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

Skills that use Digital rights, licensing and ownership

  1. 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.

  2. 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.

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).