LNF Cymru Literacy and numeracy for Wales

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GCSE Social Studies

GCSE Social Studies asks learners to summarise and judge the credibility of sources, write extended evaluative answers and communicate findings to a real audience. Numeracy is the statistics of social research: designing questionnaires and samples, calculating mean, median, mode, range and percentages, drawing graphs and spotting weak data presentation. The single biggest thing Key Stage 3 should build is the habit of reading any source or chart critically, asking who made it, when and why, before using it as evidence.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of literacy work
High
Amount of numeracy work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Society and Social Issues: Written examination 1 hour 15 minutes, 30%, 60 marks
  • Unit 2: Investigating Society and Social Issues: NEA 6 hours 30 minutes, 20%, 60 marks, set and marked by WJEC
  • Unit 3: Social Change in Contemporary Society: Written examination 1 hour 15 minutes, 30%, 60 marks
  • Unit 4: Planning to Effect Social Change: NEA 6 hours 30 minutes, 20%, 60 marks, set by WJEC, marked by the centre and moderated by WJEC

The literacy and numeracy skills in this qualification

  1. Summarising and referencing sources

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

    Learners summarise the main points about a social issue from several sources in the Unit 2 data sources tasks. In Unit 4 they must use secondary sources that are fully referenced (page 27).

    Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils read two short articles about child poverty in Rhondda Cynon Taf and write three bullet points on what both say.
    Year 8
    Pupils summarise the main points about youth homelessness from a charity leaflet, a news report and a table, listing each source with its title and date.
    Year 9
    Pupils write a 150-word summary of one social issue from four sources, with a reference list giving author, title, date and web address.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.1 Understanding sources, page 17

    “Learners should be able to summarise the main points raised about a social issue from a variety of sources.”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    Progression step 5

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

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

  2. Judging the credibility of sources

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

    Learners assess sources for accuracy, authority of author, currency, potential bias and purpose, and tell factual, opinion and persuasive sources apart.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils sort statements about school uniform from a blog, a school letter and a newspaper into fact and opinion.
    Year 8
    Pupils rate three sources on digital exclusion for date, author and bias using a simple credibility grid.
    Year 9
    Pupils decide which of two sources on litter in Aberdare is more credible, using accuracy, authority, currency, bias and purpose, and write a justified paragraph.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2 Assessing the credibility of sources, page 17

    “assess the credibility of sources, considering aspects such as: • accuracy • authority of author • currency • potential bias”
    Progression step 3

    • I can distinguish between facts, theories and opinions.

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

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

    • 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 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 use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  3. Extended evaluative writing

    Assessed: In the exam and in coursework (NEA)

    Learners analyse, evaluate and make judgements on social issues, debates and source materials (AO3, 25% overall), including short and extended answers in both examinations.

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

    Getting pupils ready

    Year 7
    Pupils write a paragraph on whether young people should have a say in local decisions, with a point, evidence and explanation.
    Year 8
    Pupils write a balanced answer on whether social media helps or harms communities, with one paragraph for each side and a conclusion.
    Year 9
    Pupils write a timed answer on how far globalisation has changed life in the Cynon Valley, ending with a supported judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.1 Assessment objectives, AO3, page 31

    “Analyse, evaluate, or make judgements on change, concepts, debates, issues, methods, processes and structures or source materials, relevant to the study of society.”
    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.

  4. Communicating findings to an audience

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

    Learners create an artefact such as an email, blog post, research poster or speech that follows an appropriate format, communicates effectively and reflects the sources and their own primary data.

    Literacy: Planning and organising for different purposes, audiences and context, Purpose, Clarity and vocabulary, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils turn class survey findings on screen time into a short, polite email to the headteacher with one clear request.
    Year 8
    Pupils make a research poster on recycling in school for a Year 6 audience, showing one chart and three key findings.
    Year 9
    Pupils write a blog post or short speech to a local councillor that uses figures from their own survey and two sources to argue for a change.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.3.2 Creating an artefact to communicate data about a social issue, page 20

    “create an artefact to communicate information gained from sources and primary data collection, for example:”
    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 organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    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 speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    Progression step 5

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

    • I can present ideas and issues to meet the demands of different audiences.

  5. Social Studies vocabulary

    Assessed: In the exam

    Learners show knowledge and understanding of terms relevant to the study of society (AO1, 25% overall); many sections begin 'Learners should know what is meant by the terms', such as socialisation, digital exclusion and globalisation.

    Literacy: Vocabulary, spelling, grammar, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils keep a glossary of terms such as community, culture and identity, using each in a sentence about life in Aberdare.
    Year 8
    Pupils match terms such as socialisation and social mobility to definitions, then spell and use each one correctly in a short explanation.
    Year 9
    Pupils answer 'what is meant by' questions on terms such as digital exclusion and globalisation in one precise sentence with a Welsh example.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.1 Assessment objectives, AO1, page 31

    “Demonstrate knowledge and understanding of change, concepts, issues, processes, structures and terms relevant to the study of society.”
    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.

    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 have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts.

  6. Averages, range and percentages

    Assessed: In the exam and in coursework (NEA)

    Learners calculate mean, median, mode, percentages and range from data on society in the examination, and undertake the same calculations on raw data in Unit 2.

    Numeracy: Interpreting data, Calculation, Fluency, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils work out the mean and range of hours of sleep from a class survey and say what the figures show.
    Year 8
    Pupils calculate the percentage of the class with home broadband from survey results and compare it with a figure for Wales.
    Year 9
    Pupils find the mean, median, mode and range of weekly pocket money from a survey and explain which average best represents the group.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.2 Understanding and transforming data about society, page 11

    “Learners should understand how to calculate: • mean • median • mode • percentages • range.”
    Progression step 3

    • I can use mean to interpret a simple data set.

    • I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

    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 express one quantity as a percentage of another.

    Progression step 5

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    • 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.

  7. Drawing graphs of social data

    Assessed: In the exam and in coursework (NEA)

    Learners construct bar charts, line graphs and scatter graphs with appropriate scales and labels (pie charts labelling only in Unit 1), and in Unit 2 select and create displays to suit the data.

    Numeracy: Representing data

    Getting pupils ready

    Year 7
    Pupils draw a labelled bar chart of how pupils in the class travel to school, choosing a sensible scale.
    Year 8
    Pupils draw a line graph of the population of Wales over time from census figures, with titled and scaled axes.
    Year 9
    Pupils plot a scatter graph of two measures for Welsh local authorities, such as age and internet use, and describe the correlation.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.2 Understanding and transforming data about society, page 11

    “construct appropriate graphs to transform data, using appropriate scales and labels”
    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.
    Progression step 4

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

    • 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.

    Progression step 5

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

  8. Interpreting data and spotting weak presentation

    Assessed: In the exam and in coursework (NEA)

    Learners draw conclusions from quantitative and qualitative data, identify patterns and trends and identify weaknesses in how data is presented. Unit 3 applies the same skills to data on changing societies.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a pie chart of household recycling and write two things it shows.
    Year 8
    Pupils describe the trend in a line graph of homelessness in Wales, quoting two figures from it.
    Year 9
    Pupils find the weaknesses in a misleading chart about crime, such as a cut axis or missing labels, and redraw it fairly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.2 Understanding and transforming data about society, page 10

    “identify patterns and trends in data on society • identify weaknesses in the presentation of data on society”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can explore trends and extreme values (outliers) for data sets.

    Progression step 5

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • 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.

  9. Designing research and choosing a sample

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

    Learners create questionnaires with closed, open and Likert scale questions and observation schedules, and select and justify sample size, characteristics and technique.

    Numeracy: Collecting data, Strategic competence, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils write a five-question tally survey on how pupils spend break time and collect answers from their class.
    Year 8
    Pupils design a questionnaire on use of the local library with closed, open and Likert scale questions.
    Year 9
    Pupils choose a sample for a survey on bus use in Aberdare, justifying its size, who is in it and whether it is random or opportunity sampling.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.2.3 Sampling, page 18

    “Learners should be able to select and justify: • sample size • sample characteristics • sampling technique.”
    Progression step 3

    • I can collect relevant data to answer posed questions.

    • I can identify what further information might be required and select what information is most appropriate.

    Progression step 4

    • I can collect own data for a survey, e.g. through designing a questionnaire.

    • I can plan how to collect data to test a simple hypotheses.

    • I can collect both quantitative and qualitative data.

    Progression step 5

    • I can collect data in a suitable way according to my hypothesis.

    • I can justify my procedures, predictions and conjectures.

  10. Budgeting a social action plan

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

    Learners create a social action plan that includes a budget alongside aims, resources and key actions, and evaluate methods of social action by criteria including cost.

    Numeracy: Financial literacy, Strategic competence

    Getting pupils ready

    Year 7
    Pupils cost a class charity cake sale within a £20 budget, listing each item and the total.
    Year 8
    Pupils compare two suppliers' prices for posters and leaflets for an awareness campaign and pick the best value within budget.
    Year 9
    Pupils write a costed budget for a planned litter pick in Aberdare Park, covering equipment, printing and refreshments, and show it stays under the limit.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 4, Section 4.2.1 Creating a social action plan, page 28

    “aims and goals • tools and resources required • budget”
    Progression step 3

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can realise that budgeting is important.

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

    • 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 identify what further information might be required and select what information is most appropriate.

Good to know

Links with other qualifications

Appendix A (page 37) maps Developing Mathematical Proficiency, the number system and statistics strands to all four units, with geometry and measurement in Units 1 and 3 only.

Source: WJEC GCSE Social Studies specification, Version 2, October 2025 (teaching from 2026, for award from 2028).