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

1. Writing balanced evaluations that reach a decision

   Assessed: In the exam

   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.

2. Writing up a scientific enquiry independently

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

   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.

Source: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.