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Skills that use Connectives and syntax

1. 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.

2. 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.

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