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The digital skills in this qualification

1. Interpreting GIS data, satellite images and digital maps

   Assessed: In the exam and in coursework (NEA)

   Learners use OS maps and interpret GIS data to locate and plan fieldwork sites, and in the examinations describe spatial patterns shown on a digital image or a GIS screenshot, for example ONS or Natural Resources Wales flood maps.

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

   Getting pupils ready

   Year 7

   Pupils use Google Earth with a map layer to find the school, give four figure grid references for nearby features, and compare the satellite image with an OS map.

   Year 8

   Pupils use the Natural Resources Wales interactive flood map to find areas at risk along a local river and describe the pattern on an annotated screenshot.

   Year 9

   Pupils plan a mini fieldwork route using an online GIS such as ONS census maps, choosing and justifying study sites with six figure grid references.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.1.3, page 19; Appendix B, 3.4, page 46

   “interpreting available and relevant Geographical Information Systems (GIS) 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 adjust keywords and search techniques to find relevant information.

   Progression step 4

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

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

   Progression step 5

   • 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.

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

2. Designing data collection sheets and capturing fieldwork data

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

   Learners design their own primary data collection sheets and select quantitative and qualitative techniques. Sheets can be paper, but digital forms and spreadsheets are the natural modern tool.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils record a school grounds litter or microclimate survey straight into a shared Excel table on iPads, with one row for each site.

   Year 8

   Pupils build a Microsoft Forms questionnaire about a local street and export the responses to Excel.

   Year 9

   Pupils design their own digital data capture form for a river or town centre survey, test it with a partner and fix unclear questions before fieldwork.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2.2, page 20

   “design primary data collection sheets”

   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. Finding and judging secondary data online

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

   Learners find, select and use secondary data that adds context and comparison to their fieldwork, and judge its reliability and validity. Appendix B names census data from the Office for National Statistics as an example.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils find climate data for a Welsh town and a holiday destination on the Met Office website and bookmark the pages they used.

   Year 8

   Pupils download population figures for their local authority from StatsWales or ONS and compare them with a neighbouring area.

   Year 9

   Pupils find two secondary data sets that could support a fieldwork question, then judge each for date, publisher and how well it compares with their own data.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.2.3, page 20; Appendix B, 1.4, page 45

   “find, select and use relevant secondary data”

   Progression step 3

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

   • 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 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.

4. Processing data with averages, range and percentages

   Assessed: In the exam and in coursework (NEA)

   Learners calculate mean, median, mode, range and percentages to process fieldwork evidence, and Appendix B adds quartiles, inter-quartile range and percentage change for all units. The spec does not require software, but spreadsheet formulae make this quick and accurate.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils enter a week of school weather readings into Excel and use AVERAGE, MAX and MIN to find the mean, highest and lowest temperatures.

   Year 8

   Pupils use MEDIAN, MODE and simple percentage formulae in Excel to process traffic count or questionnaire results from a local survey.

   Year 9

   Pupils calculate percentage change in population from census tables and quartiles for pebble size data in Excel, then check one answer by hand.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.1, page 21; Appendix B, 2.1 and 2.2, page 45

   “median, mean, range and mode”

   Progression step 3

   • 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.

   Progression step 5

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

5. Presenting data in graphs, charts and maps

   Assessed: In the exam and in coursework (NEA)

   Learners select and construct appropriate maps and graphs, including climate graphs, hydrographs, pie charts, dispersion graphs, scatter graphs and infographics, and weigh up the strengths and weaknesses of each form. These can be hand drawn or produced digitally.

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

   Getting pupils ready

   Year 7

   Pupils turn monthly rainfall and temperature data for Cardiff into a climate graph in Excel, with rainfall as bars and temperature as a line.

   Year 8

   Pupils make a one page infographic in PowerPoint on their local area's population, choosing a chart type for each statistic and saying why.

   Year 9

   Pupils present the same fieldwork data as a bar chart, a pie chart and a dispersion graph, then explain which shows the pattern best.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.2, page 21; Appendix B, 4.1, page 46

   “select and use appropriate graphs”

   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 explain reasons for layout and content of my own work and the work of others.

   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 use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

6. Analysing data to find trends and justify conclusions

   Assessed: In the exam and in coursework (NEA)

   Learners analyse primary and secondary data to identify patterns and trends and use the data to justify them. Appendix B adds scatter plots, lines of best fit and spotting weaknesses in how statistics are presented.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils describe the trend on an Excel line graph of Welsh population since 1900, quoting figures from the table to support each point.

   Year 8

   Pupils plot GDP against life expectancy for ten countries in Excel, add a trendline and explain the relationship and any country that breaks it.

   Year 9

   Pupils test a hypothesis from a school grounds survey with a scatter graph in Excel and write a short conclusion saying whether the data supports it.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.4.2, page 22; Appendix B, 2.4 and 2.5, page 45

   “use data to interpret and justify trends described.”

   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 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.

7. Using photographs and other qualitative evidence ethically

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

   Learners select and use qualitative data such as photographs, field sketches and focus group transcripts, and must recognise ethical considerations when investigating people and places.

   DCF: Creating digital content, Identity, image and reputation, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils photograph land use around the school on iPads and annotate the images in PowerPoint with labels and arrows.

   Year 8

   Pupils photograph a local street for an environmental quality survey, avoiding identifiable faces and removing location data before sharing on Teams.

   Year 9

   Pupils record a short group interview about a local issue, transcribe it with Word dictation, and present chosen quotes beside annotated photographs.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.2, page 21; Section 2.1.4, page 19

   “select and use appropriate qualitative data such as focus group transcripts, field sketches or photographs.”

   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 think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

8. Referencing secondary sources

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

   Learners must reference all secondary data with citations and a bibliography or resource list, and referencing is also a named decision making skill in Unit 4.

   DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content, Evaluating and improving digital content, Creating digital content

   Getting pupils ready

   Year 7

   Pupils add a simple resource list to a country fact file, recording the website name, page title and date visited for each source.

   Year 8

   Pupils use the References tool in Word to cite the websites and maps used in a report on a Welsh national park.

   Year 9

   Pupils reference every secondary data set and image in a fieldwork write up in one consistent style and label each graph with its data source.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 2.3.3, page 21; Unit 4, Section 4.2.1, page 34

   “accurately reference all sources of secondary data by citing sources, using a bibliography/resource list.”

   Progression step 3

   • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

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

   Progression step 4

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

   • 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.

   Progression step 5

   • I can refer appropriately to sources of information used in my digital work.

   • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

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

9. Researching an issue online and spotting bias and vested interest

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

   In Unit 4 learners research a sustainability issue beyond the Resource Pack, reference what they find, and recognise misleading information, bias and vested interest. In Unit 2 they also consider whether stakeholders behind secondary data have a vested interest.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils research a proposed wind farm in Wales online and sort what they find into facts and opinions, noting who published each page.

   Year 8

   Pupils use advanced search, such as quotation marks, site:gov.wales and minus words, to find evidence on a local flood defence scheme and compare a council page with a campaign group page.

   Year 9

   Pupils research a sustainability decision beyond a teacher resource pack, produce two sides of referenced notes, and flag any source with a vested interest.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 4, Section 4.2.2, page 34; Section 3.2, page 37

   “recognising misleading or invalid information, including bias and vested interest.”

   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.

   Progression step 4

   • 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.

10. Producing and submitting NEA work digitally

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

    Both NEA units must be submitted digitally, either completed on a computer or handwritten and scanned. Learners need to organise, save and hand in files reliably, including scanned sketches and maps.

    DCF: Storing and sharing, Creating digital content

    Getting pupils ready

    Year 7

    Pupils save a geography project in a named OneDrive folder and hand it in through a Teams assignment.

    Year 8

    Pupils scan a hand-drawn annotated sketch map with a phone or iPad scanning app and insert it into a Word report as a clear, cropped image.

    Year 9

    Pupils write up a fieldwork enquiry in Word under a heading for each enquiry stage, use version history to recover an earlier draft, and submit it as a PDF.

    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Unit 2 overview, page 37; Unit 4 overview, page 38

    “Assessments must be submitted digitally (they may be handwritten 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.

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

    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.

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

Source: WJEC GCSE Geography specification, Teaching from 2025, For award from 2027, Version 6, September 2026.