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Skills that use Data and information literacy

1. 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.

2. 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.

3. 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.

4. 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.

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