DCF Cymru Digital competence for Wales

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GCSE Business

GCSE Business asks learners to research a real local business and an entrepreneurial idea, collect data with questionnaires, present it in graphs and charts, and work out costs, profit and a cash flow forecast, with both NEA reports submitted digitally. The examined units test understanding of business technology, digital marketing and intellectual property rather than software skills. The single biggest thing KS3 should build is confident spreadsheet use: turning survey results into charts and building simple financial models with formulae.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Introduction to the Business World: Examination 1 hour 15 minutes, 30%
  • Unit 2: Key Business Considerations: NEA 5 hours, 15%, set and marked by WJEC
  • Unit 3: Business Strategies for Success: Examination 1 hour 15 minutes, 30%
  • Unit 4: Business Creation: NEA 8 hours, 25%, set by WJEC, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Carrying out online secondary research, judging sources and keeping a research log

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

    Learners research a business in their locality (Unit 2) and an entrepreneurial idea (Unit 4) using primary and secondary research, with the internet named as a secondary source. Unit 4 lists a secondary research log as one of the research tools learners design and use.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    In a lesson on local shops, pupils use keyword searches to find three facts about a well-known Welsh business and bookmark the pages they used in a shared OneNote page.
    Year 8
    Pupils compare a company's own website with a news article about the same company and rate each one for author, date and possible bias before using it.
    Year 9
    Pupils keep a secondary research log in Excel (link, date accessed, author, reliability rating) while researching a local business, using advanced searches such as site:gov.wales.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.1, page 22; Unit 3, Section 3.4.1, page 31; Unit 4, Section 4.2.3, page 37

    “undertake primary and secondary research”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can store search results for future use, e.g. bookmark, add to favourites.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can independently use a range of complex searches, e.g. and/or/+/-/not.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

  2. Designing an online questionnaire to collect market research data

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

    For Unit 4 learners must design and use their own market research tools, such as questionnaires and interview questions, with an appropriate sample. An online form is the natural way to build and send these.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils design a five-question Microsoft Forms survey on which snacks the school tuck shop should sell, using multiple choice and rating questions.
    Year 8
    Pupils build a Forms questionnaire for a class enterprise idea, test it on another group and rewrite any unclear questions before sending it to the year group.
    Year 9
    Pupils design a market research questionnaire in Forms with closed, open and rating questions for a new product idea, decide who to sample, then export the responses to Excel.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.2.3, page 37

    “design and use appropriate market research tools to collect data for entrepreneurial opportunities”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  3. Presenting market research data in graphs and charts

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

    Learners must present qualitative and quantitative data in appropriate formats in Unit 2, and present their own market research data, including graphs and charts, in Unit 4.

    DCF: Data and information literacy, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils enter class survey results on favourite brands into Excel and create a bar chart with a title and axis labels.
    Year 8
    Pupils choose between a pie chart and a bar chart in Excel for the same survey results and write one sentence explaining their choice.
    Year 9
    Pupils turn their Forms survey responses into Excel charts with titles, labels and percentages and paste them into a report with a caption under each chart.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.2, page 22; Unit 4, Section 4.2.3, page 37

    “present data from market research data, including graphs and charts”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  4. Analysing and evaluating business data to reach judgements

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

    Learners must analyse and interpret business data, think critically about it and make reasoned judgements based on it. This carries AO3 and AO4 marks in both NEA units.

    DCF: Data and information literacy, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils use SUM and AVERAGE in Excel to find the most popular item in a tuck shop survey and write one sentence on what the result shows.
    Year 8
    Pupils sort and filter a spreadsheet of monthly sales for a local business to find the best and worst months and suggest a reason for each.
    Year 9
    Pupils analyse their own survey data in Excel, state a conclusion for their business idea and write one limitation of the data, such as a small sample.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.2.2 and 2.2.3, page 22

    “make reasoned judgements based on analysed business data”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

    • I can analyse large data sets and identify trends where appropriate.

    Progression step 5

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

  5. Modelling costs, revenue, profit and cash flow in a spreadsheet

    Assessed: In the exam and in coursework (NEA)

    The Unit 4 proposal must include calculating costs, revenues and profit and creating a cash flow forecast, and Units 1 and 3 examine break-even, income statements and cash flow. The specification does not name spreadsheets, but a spreadsheet model is the obvious digital tool for the NEA forecast.

    DCF: Data and information literacy, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils use Excel formulae to add up the costs and takings of a class cake sale and work out the profit.
    Year 8
    Pupils build an Excel costs and revenue table for a school enterprise stall and change the selling price to see how the profit changes.
    Year 9
    Pupils create a six-month cash flow forecast in Excel with formulae for net cash flow and opening and closing balances, then test what happens if sales fall.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.2.1, page 37; Unit 3, Section 3.3.3, page 30; Unit 1, Section 1.7, page 18

    “creating a cash flow forecast”
    Progression step 3

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    • I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.

    Progression step 4

    • I can create a simple model or self-contained algorithm.

    Progression step 5

    • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

  6. Writing a structured business report in a word processor

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

    Both NEA units end in a report: Unit 2 on a business in the locality and Unit 4 on the learner's entrepreneurial proposal. Learners need to combine text, tables, charts and figures into a formal document.

    DCF: Creating digital content, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils write a one-page Word fact file on a local business using headings, bullet points and an inserted, cropped image.
    Year 8
    Pupils write a short Word report on a class enterprise idea that uses heading styles, a table and an Excel chart.
    Year 9
    Pupils produce a structured Word report with heading styles, an automatic contents table, captioned charts and a source list, and use comments to review a partner's draft.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Arrangements for non-examination assessment, pages 40 to 41

    “use their research findings to produce a report”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can independently create and plan work before beginning a digital task.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    • I can select and effectively use a variety of planning techniques.

    Progression step 5

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

    • I can use appropriate indexing and referencing tools to enhance documents.

    • I can plan my digital work effectively and with increasing complexity.

  7. Preparing and submitting NEA work as digital files

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

    Both NEA units must be submitted digitally, either typed or handwritten and scanned. Learners need to save, name, convert and upload files reliably.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save their work in a named OneDrive folder for the subject using a clear file name and hand it in through a Teams assignment.
    Year 8
    Pupils photograph a handwritten plan with the Office Lens or Teams camera, save it as a PDF and attach it to their assignment.
    Year 9
    Pupils combine a typed report and a scanned sketch into one PDF, check it opens correctly, and use version history to recover an earlier draft.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2 (page 40) and Unit 4 (page 41)

    “Assessments must be submitted digitally (they may be hand written and scanned, or completed digitally).”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    Progression step 5

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

  8. Understanding digital marketing and how businesses use customer data

    Assessed: In the exam

    Learners must know how technology has changed promotion, including AI, augmented and virtual reality, digital, mobile, pop-up and search engine adverts and social media marketing. Market research content also names loyalty card data and the internet.

    DCF: Health and well-being, Communication, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils annotate screenshots of pop-up and social media adverts to show the features designed to grab their attention.
    Year 8
    Pupils compare a printed leaflet with an Instagram advert for the same product and explain which suits a teenage audience better and why.
    Year 9
    Pupils investigate how a supermarket loyalty app uses customer data, reading the relevant part of its privacy policy, and discuss whether targeted adverts are fair.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.4.3, page 32; Unit 3, Section 3.4.1, page 31

    “Learners should know how technology has impacted on promotional activities”
    Progression step 3

    • I can identify marketing elements designed to draw my attention.

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    Progression step 4

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

    • I can identify stereotypes and their impact in a range of media.

    Progression step 5

    • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

  9. Understanding business technology and its wider impact

    Assessed: In the exam and in coursework (NEA)

    The Business and technology theme covers 3D printing, AI, automation, cloud storage, digitisation, e-commerce, EPOS, online payments, QR codes, robotics and social media, and their impact on society, customers, employees and the environment. Unit 1 covers e-commerce and remote working, and Unit 3 covers CAD and CAM in production.

    DCF: Health and well-being, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils sort photos of card readers, QR codes, self-checkouts and warehouse robots by how each helps a business and how each affects workers.
    Year 8
    Pupils map how a local takeaway uses online ordering, card payments and social media, then give one benefit and one risk for customers.
    Year 9
    Pupils research how one business uses AI or automation and write a balanced paragraph on its impact on employees, customers and the environment.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3c, page 25; Unit 1, Section 1.8.2, page 19; Unit 3, Section 3.6.1, page 34

    “types of technology that can be used by businesses”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    Progression step 5

    • I can identify and describe the data protection policies of a variety of organisations located in different countries, and how this affects the way that they work.

    • I can understand the legal responsibilities for disposal of technology and the environmental impact of doing so.

  10. Understanding copyright and intellectual property

    Assessed: In the exam

    Learners must understand intellectual property law, including copyright, patents and trademarks, as a legal factor affecting businesses. This links directly to using and protecting digital content such as logos, images and music.

    DCF: Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils design a logo for a class business in PowerPoint and check that any images they use are free to use under a Creative Commons licence.
    Year 8
    Pupils compare well-known trademarks with copycat products found online and discuss why businesses protect their brands.
    Year 9
    Pupils examine a case where a business used a photo or song online without permission and decide what copyright law says it should have done instead.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 28

    “intellectual property law, including:”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

    Progression step 4

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

    Progression step 5

    • I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.

    • I can understand the legal and ethical debates that surround using other people’s creative work; and I consider the points of view of the original creator, potential audiences, and the broader community when using materials belonging to others.

Good to know

Links with other qualifications

Questionnaire design, charts and digital NEA submission match the demand in GCSE Social Studies, and the financial calculations overlap with Mathematics, so a shared KS3 routine of Forms to Excel to Word would serve all three.

Source: WJEC GCSE Business specification, Version 4, September 2025 (teaching from 2025, for award from 2027).