DCF Cymru Digital competence for Wales

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GCSE Mathematics and Numeracy

The GCSE is assessed only by three written papers with no NEA, and the only digital tool used in assessment is a scientific calculator in Units 1 and 3, as Unit 2 is non-calculator. Even so, a stated aim is confidence in using digital technology to solve mathematical and statistical problems, and the finance and data handling content maps closely to the DCF Data and computational thinking strand. The biggest thing KS3 should build is spreadsheet fluency on real data, meaning formulae, charts and summary functions, alongside confident calculator use.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Financial Mathematics and Other Applications of Numeracy: Examination, Higher Tier 1 hour 45 minutes, Foundation Tier 1 hour 30 minutes, 30%, calculator allowed
  • Unit 2: Non-calculator: Examination, Higher Tier 1 hour 45 minutes, Foundation Tier 1 hour 30 minutes, 30%, calculator not allowed
  • Unit 3: Calculator-allowed: Examination, Higher Tier 2 hours, Foundation Tier 1 hour 45 minutes, 40%, calculator allowed

The digital skills in this qualification

  1. Using a scientific calculator efficiently, including powers, roots, standard form and trigonometric functions

    Assessed: In the exam

    Units 1 and 3 expect learners to use a calculator efficiently for order of operations, powers, roots, brackets and standard form, and Higher Tier learners must use trigonometric functions on a calculator. The DCF has no calculator statement, so the closest fit is entering an ordered sequence of steps and checking the output.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils predict the answer to calculations such as 3 + 4 × 2² before keying them in, then compare key sequences with and without brackets to see why the order of steps matters.
    Year 8
    Pupils enter very large and very small numbers from science and astronomy data in standard form and check each calculator display against their own estimate.
    Year 9
    Pupils write out the exact key sequence for a trigonometry or compound interest problem as step-by-step instructions, swap with a partner, and find and fix any wrong keystrokes.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1 and Unit 3, Sections 1.5.5 and 1.5.6, page 16

    “use a calculator efficiently and effectively, including:”
    Progression step 3

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can detect and correct errors in algorithms.

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

  2. Modelling personal finance with spreadsheet formulae

    Assessed: In the exam

    Unit 1 is built on personal and household finance, including payslips, tax, budgeting, bills, compound interest with multipliers, AER and APR. It is examined on paper with a calculator, but a spreadsheet model is the natural digital route to the aim of using technology to solve problems.

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

    Getting pupils ready

    Year 7
    Pupils build a simple school trip budget in Excel using +, -, SUM and cell references, then change one cost and watch the totals update.
    Year 8
    Pupils model a best buy or a sale discount in Excel with percentage formulae, so the same sheet works for any price entered.
    Year 9
    Pupils build a savings spreadsheet that applies a multiplier such as 1.03 year on year using fill down, and compare simple with compound interest on a line graph.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Sections 1.8.2 to 1.8.6, pages 18 to 19

    “recognise the difference between simple and compound interest and be able to perform calculations with both, using efficient calculation methods”
    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.

    • 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 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.

  3. Planning a statistical enquiry and collecting data with an online questionnaire

    Assessed: In the exam

    Units 1 and 3 require the full statistical problem solving process, including specifying and testing hypotheses and designing questionnaire questions that avoid bias, and Unit 1 adds random, systematic and stratified sampling. An online form feeding a spreadsheet is the everyday digital version of this.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils write a hypothesis about the class, such as whether older pupils spend more time on homework, and record everyone's answers straight into a shared Excel table in Teams.
    Year 8
    Pupils design a short Microsoft Forms questionnaire with drop-down and number responses, have another group check the questions for fairness and bias, then export the responses to Excel.
    Year 9
    Pupils use Excel's RANDBETWEEN to pick a random sample from a year group data set, compare it with a systematic sample, and discuss how sample size affects their conclusion.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1 and Unit 3, Sections 4.1.1 to 4.1.3, page 40, and Unit 1, Section 4.1.10, page 41

    “statistical problem solving process: specify the problem/planning; collect, process and represent data; interpret and discuss results, including limitations of data and anomalies”
    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 use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  4. Producing and interpreting statistical charts and diagrams

    Assessed: In the exam

    Learners must construct and interpret pictograms, bar charts, pie charts and line graphs, and in Unit 3 scatter diagrams with lines of best fit, frequency polygons, cumulative frequency diagrams, box plots and histograms. Exam charts are drawn by hand, so software should build understanding of which chart suits which data rather than replace drawing.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter class survey results into Excel, insert a bar chart and a pie chart of the same data, and decide which one shows the result more clearly.
    Year 8
    Pupils plot a line graph of monthly temperatures for their own town and another city in Excel and discuss whether values between the plotted points mean anything.
    Year 9
    Pupils create an Excel scatter chart of paired data such as arm span and height, add a trendline, describe the correlation and explain why it does not prove causation.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1 and Unit 3, Sections 4.2.1 to 4.2.9, pages 41 to 42, and Unit 3, Sections 4.2.18 to 4.2.20, page 44

    “construct and interpret pictograms, bar charts and pie charts for qualitative data and for discrete quantitative data”
    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 appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  5. Calculating averages and spread and finding patterns in larger data sets

    Assessed: In the exam

    Unit 3 requires learners to find and choose between the mean, median, mode, range and interquartile range, including for grouped data, and Units 1 and 3 ask learners to find patterns and exceptions and draw conclusions. Spreadsheet functions let pupils work with data sets too large to handle by hand.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils use AVERAGE, MAX and MIN in Excel on a class data set such as reaction times, then check one answer by hand.
    Year 8
    Pupils sort and filter a sports results data set in Excel, use MEDIAN and MODE, and explain which average best represents the data.
    Year 9
    Pupils compare two large data sets, such as Met Office rainfall for a Welsh station in two decades, using AVERAGE, MEDIAN and QUARTILE, and write a conclusion that answers their original question.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Sections 4.2.10 to 4.2.17, page 43, and Unit 1 and Unit 3, Sections 4.2.22 to 4.2.23, page 44

    “draw inferences and conclusions from summary measures and data representations, relate results back to the original problem”
    Progression step 3

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

    • 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.

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

  6. Critically reading graphs and infographics in the media

    Assessed: In the exam

    Unit 1 asks learners to interpret information in infographics, schedules, tables and charts, and to recognise that graphs used in the media may be misleading, which Unit 3 repeats. This is digital information literacy, judging whether a chart shared online is reliable.

    DCF: Sourcing, searching and planning digital content, Health and well-being

    Getting pupils ready

    Year 7
    Pupils examine screenshots of adverts and news charts with cut-off axes or stretched pictograms, then redraw one fairly in Excel.
    Year 8
    Pupils find a chart or infographic online about a topic such as screen time, check where the data came from, and record the source and one reason it may or may not be reliable.
    Year 9
    Pupils build two Excel charts from the same data, one honest and one misleading by changing where the axis starts, and explain to the class how the choice changes the message.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 2.5.2, page 27, with Section 1.7.1, page 17, and Section 4.2.21, page 44

    “interpret graphical representation used in the media, recognising that some graphs may be misleading”
    Progression step 3

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

    • I can identify marketing elements designed to draw my attention.

    Progression step 4

    • 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 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 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.

  7. Plotting and exploring graphs of functions and real-life graphs with graphing software

    Assessed: In the exam

    Unit 2 requires learners to draw, recognise and interpret straight line, quadratic, cubic and reciprocal graphs and to solve equations graphically, while Unit 1 covers conversion and travel graphs and Unit 3 covers rates of change and area under a graph. Graphs are drawn by hand in the exam, so software supports exploring and checking rather than the exam method.

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

    Getting pupils ready

    Year 7
    Pupils build a table of values for a rule such as y = 2x + 1 in Excel with a formula and fill down, then chart it to see that the points lie on a straight line.
    Year 8
    Pupils use a graphing tool such as Desmos or an Excel chart to change m and c in y = mx + c, predict and describe what happens to the line, then sketch it by hand.
    Year 9
    Pupils model a real journey or a currency conversion in Excel, plot the travel or conversion graph, and interpret the gradient as a speed or an exchange rate.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.4.1 to 2.4.11, pages 25 to 26, and Unit 1, Section 2.5.1, page 27

    “know and use the form y = mx + c to represent a straight line where m is the gradient of the line”
    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 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.

  8. Following and writing step-by-step rules: number machines and sequences

    Assessed: In the exam

    Unit 2 asks learners to use operations written as number machines, describe the rule for the next term and generate sequences from an nth term rule. These are input, process and output ideas and repetition, which the DCF computational thinking strand builds on, although the exam itself is on paper.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils draw number machine flowcharts for two-step rules, then program the same machine in Scratch so it asks for an input and says the output.
    Year 8
    Pupils write a Scratch script with a repeat loop that generates the first 20 terms of a sequence from its nth term rule, and check the terms against a hand-written list.
    Year 9
    Pupils generate a quadratic sequence in Excel with a formula and fill down, add a differences column, and use it to find and test the nth term rule.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 1.5.4, page 15, and Sections 2.3.1 to 2.3.5, page 25

    “generate linear and non-linear sequences given the nth term rule”
    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.

    • I can understand the importance of the order of statements within algorithms.

    Progression step 4

    • I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.

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

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

  9. Simulating probability experiments to see relative frequency settle

    Assessed: In the exam

    Unit 2 requires learners to estimate probability from experimental results, draw a graph of relative frequency against the number of trials and compare it with theoretical probability. A spreadsheet simulation lets pupils run hundreds of trials quickly.

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

    Getting pupils ready

    Year 7
    Pupils roll real dice in pairs, pool the whole class's results in a shared Excel sheet in Teams, and compare the totals with the theoretical probabilities.
    Year 8
    Pupils use RANDBETWEEN(1,6) in Excel to simulate 500 dice rolls, use COUNTIF to find relative frequencies, and compare them with their own 30 real rolls.
    Year 9
    Pupils build an Excel simulation of coin flips with a running relative frequency column, plot it against the number of trials, and explain why it settles near 0.5.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 4.3.7 to 4.3.9, pages 45 to 46

    “draw and interpret a graphical representation of relative frequency against the number of trials”
    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 simple model or self-contained algorithm.

    • I can analyse large data sets and identify trends where 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 my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  10. Choosing digital tools and working collaboratively to solve problems

    Assessed: Taught, but not assessed

    An aim of the qualification is confidence in using digital technology to solve mathematical and statistical problems, and the learning experiences include working collaboratively and accessing digital technologies. These are not directly assessed, but Appendix A maps all three units to the Interacting and Collaborating, Producing, and Data and Computational Thinking strands.

    DCF: Collaboration, Storing and sharing, Evaluating and improving digital content, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils save their maths spreadsheets into a named folder in the class Team and co-edit one shared data table, setting who can edit and who can only view.
    Year 8
    Groups plan a class trip budget in a shared Excel workbook in Teams, leaving comments on each other's formulae and replying to suggestions.
    Year 9
    Pupils solve the same problem by hand, with a calculator and with a spreadsheet, then explain which tool suited the problem best and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Introduction, Section 1.1 Aims, page 7, with Opportunities for integration of learning experiences, page 48, and Appendix A, page 62

    “develop confidence in using and applying digital technology to help solve mathematical and statistical problems”
    Progression step 3

    • I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.

    • I can manage files and folders locally or online, e.g. move files to a folder.

    Progression step 4

    • I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.

    • 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 reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks.

    • 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

Charts, averages and misleading graphs overlap with Geography fieldwork, The Sciences and Social Studies, and the Unit 1 finance content overlaps with Business, so agreeing one set of spreadsheet conventions across departments would help pupils.

Source: WJEC GCSE Mathematics and Numeracy (Double Award) Specification, for teaching from September 2025, Version 5, September 2025.