DCF Cymru Digital competence for Wales

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GCSE Social Studies

GCSE Social Studies is data heavy: learners calculate averages and percentages, build graphs and judge how data is presented in the examinations, and in the NEA they design questionnaires, assess and reference sources, and create an artefact such as an email, blog post or research poster. Digital exclusion, social media campaigning and online petitions also appear as content, and both NEA units are submitted digitally. The single biggest thing KS3 should build is a secure routine of collecting data with an online form, analysing it in a spreadsheet and presenting it clearly with referenced sources.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2026
Amount of digital work
Medium
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Society and Social Issues: Examination 1 hour 15 minutes, 30%
  • Unit 2: Investigating Society and Social Issues: NEA 6 hours 30 minutes, 20%, set and marked by WJEC
  • Unit 3: Social Change in Contemporary Society: Examination 1 hour 15 minutes, 30%
  • Unit 4: Planning to Effect Social Change: NEA 6 hours 30 minutes, 20%, set by WJEC, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Calculating statistics and displaying data in graphs using a spreadsheet

    Assessed: In the exam and in coursework (NEA)

    Learners must calculate mean, median, mode, percentages and range on raw data and create bar charts, histograms, infographics, line graphs, pie charts, scatter graphs and word clouds, choosing the right display for the data. Unit 1 examines graph construction and Unit 4 asks learners to display feedback data.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter class survey data on how they travel to school into Excel, use AVERAGE and MAX, and make a labelled bar chart.
    Year 8
    Pupils turn Welsh census data on language or age into a line graph and a pie chart in Excel and decide which shows the pattern more clearly.
    Year 9
    Pupils use Excel functions to find the mean, median, mode, range and percentages in survey data on a social issue and present the results as a chart and a PowerPoint infographic.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.1, page 20; Unit 1, Section 1.1.2, page 11; Unit 4, Section 4.3.1, page 29

    “create examples of appropriate methods of displaying 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 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.

    • 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.

  2. Interpreting data and spotting weak or misleading presentation

    Assessed: In the exam

    Learners must draw conclusions, identify patterns and trends, and identify weaknesses in the presentation of data on society, then apply the same skills to data on changing societies in Unit 3.

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

    Getting pupils ready

    Year 7
    Pupils compare two charts on the same topic and explain which is easier to read and why.
    Year 8
    Pupils find misleading features, such as a cut-off axis or missing labels, on charts taken from news websites.
    Year 9
    Pupils explore a StatsWales data set on homelessness or internet use, describe the trend over time and identify one weakness in how it is presented.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.1.2, page 10; Unit 3, Section 3.1.1, page 21

    “identify weaknesses in the presentation of data on society”
    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 analyse large data sets and identify trends where appropriate.

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

    • 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. Assessing the credibility of online sources

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

    Learners must summarise a social issue from a variety of sources and assess each for accuracy, authority of author, currency, potential bias and purpose. The Unit 2 NEA is built around WJEC data sources on a set social issue.

    DCF: Sourcing, searching and planning digital content, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils check whether a web page about a social issue is fact or opinion by finding who wrote it and when.
    Year 8
    Pupils compare a charity website, a news article and a social media post on homelessness and rate each for accuracy, author, date, bias and purpose.
    Year 9
    Pupils use a credibility checklist of accuracy, authority, currency, bias and purpose to judge five online sources before choosing two for an enquiry.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.1.2, page 17

    “Learners should be able to assess the credibility of sources”
    Progression step 3

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

    • 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 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.

  4. Referencing secondary sources fully

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

    When proposing a social issue for social action in Unit 4, learners must use secondary sources that are fully referenced.

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

    Getting pupils ready

    Year 7
    Pupils add a simple source list (site name, link and date) to the last slide of a PowerPoint about a Welsh changemaker.
    Year 8
    Pupils reference websites and books in one consistent format and explain why copying without credit is plagiarism.
    Year 9
    Pupils use the Word References tool to insert Harvard-style citations and a bibliography in a written enquiry on a social issue.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.1.1, page 27

    “secondary sources that are fully referenced”
    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 understand that copying the work of others and presenting it as my own is plagiarism.

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

  5. Designing an online questionnaire and collecting data

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

    Learners must create data collection devices, including questionnaires with closed, open and Likert scale questions, choose a sample, and in Unit 4 select a method of gathering feedback and collect appropriate data.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils build a short Microsoft Forms survey with closed questions on screen time and share the link with their class.
    Year 8
    Pupils add Likert scale and open questions to a Forms survey about school rules and test it on a small sample before improving it.
    Year 9
    Pupils design a Forms questionnaire on a social issue with closed, open and Likert scale questions, justify their sample, and export the responses to Excel.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.2.2 and 2.2.3, page 18; Unit 4, Section 4.3.1, page 29

    “select an appropriate method of gathering feedback on a planned social action”
    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.

  6. Protecting privacy, consent and confidentiality in online research

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

    Learners must understand and address ethical issues in research, including confidentiality, harm to participants, valid consent and privacy, and recognise safety risks. With online surveys this means handling personal data responsibly.

    DCF: Identity, image and reputation, Online behaviour and online bullying, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils discuss what personal information a class survey should never ask for and remove it from a draft form.
    Year 8
    Pupils set up a Forms survey so it does not record names and write a short consent statement at the top.
    Year 9
    Pupils write a privacy and consent note for their online questionnaire explaining how answers are kept anonymous, stored and deleted in line with data protection law.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.4, page 19

    “use strategies to address ethical issues in their research”
    Progression step 3

    • I can identify the benefits and risks of giving personal information and device access to different software.

    Progression step 4

    • I can act appropriately online, keeping myself safe and behaving in a responsible manner.

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    Progression step 5

    • I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.

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

  7. Creating a digital artefact to communicate findings

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

    Learners must create an artefact, for example an email, an online article or blog post, a research poster or a speech, that follows an appropriate format and reflects both the given sources and their own primary data.

    DCF: Creating digital content, Communication, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils create a research poster in PowerPoint on a local issue with a chart, an image and a short headline.
    Year 8
    Pupils write a formal email in Outlook to a local councillor presenting the findings of a class survey.
    Year 9
    Pupils write a blog-style article in Word or Sway that uses their own survey chart and one credible source to argue for change, then redraft it after peer comments.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 20

    “create an artefact to communicate information gained”
    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 exchange online communications, making use of a growing range of available features, e.g. add attachments or hyperlinks, change formatting.

    • I can ensure my output is appropriate for specific purposes.

    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 suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    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 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 justify reasoning to critical audiences in terms of layout and content of my digital work.

  8. Planning online social action safely and responsibly

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

    Methods of social action include creating online petitions, producing and sharing social media content and writing blog posts, which learners must evaluate for accessibility, cost, impact and reach before choosing one for their social action plan.

    DCF: Online behaviour and online bullying, Identity, image and reputation, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils design a mock social media post in PowerPoint for a school charity campaign and discuss what is and is not safe to share.
    Year 8
    Pupils compare an online petition with a paper petition for a local issue and list the benefits and risks of each.
    Year 9
    Pupils plan a social media campaign for a social action, setting out the audience, key messages and how they would keep personal details and comments safe.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Sections 4.1.2 and 4.1.3, pages 27 to 28

    “social media (such as producing and sharing content)”
    Progression step 3

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    • 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 understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

    • I can discuss the benefits and risks of presenting myself in different ways online.

    Progression step 5

    • I can use online services to share appropriate content with a global audience, e.g. uploading content to public websites to share with specific audiences.

    • I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

  9. Understanding digital exclusion and technology as a driver of social change

    Assessed: In the exam

    Digital exclusion is a set social issue: its causes (broadband access, online safety concerns, disability, lack of digital skills), its impact on communicating, employability and transactions, and comparisons with South Africa and South Korea. Unit 3 adds technology in globalisation, including the Internet, translation apps and cyber-attacks.

    DCF: Health and well-being, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils list everyday tasks that now need the internet, such as booking a GP appointment, and discuss who might struggle to do them.
    Year 8
    Pupils chart data on internet use by age group in Wales in Excel and explain which groups are most likely to be digitally excluded.
    Year 9
    Pupils compare digital exclusion in Wales with another country using online data and suggest how a charity or the Senedd could reduce it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.3, page 15; Unit 3, Section 3.1.6, page 24

    “Learners should understand the impact of digital exclusion”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    • I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites.

    Progression step 4

    • I can reflect on the role of digital media in my life and habits.

    • I can use strategies for guarding myself against identity theft and online scams that try to access my personal information.

    Progression step 5

    • I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

  10. Preparing and submitting NEA work as digital files

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

    Both NEA units must be submitted digitally, either typed or handwritten and scanned. Learners need to save, name, convert and upload files reliably.

    DCF: Storing and sharing

    Getting pupils ready

    Year 7
    Pupils save their work in a named OneDrive folder for the subject using a clear file name and hand it in through a Teams assignment.
    Year 8
    Pupils photograph a handwritten mind map with the Office Lens or Teams camera, save it as a PDF and attach it to their assignment.
    Year 9
    Pupils combine a typed enquiry and a scanned observation checklist into one PDF, check it opens correctly, and use version history to recover an earlier draft.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, Arrangements for non-examination assessment, page 32

    “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.

    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.

Good to know

Links with other qualifications

The questionnaire, chart and digital NEA submission demands closely match GCSE Business, and source credibility and referencing overlap with History and Geography, so a shared KS3 enquiry routine would serve all of them.

Source: WJEC GCSE Social Studies specification, Version 2, October 2025 (teaching from 2026, for award from 2028).