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 Connectives and syntax
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Writing balanced evaluations of ethical and environmental issues
Analysing, interpreting and evaluating (AO3) is a quarter of the marks in every unit. Learners must write about ethical issues such as embryonic stem cells and genetic testing (pages 40 and 41) and the debate over crude oil (page 53), weighing evidence to reach a decision.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils write a paragraph on whether more wind turbines should be built on the hills above Aberdare, giving one benefit, one drawback and a conclusion.
- Year 8
- Pupils write a balanced answer on whether single-use plastic bottles should be banned, linking points with 'however', 'whereas' and 'therefore'.
- Year 9
- Pupils write an extended answer on whether Wales should stop burning gas to generate electricity, with points for and against and a justified conclusion, then improve it against a mark scheme.
Show the specification wording and the LNF statements
Where it is in the specification: Appendix B, Scientific Enquiry Skills Framework, page 74
“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 write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.
I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.
Good to know
- Unit 7 has two enquiries. In each, Task 2 (22 marks) is written alone: 'Learners must work independently in high controlled conditions'. In Task 1 (6 marks) 'Learners may work in groups of no more than three' (page 64).
- Exam aids are provided: 'Unit 3 and Unit 6 will include equations on page 2 of the examination question paper', and Units 2 and 5 include a periodic table on the final page (page 66).
- Higher tier only mathematics is shown in bold in Appendix D (page 78): standard form, changing the subject of an equation, y = mx + c, and the gradient, slope and intercept of a linear graph. Converting grams to moles (page 22), calculating rate from a straight line (page 25), acceleration from the gradient of a speed-time graph (page 30) and reacting masses (page 52) are also higher tier content.
- The uncertainty formula is provided: 'There is a formula to calculate this which you will be given in an exam' (Appendix C, page 76).
- AO3, 'Analyse, interpret and evaluate scientific information, processes, techniques and procedures', carries 25% of the marks in each unit (page 66).
- The specification awards no separate marks for spelling, punctuation and grammar and makes no statement about calculator use.
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.