, audiences and context

1. Extended analytical writing reaching a substantiated judgement

   Assessed: In the exam and in coursework (NEA)

   Learners write structured, analytical answers that use sources and knowledge to explain cause, consequence, change and significance, and reach a supported conclusion. Both examinations are 1 hour for 60 marks, so the writing must be concise.

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

   Getting pupils ready

   Year 7

   Pupils write a three paragraph answer on why the Normans built castles in Wales, with a point, evidence and explanation in each paragraph and a one sentence conclusion.

   Year 8

   Pupils write a balanced answer to "Was the Merthyr Rising mainly caused by poverty?" with one paragraph for, one for another cause and a conclusion that gives a judgement.

   Year 9

   Pupils write a timed 20 minute essay on how far the Second World War changed women's lives in Wales, using at least two sources and ending with a justified judgement.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 1.1, page 8; Unit 4, Section 4.1, page 54; Section 3.1, AO2, page 56

   “construct valid and realistic historical claims by using a range of sources in context to reach substantiated judgements”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

   • I can use paragraphs and make links between them.

   Progression step 4

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

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

2. Planning, drafting and critically reflecting on an enquiry

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

   Both NEA units follow five stages: form a hypothesis, analyse the items, plan the response, develop it, then critically reflect on the process and conclusion. Unit 4 explicitly asks for planning, drafting and refining.

   Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

   Getting pupils ready

   Year 7

   Pupils plan an answer on life in a medieval Welsh town using a simple writing frame, then use a checklist to improve one paragraph.

   Year 8

   Pupils plan a local history enquiry on Aberdare in the First World War with a spider diagram, draft it, and redraft one section after peer feedback.

   Year 9

   Pupils complete a mini enquiry in five lessons that mirror the five NEA stages, finishing with a short written reflection on how their hypothesis changed.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 4, Section 4.1, page 54; Section 3.2, Unit 2 and Unit 4 overviews, page 57

   “planning, drafting and refining an analytical answer that reaches a conclusion which responds to their selected question”

   Progression step 3

   • I can explore different ways to plan, draft and present my work appropriately.

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   Progression step 4

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

   • I can improve writing through independent review and redrafting.

   Progression step 5

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

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

Source: WJEC GCSE History specification, Teaching from 2026, For award from 2028, Version 6, June 2026.