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Skills that use Sourcing, searching and planning digital content

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. 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.

3. 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.

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