LNF Cymru Literacy and numeracy for Wales

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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%

Skills that use Reading strategies

  1. Reading and using the pre-release Resource Folder

    Assessed: In the exam

    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.

  2. Judging reliable sources of health and climate information

    Assessed: In the exam

    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.

  3. Using scientific vocabulary and terminology precisely

    Assessed: In the exam and in coursework (NEA)

    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.

Good to know

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.