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
Skills that use Sourcing, searching and planning digital content
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Critically reading graphs and infographics in the media
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.
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Choosing digital tools and working collaboratively to solve problems
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
- Unit 2 is a non-calculator paper: 'A calculator will not be allowed in this paper.' (Summary of assessment, page 5, repeated on page 10).
- Units 1 and 3 allow a calculator: 'A calculator will be allowed in this paper.' (Summary of assessment, page 5).
- Calculators must not offer 'symbolic algebra manipulation' or 'communication with other machines or the internet', and must not hold retrievable databanks, dictionaries, mathematical formulas or text (Use of calculators, page 52).
- All assessment is by written examination with no NEA or digital submission, and two marks on each paper expect candidates to 'show all their working', so a bare calculator answer is not enough (Organising, communicating and writing accurately, page 51).
- The digital learning experiences, including 'access digital technologies to enhance digital understanding', are opportunities that 'will not be directly assessed' (page 48).
- Appendix A ticks the Digital Competence strands Interacting and Collaborating, Producing, and Data and Computational Thinking for all three units, but leaves Citizenship unticked (page 62).
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.