DCF Cymru Digital competence for Wales

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GCSE Geography

Geography asks learners to interpret GIS data, find and judge secondary data, process and present data in graphs and maps, reference their sources, research an issue independently, and submit both NEA units digitally. The spec does not force software use, but spreadsheets and GIS make this work far easier and 40% of the grade is NEA. The biggest thing KS3 should build is confident handling of real data sets in Excel, from collection form to graph to written conclusion.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
High
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Our Physical and Human World: Written examination 1 hour 30 minutes, 30%
  • Unit 2: Developing Fieldwork Skills: Non-examination assessment 7 hours (not including the fieldwork), 25%, set and marked by WJEC
  • Unit 3: Our Dynamic and Diverse World: Written examination 1 hour 30 minutes, 30%
  • Unit 4: Sustainable Solutions: Non-examination assessment 6 hours (3 hours research, 3 hours tasks), 15%, set by WJEC, marked by the centre and moderated by WJEC

Skills that use Sourcing, searching and planning digital content

  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. 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.

  3. 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.

  4. 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.

Good to know

Links with other qualifications

Data processing and graph work overlaps with Mathematics and Numeracy, and source evaluation and referencing overlap with History.

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