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The digital skills in this qualification

1. Recording and presenting practical results in tables and graphs using a spreadsheet

   Assessed: In the exam and in coursework (NEA)

   Learners must collect, record and present primary data and judge its quality, and plot two variables from experimental data. This is assessed in every unit and in the Unit 3 practical enquiry.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   In a cooling cups practical, pupils type their temperature readings into an Excel table set up by the teacher and insert a line graph with axis titles and units.

   Year 8

   Pupils design their own Excel results table for a reaction time investigation, use AVERAGE to find the mean of repeats, and justify their choice of chart type.

   Year 9

   For an enzyme or photosynthesis investigation, pupils build a spreadsheet with a data entry area, mean formulae and a scatter graph with a trendline, then share it in Teams for another group to check.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Scientific Enquiry Skills, SE5, page 9

   “Collect, record and present primary data, while evaluating and improving data quality”

   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 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. Plotting and analysing motion and rate graphs, including motion captured on video

   Assessed: In the exam and in coursework (NEA)

   Learners use distance-time and speed-time graphs, calculate speed and acceleration from gradients, and interpret the slope of rate of reaction graphs. The specification notes that sport scientists analyse the motion of athletes to measure performance.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils time a partner walking and running over 10 m intervals, enter the distances and times in Excel and produce a distance-time graph to compare the two speeds.

   Year 8

   Pupils film a toy car rolling down a ramp next to a metre rule on an iPad in slow motion, read its position frame by frame into Excel and plot a distance-time graph.

   Year 9

   Pupils film a sprint on the field with a phone, extract times at 10 m markers into Excel, plot a speed-time graph and use the gradient to compare acceleration, as a sport scientist would.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.1e, page 13

   “use distance-time graphs and speed-time graphs to represent motion”

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

3. Taking measurements with digital probes and sensors

   Assessed: In the exam

   Learners find the pH of solutions with a pH probe or indicator and carry out physiological measurements of heart rate and recovery time after exercise. Digital probes are named as one option alongside non-digital methods.

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

   Getting pupils ready

   Year 7

   Pupils test household solutions with universal indicator and then a digital pH probe, record both in a table and discuss which gives the more precise reading.

   Year 8

   Pupils measure resting and post-exercise heart rate with a phone heart rate app and by counting their pulse, then compare the two methods in a shared Excel sheet.

   Year 9

   Pupils log temperature or pH with a probe during a neutralisation, export the readings to Excel, and write two sentences on the benefits and limits of the sensor compared with indicator paper.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.2c, page 15

   “use a pH probe or universal indicator to find the pH of a solution”

   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.

   • 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 the spread of infectious disease with a simulation or spreadsheet

   Assessed: In the exam

   Learners must be able to model how infectious diseases are transmitted. A spreadsheet or online simulation lets them change factors such as contact rate or vaccination and see the effect.

   DCF: Problem-solving and modelling

   Getting pupils ready

   Year 7

   Pupils play a class handshake infection game, record how many people are infected each round in Excel and graph how the disease spreads.

   Year 8

   Pupils build a simple Excel model in which each infected person infects a set number of others each day, fill the formula down, and change that number to see how fast cases rise.

   Year 9

   Pupils add a vaccinated percentage cell to their disease model, compare graphs for different vaccination rates, and explain one way the model is simpler than real life.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.2a, page 14

   “model transmission of infectious diseases.”

   Progression step 3

   • 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.

5. Using spreadsheet calculations for payback time and carbon footprints

   Assessed: In the exam

   Learners use data to work out the payback time of appliances and electric vehicles, and calculate carbon footprints in kgCO2eq. These repeated calculations suit a spreadsheet model.

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

   Getting pupils ready

   Year 7

   Pupils use Excel formulae and SUM to work out the energy used in a day by classroom appliances from their power ratings and hours of use.

   Year 8

   Pupils build a spreadsheet that calculates their household's weekly carbon footprint from travel and energy use, using given emission factors and cell references.

   Year 9

   Pupils create an Excel model comparing the running costs of a petrol car and an electric car over ten years and use a line graph to find the payback year.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.3.1b, page 22; Unit 2, Section 2.1.2, page 26

   “use data to determine the payback time of electrical appliances, including electric vehicles.”

   Progression step 3

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

   Progression step 4

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

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

   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.

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

6. Finding, evaluating and referencing secondary data and online sources

   Assessed: In the exam and in coursework (NEA)

   Learners gather and present secondary data while evaluating it, and should know that reliable sources matter for health decisions. The specification also warns that climate change is often over-simplified, and Unit 1 uses a pre-release Resource Folder of secondary information.

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

   Getting pupils ready

   Year 7

   Pupils compare an NHS web page on healthy eating with a website selling a diet supplement and list the clues that show which is more reliable.

   Year 8

   Pupils search for UK vaccination rate data using refined keywords, record the source and date of each figure in a reference list, and rate each source's reliability.

   Year 9

   Pupils take a climate change claim from social media, trace the original data with advanced search, and write a short referenced verdict on whether the claim is over-simplified.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.2c, page 15; Section 2, SE6, page 9

   “that staying informed of health risks from reliable sources is crucial for making informed decisions about health and well-being.”

   Progression step 3

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

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

   • 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.

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

   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.

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

7. Using data to judge accuracy and precision and to justify conclusions

   Assessed: In the exam and in coursework (NEA)

   Learners evaluate data for accuracy, precision, repeatability and reproducibility, identify random and systematic error, and relate data to hypotheses. This is central to the Unit 3 written task.

   DCF: Data and information literacy

   Getting pupils ready

   Year 7

   Pupils pool class results for a falling paper cone investigation in a shared Excel sheet and highlight any anomalies before writing a conclusion.

   Year 8

   Pupils use conditional formatting in Excel to flag repeat readings that differ by more than a set amount, then decide which ones to retake.

   Year 9

   Pupils compare their group's results with whole-class data in a shared spreadsheet, calculate the range of repeats, and write a conclusion stating how far the data supports their hypothesis.

   Show the specification wording and the DCF statements

   Where it is in the specification: Appendix B, Experimental skills and strategies, page 43

   “be objective and evaluate data in terms of accuracy, precision, repeatability and reproducibility and identify potential sources of random and systematic error”

   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 perform analysis on simple data sets including grouping data as appropriate.

   Progression step 5

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

8. Using digital visits and online contact with scientists

   Assessed: Taught, but not assessed

   The learning experiences include visiting places of scientific interest digitally and meeting scientists on screen, and researching science careers. These are encouraged but not assessed.

   DCF: Communication, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils take a Google Earth tour of a Welsh site of scientific interest, such as a wind farm or nature reserve, and label its features on a shared PowerPoint slide.

   Year 8

   Pupils draft questions in a shared Teams document before a live video call with a STEM ambassador and record the answers in the same document.

   Year 9

   Pupils research a science career online, note the sources they trust, and post a short summary to a class Teams channel for others to comment on.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 34

   “visit areas of scientific interest, either in person or digitally”

   Progression step 3

   • I can exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

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

   Progression step 4

   • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

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

   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 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.

Source: WJEC GCSE Integrated Science (Single Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.