LNF Cymru Literacy and numeracy for Wales

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GCSE The Sciences

The Sciences (Double Award) asks learners to research and evaluate scientific information, including how the media shapes public views, to write balanced answers on ethical and environmental issues, and to write up two scientific enquiries alone under high control using precise terminology. Its numeracy demand is high across six examinations and Unit 7: equations with SI units, chemical calculations, percentages, significant figures, graphs and gradients, sampling, probability in genetics and decay, and payback costs, with standard form, rearranging equations and y = mx + c at higher tier. The single biggest thing Key Stage 3 should build is fluent, well set out calculation from practical data: correct units, substitution into equations, means and graphs, explained in precise scientific language.

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: Biology, Basis of Life: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 2: Chemistry, Chemical Substances and How They Behave: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 3: Physics, Forces, Motion and the Universe: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 4: Biology, Continuity of Life: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 5: Chemistry, Chemical Bonding, Reactions and Resources: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 6: Physics, Waves, Electricity and Energy: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 7: Scientific Enquiry: Two enquiries from a choice of three, each a practical task (1 hour) and a written task (1 hour), 28 marks each (56 marks), externally marked by WJEC, 10%

Skills that use Conceptual understanding

  1. Chemical calculations, ratio and percentages

    Assessed: In the exam

    Learners calculate relative formula mass and percentage by mass, and at higher tier convert grams to moles and calculate reacting masses from balanced equations (Section 5.3.3, page 52). Appendix D adds significant figures, order of magnitude calculations and, at higher tier, standard form (page 78).

    Numeracy: Calculation, The number system, Fluency, Conceptual understanding, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils count the atoms of each element in formulae such as H2O, CO2 and CaCO3 and write the ratio of atoms in its simplest form.
    Year 8
    Pupils heat magnesium ribbon in a crucible, weigh it before and after, and calculate the percentage increase in mass.
    Year 9
    Pupils use a periodic table to calculate the relative formula mass of calcium carbonate and the percentage by mass of calcium, rounding to 3 significant figures.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.6, page 22

    “calculate the percentage by mass of each element present in a compound”
    Progression step 3

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

    • I can use ratio and proportion to calculate quantities.

    • I can multiply 2- and 3-digit numbers by a 2-digit number.

    Progression step 4

    • I can express one quantity as a percentage of another.

    • I can use ratio and proportion including map scales.

    • I can use and interpret numbers in standard form within calculations.

    Progression step 5

    • I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

    • I can explain results and procedures precisely using appropriate mathematical language.

  2. Plotting graphs, gradients and decay curves

    Assessed: In the exam and in coursework (NEA)

    Learners plot two variables from data, use motion graphs, and find half-life from decay curves. Calculating acceleration from the gradient of a speed-time graph (page 30), rate from a straight line (page 25), and gradient, slope and intercept (Appendix D) are higher tier only.

    Numeracy: Representing data, Interpreting data, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils plot a cooling curve for stearic acid and read the melting point from the flat part of the graph.
    Year 8
    Pupils plot a distance-time graph for a trolley and decide which section was fastest from the steepness of the line.
    Year 9
    Pupils model decay by rolling 100 dice and removing every six after each throw, plot the number left against throw number, and read the half-life from their curve.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 6, Section 6.1.3, page 57

    “determine the half-life of a radioisotope from a decay curve or 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.

  3. Calculating energy costs and payback time

    Assessed: In the exam

    Learners calculate payback times for insulation and compare cost-effectiveness, and calculate the cost of using electrical appliances from units used (kWh) and cost per unit (Section 3.2.4, page 33).

    Numeracy: Financial literacy, Calculation, Strategic competence, Conceptual understanding, Logical reasoning

    Getting pupils ready

    Year 7
    Pupils compare the price and hourly running cost of an LED bulb and a filament bulb to decide which is better value.
    Year 8
    Pupils calculate the cost of running a 2 kW heater for 3 hours a day for a week at a given price per kWh.
    Year 9
    Pupils use given costs and yearly savings for loft insulation, double glazing and draught excluders to calculate payback times and recommend the best option for a terraced house in Aberdare.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 32

    “calculate the payback time for different types of insulation from data and compare cost-effectiveness over different time periods.”
    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.

Good to know

Links with other qualifications

The Appendix D mathematics overlaps closely with GCSE Mathematics and Numeracy, the scientific enquiry demands match GCSE Integrated Science, and the climate and sampling work overlaps with Geography.

Source: WJEC GCSE The Sciences (Double Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.