GCSE Integrated Science
Integrated Science (Single Award) asks learners to read a pre-release Resource Folder worth a third of the Unit 1 paper, judge how reliable health and climate information is, write balanced evaluations, and write up a scientific enquiry alone under high control using precise scientific terms. Its numeracy load is heavy: Appendix D lists units, percentages, significant figures, substituting into equations, plotting graphs and, at higher tier, standard form, rearranging equations and gradients, all applied to energy costs, efficiency, density, motion and practical data. The single biggest thing Key Stage 3 should build is routine, confident handling of practical data: measuring with units, calculating means and values from equations, and plotting and explaining graphs.
- 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: Living on Earth: Written examination (tiered), 1 hour 30 minutes, 72 marks, includes pre-release Resource Folder, 45%
- Unit 2: Science in a Changing World: Written examination (tiered), 1 hour 30 minutes, 72 marks, 45%
- Unit 3: Scientific Enquiry: One enquiry from a choice of two: practical task (1 hour) and written task (1 hour), 28 marks, externally marked by WJEC, 10%
The literacy and numeracy skills in this qualification
-
Reading and using the pre-release Resource Folder
A third of the Unit 1 paper (24 of 72 marks) is based on a Resource Folder released one month before the examination. Learners must study unseen scientific texts and data in advance and answer questions on them using a clean copy in the examination.
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- A week before the end of the healthy living topic, pupils get a one-page leaflet on energy drinks, highlight key words and write three questions they think a test could ask about it.
- Year 8
- Pupils receive a two-page pack on air quality in the Cynon Valley a lesson ahead, annotate the text and graph, then answer unseen questions on it in a timed lesson.
- Year 9
- Pupils work through a mock pre-release folder on electric vehicles over two weeks, building a glossary and a one-line summary of each source, then answer a short question paper using a clean copy.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1, page 11
“72 marks (24 marks will be allocated to questions linked to the pre-release material)”
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.
I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.
Progression step 4
I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.
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.
-
Judging reliable sources of health and climate information
Learners must understand why reliable sources matter when making health decisions, such as on vaccination. In Unit 2 they must recognise that climate change is often over-simplified, with opinions based on only part of the evidence (Section 2.1.2, page 26).
Literacy: Reading strategies, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils sort ten statements about germs and vaccines into fact, theory or opinion, and say where each one came from.
- Year 8
- Pupils compare an NHS Wales web page and a social media post about sugar in fizzy drinks, and list three reasons why one is more reliable than the other.
- Year 9
- Pupils read two news reports of the same climate study, pick out where each one over-simplifies the evidence, and rate each for reliability with reasons.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1, Section 1.1.2c, page 15
“that staying informed of health risks from reliable sources is crucial for making informed decisions about health and well-being”
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 distinguish between facts/evidence and bias/arguments.
I can evaluate the usefulness and reliability of texts.
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 understand and explore in detail how texts may be interpreted, distinguishing between facts/evidence and bias/arguments.
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.
-
Writing balanced evaluations that reach a decision
Analysing, interpreting and evaluating (AO3) is 25% of the qualification. The content repeatedly asks learners to weigh advantages and disadvantages, for example alternative fuels, farming methods, recycling and space-based telescopes, and reach a justified decision in written answers.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write one paragraph deciding whether the school should switch to LED lighting, linking an advantage, a disadvantage and a conclusion with 'however' and 'therefore'.
- Year 8
- Pupils write a balanced answer on whether farmers should use pesticides, with a paragraph for each side and a final judgement that refers back to the evidence.
- Year 9
- Pupils write an extended answer comparing hydrogen and bioethanol as fuels for local buses, then check it against a success criteria grid and redraft it.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 43
“evaluate personal, social, economic and environmental implications of science and make decisions based on the evaluation of evidence and arguments”
Progression step 3
I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.
I can use paragraphs and make links between them.
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
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 a range of connectives specifically when organising my ideas in whole texts for different purposes.
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.
-
Writing up a scientific enquiry independently
In Unit 3 Task 2 (22 of 28 marks) learners work alone under high control, using their Task 1 results to analyse data, conclude and evaluate. Appendix B expects them to communicate the scientific rationale for the investigation and method (page 43).
Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving
Getting pupils ready
- Year 7
- After a dissolving sugar practical, pupils write their method as numbered steps with a labelled diagram, and a partner tries to follow it and suggests one fix.
- Year 8
- Pupils write a conclusion and evaluation for a pendulum investigation using a frame: what the results show, the science that explains it, and one improvement.
- Year 9
- Pupils complete a timed, independent write-up of a reaction time investigation they carried out in groups the week before, then redraft one section after teacher feedback.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 3, page 33
“Learners must work independently in high controlled conditions.”
Progression step 3
I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.
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 adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.
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 write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.
I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.
I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.
-
Using scientific vocabulary and terminology precisely
Learners must use the terms defined in Appendix C, such as independent variable, validity, resolution, precision, repeatability and systematic error, accurately in examinations and in the enquiry. Word equations also need precise chemical names.
Literacy: Vocabulary, spelling, grammar, Reading strategies, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils keep a glossary page for variable, hypothesis and fair test, and use each word correctly in a sentence about their own practical.
- Year 8
- Pupils play a 'define it without saying it' game with accuracy, precision and anomaly, then label a set of class results using the right terms.
- Year 9
- Pupils take a weekly spelling and definition quiz on the Appendix C terms, then rewrite a weak evaluation so it uses resolution, random error and repeatability correctly.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 3, page 33
“Learners should also demonstrate their use of scientific terminology (Appendix C) and mathematical skills (Appendix D).”
Progression step 3
I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.
I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.
I can use a range of strategies to make meaning from words and sentences, including:
- knowledge of phonics
- word roots
- word families
- syntax
- text organisation
- prior knowledge of context.
Progression step 4
I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.
I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.
Progression step 5
I can use a range of discipline-specific and general academic vocabulary accurately and precisely.
I can use strategies to spell discipline-specific and general academic words in appropriate contexts.
I can use a range of discipline-specific and general academic vocabulary in my own communication.
-
Substituting into and rearranging equations
Learners substitute values into equations for speed, acceleration, weight, resultant force, wave speed, density, efficiency and electrical cost, using correct units. Changing the subject of an equation is assessed at higher tier only.
Numeracy: Communicating with symbols, Strategic competence, Measurement, Calculation
Getting pupils ready
- Year 7
- Pupils time a toy car over a measured distance and use speed = distance ÷ time, setting out the equation, the substitution and the answer in m/s on three lines.
- Year 8
- Pupils measure the mass of classroom objects and calculate their weight on Earth, the Moon and Mars from given gravitational field strengths, writing units at each step.
- Year 9
- Pupils find the density of rock samples, then rearrange density = mass ÷ volume to predict the mass of a larger block of the same rock.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix D, Mathematical Skills, page 46
“Substitute numerical values into algebraic equations and solve them using appropriate units for physical quantities”
Progression step 3
I can communicate my answers using correct mathematical form.
I can use appropriate notation, symbols and units of measurement.
I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.
Progression step 4
I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.
I can use the order of operations including brackets and powers.
I can use appropriate notation, symbols and units of measurement, including compound measures.
Progression step 5
I can communicate my answers using correct mathematical form.
I can use appropriate notation, symbols and units of measurement, including compound measures.
I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.
-
Measuring accurately and working with SI units
Learners measure mass and volume, including by displacement for irregular objects, to find density, and must recognise and use SI units, prefixes and unit conversions (Appendix D, page 46). Appendix C expects them to understand the resolution of measuring instruments.
Numeracy: Measurement, Shape and space, The number system, Strategic competence
Getting pupils ready
- Year 7
- Pupils read thermometers, measuring cylinders and top-pan balances at practical stations, record each reading with its unit and say what the smallest division is.
- Year 8
- Pupils find the volume of irregular stones by displacement in a measuring cylinder, and convert between cm³ and ml and between g and kg.
- Year 9
- Pupils find the density of regular blocks by measuring and calculating their volume and of irregular objects by displacement, and state the resolution of each instrument.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2, Section 2.3.1c, page 32
“carry out experiments to determine the density of both regular and irregular shaped objects to identify the material they are made from.”
Progression step 3
I can read and interpret scales or divisions on a range of measuring instruments.
I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.
I can find volumes by counting and other practical methods.
Progression step 4
I can read and interpret scales on a range of measuring instruments.
I can use the common units of measure, convert between related units of the metric system and carry out calculations.
I can apply the formulae for the volume of simple prisms.
Progression step 5
I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.
I can understand and use a variety of compound measures.
I can identify, measure or obtain required information to complete the task.
-
Percentages, efficiency and significant figures
Learners calculate efficiency from Sankey diagrams, energy transfer between trophic levels, Rf values and carbon footprints, and use ratios, fractions, percentages and a sensible number of significant figures. Standard form is higher tier only (Appendix D, page 46).
Numeracy: Calculation, The number system, Relationships within the number system, Fluency, Conceptual understanding
Getting pupils ready
- Year 7
- Pupils use a calculator to work out what percentage of the energy in a packet of crisps comes from fat, and round the answer to the nearest whole number.
- Year 8
- Pupils draw a Sankey diagram for a filament bulb from given energy values and calculate its efficiency as a percentage.
- Year 9
- Pupils calculate the percentage of energy passed along a food chain from given data, round to 2 significant figures, and write the largest energy values in standard form.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1, Section 1.3.2a, page 23
“determine the efficiency of a device or process from a Sankey diagram.”
Progression step 3
I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.
I can estimate by rounding to the nearest 10, 100, 1000 or whole number.
I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.
Progression step 4
I can express one quantity as a percentage of another.
I can use and interpret numbers in standard form within calculations.
I can present answers to a given number of decimal places or significant figures.
Progression step 5
I can select and apply appropriate checking strategies.
I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.
I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.
-
Calculating the cost of electricity and payback time
Learners calculate the cost of using appliances, including electric vehicles, with units used (kWh) = power (kW) x time (hours) and cost = units used x cost per unit, then use data to find payback times.
Numeracy: Financial literacy, Calculation, Strategic competence, Conceptual understanding, Logical reasoning
Getting pupils ready
- Year 7
- Pupils read the power rating on classroom appliances and work out which one costs most to run for an hour, given a price per kWh.
- Year 8
- Pupils calculate the weekly cost of running a kettle, a games console and a phone charger at home, using kWh = kW x hours and a current price per unit.
- Year 9
- Pupils compare the yearly running costs of a petrol car and an electric car from given data and work out how many years the electric car takes to pay back its extra cost.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 1, Section 1.3.1b, page 22
“use data to determine the payback time of electrical appliances, including electric vehicles.”
Progression step 3
I can manage money, compare costs from different retailers and determine what can be bought within a given budget.
I can make comparisons between prices and understand which is best value for money.
I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.
Progression step 4
I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.
I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.
I can prioritise and organise the relevant steps needed to complete the task or reach a solution.
Progression step 5
I can prioritise and organise the relevant steps needed to complete the task or reach a solution.
I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.
I can justify my procedures, predictions and conjectures.
-
Plotting and interpreting graphs
Learners plot two variables from experimental data, use distance-time and speed-time graphs, and interpret the slope of rate graphs. Finding the gradient, slope and intercept of a linear graph is higher tier only.
Numeracy: Representing data, Interpreting data, Conceptual understanding
Getting pupils ready
- Year 7
- Pupils plot a line graph of temperature against time for cooling water, choosing a scale that fills the grid and labelling both axes with units.
- Year 8
- Pupils plot a distance-time graph from timings of a classmate walking across the school field and use it to calculate their speed.
- Year 9
- Pupils plot volume of gas against time for marble chips and acid, draw a line of best fit, and calculate the rate from the gradient of the straight section.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix D, Mathematical Skills, page 46
“Plot two variables from experimental or other data”
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.
I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).
Progression step 4
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.
I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.
Progression step 5
I can select and construct appropriate charts, diagrams and graphs with suitable scales.
I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.
I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.
-
Collecting reliable primary data
In Unit 3 Task 1 (6 marks) learners work in groups of no more than three to follow a given method and collect reliable data. Across all units SE5 asks them to collect, record and present primary data while improving its quality (page 9).
Numeracy: Collecting data, Strategic competence
Getting pupils ready
- Year 7
- Pupils measure their pulse before and after a minute of star jumps, recording three repeats in a results table with headings and units.
- Year 8
- Pupils plan a results table for a ruler-drop investigation into how distraction affects thinking time, including repeats, before they collect any data.
- Year 9
- In groups of three, pupils follow a given method to investigate enzyme activity at different temperatures, record repeat readings and decide which ones need repeating.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 3, page 33
“practical investigation using a given method including observation, measurement, and the collection of reliable data through hands-on experimentation.”
Progression step 3
I can collect relevant data to answer posed questions.
I can identify, measure or obtain required information to complete the task.
Progression step 4
I can plan how to collect data to test a simple hypotheses.
I can collect both quantitative and qualitative data.
I can identify, measure or obtain required information to complete the task.
Progression step 5
I can collect data in a suitable way according to my hypothesis.
I can identify, measure or obtain required information to complete the task.
-
Analysing data, anomalies and uncertainty
Learners find means, identify anomalies, patterns and trends, and comment on uncertainty and on random and systematic error (Appendix C). The formula for uncertainty is given in the examination (page 44).
Numeracy: Interpreting data, Logical reasoning
Getting pupils ready
- Year 7
- Pupils calculate the mean of three repeat heart rate readings, circle any anomaly and write one sentence on what the results show.
- Year 8
- Pupils compare class ruler-drop results, find the range and any outliers, and explain whether the pattern supports their prediction.
- Year 9
- Pupils pool class results from a pondweed photosynthesis practical, calculate means and the uncertainty for each light level, and judge how far the data support the conclusion.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 43
“interpret primary and secondary data, including identifying patterns and trends, make inferences and draw conclusions”
Progression step 3
I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.
I can use mean to interpret a simple data set.
I can justify my procedures and predictions.
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 examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn.
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.
I can construct and develop a mathematical argument.
Good to know
- Unit 1 includes a pre-release Resource Folder released one month before the examination: '24 marks will be allocated to questions linked to the pre-release material', and candidates receive a clean copy of the folder with the question paper (page 11).
- Unit 3 Task 2 (22 marks) is written alone: 'Learners must work independently in high controlled conditions' (page 33). In Task 1 (6 marks) learners 'may work in groups of no more than three' (page 33).
- Higher tier only mathematics is shown in bold in Appendix D (page 46): standard form, changing the subject of an equation, and determining and interpreting the gradient, slope and intercept of a linear graph. Calculating acceleration from the gradient of a speed-time graph (page 13) and calculating rate from a straight line (page 20) are also higher tier content.
- The uncertainty formula is provided: 'There is a formula to calculate this which you will be given in an exam' (Appendix C, page 44).
- AO3, 'Analyse, interpret and evaluate scientific information, processes, techniques and procedures', carries 25% of the qualification (page 35).
- The specification awards no separate marks for spelling, punctuation and grammar and makes no statement about calculator use.
Links with other qualifications
The Appendix D mathematics overlaps closely with GCSE Mathematics and Numeracy, and the carbon footprint, air quality and energy cost work overlaps with Geography.
Source: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.