DCF Cymru Digital competence for Wales

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GCSE The Sciences

The Sciences (Double Award) names digital tools in a few places: digital technology for rates of reaction, digital simulations of radioactive decay and pH probes, each offered as one option among non-digital methods. Its real digital load is data: collecting, graphing, analysing and evaluating primary and secondary data across six examinations and two externally marked practical enquiries, plus judging how the media reports science. The single biggest thing KS3 should build is confident spreadsheet use to record, graph, calculate and model from practical data.

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: Biology, Basis of Life: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 2: Chemistry, Chemical Substances and How They Behave: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 3: Physics, Forces, Motion and the Universe: Written examination (tiered), 1 hour 15 minutes, 56 marks, 14.3%
  • Unit 4: Biology, Continuity of Life: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 5: Chemistry, Chemical Bonding, Reactions and Resources: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 6: Physics, Waves, Electricity and Energy: Written examination (tiered), 1 hour 15 minutes, 64 marks, 15.7%
  • Unit 7: Scientific Enquiry: Two enquiries from a choice of three, each a practical task (1 hour) and a written task (1 hour), 28 marks each (56 marks), externally marked by WJEC, 10%

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 while judging and improving its quality, and plot two variables from experimental data. This is assessed in all units and in both Unit 7 enquiries.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    During a melting ice practical, pupils enter their temperature readings into a prepared Excel table and insert a line graph with axis titles and units.
    Year 8
    Pupils plan their own Excel results table for an osmosis investigation with potato chips, including units and repeats, and choose a suitable chart.
    Year 9
    Pupils record results for a resistance of a wire investigation in Excel, calculate means and resistance with formulae, and plot a scatter graph with a trendline.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 2, Scientific Enquiry Skills, SE5, page 10

    “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. Logging data with digital sensors and probes

    Assessed: In the exam

    Learners investigate rates of reaction by gas collection, loss of mass and precipitation, using digital technology where appropriate, and use a pH probe or indicator to find pH (Unit 5, Section 5.2.1, page 49).

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

    Getting pupils ready

    Year 7
    Pupils record the temperature of cooling water every 30 seconds with a digital thermometer and a liquid thermometer and compare how easy each is to read.
    Year 8
    Pupils record the mass of a flask of marble chips and acid on a digital balance every 30 seconds, typing readings straight into Excel to produce a mass loss graph.
    Year 9
    Pupils run a rate of reaction practical with a data logger and temperature or light sensor, export the data to Excel, and compare it with manual readings, noting benefits and limitations.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 25

    “investigate the rate of reaction using gas collection, loss of mass and precipitation (including use of digital technology, where appropriate)”
    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.

  3. Analysing graphs: gradients, rates and decay curves

    Assessed: In the exam and in coursework (NEA)

    Learners calculate speed and acceleration from motion graphs (Unit 3, Section 3.1.3, page 30), interpret the slope of rate graphs, and find half-life from decay curves. Appendix D lists plotting two variables and finding gradients and intercepts.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils plot a distance-time graph in Excel from timings of a trolley rolling along the bench and describe what a steeper line shows.
    Year 8
    Pupils plot a cooling curve in Excel, read values between the plotted points, and add a trendline to help spot anomalous readings.
    Year 9
    Pupils plot mass loss against time for a reaction in Excel, add a linear trendline to the early section, and compare the gradients for two acid concentrations.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 6, Section 6.1.3, page 57; Appendix D, page 78

    “determine the half-life of a radioisotope from a decay curve or 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.

  4. Modelling with digital simulations and spreadsheets

    Assessed: In the exam

    Learners model radioactive decay using dice, coins or digital simulations and must understand the importance of sample size in the model.

    DCF: Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils model bacteria doubling with counters, then repeat it in a prepared Excel sheet with a doubling formula to see the pattern on a graph.
    Year 8
    Pupils use an online particle simulation to change the temperature of a gas, record what happens, and discuss how the model differs from real particles.
    Year 9
    Pupils build an Excel dice decay model using RANDBETWEEN, compare runs with 20 dice and 1000 dice, and explain why sample size matters.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 6, Section 6.1.2, page 57

    “model radioactive decay using dice, coins or with digital simulations.”
    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 to compare costs and payback time

    Assessed: In the exam

    Learners calculate payback time for insulation from data and compare cost-effectiveness over different time periods. Repeating the calculation for several options and years suits a spreadsheet model.

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

    Getting pupils ready

    Year 7
    Pupils use Excel formulae to work out the weekly running cost of school appliances from their power, hours of use and a unit price.
    Year 8
    Pupils build a spreadsheet comparing the yearly cost of boiling a full kettle and a half-full kettle, using cell references so the price can be changed.
    Year 9
    Pupils model loft, cavity wall and double glazing payback in Excel over 20 years, filling formulae down and using a line graph to show which pays back first.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 32

    “calculate the payback time for different types of insulation from data and compare cost-effectiveness over different time periods.”
    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. Gathering, presenting and interpreting secondary data sets

    Assessed: In the exam and in coursework (NEA)

    Learners gather and present secondary data while evaluating it, for example drawing conclusions about Solar System objects from given data (Unit 3, Section 3.5.1, page 37) and interpreting data on factors affecting population size (Unit 1, Section 1.4.2, page 20).

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

    Getting pupils ready

    Year 7
    Pupils sort and filter a teacher-provided Excel table of planet data to answer questions such as which planets are colder than Earth.
    Year 8
    Pupils download Met Office historic data for a Welsh weather station and graph monthly rainfall and temperature to describe seasonal patterns.
    Year 9
    Pupils compare a large data set, such as UK carbon dioxide emissions by year, from two websites, spot differences and judge which source is more trustworthy.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 2, Scientific Enquiry Skills, SE6, page 10

    “Gather and present secondary data, while evaluating 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 adjust keywords and search techniques to find relevant information.

    Progression step 4

    • I can analyse large data sets and identify trends where appropriate.

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

    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.

  7. Evaluating media and online information about science and referencing sources

    Assessed: In the exam

    Learners should be aware of how media influence and trust shape public views of stem cell technology and of lifestyle and disease (Unit 4, Section 4.5.1, page 45). The subject content also offers opportunities for independent research (page 9).

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

    Getting pupils ready

    Year 7
    Pupils compare a news headline about a superfood with the NHS web page on the same food and list what makes one source more reliable.
    Year 8
    Pupils research how vaccines work using refined keywords, bookmark three sources and write a simple reference list with site name and date.
    Year 9
    Pupils follow a stem cell news story back to the original research summary using advanced search and write a referenced paragraph on how accurately the media reported it.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.2.2, page 40

    “how the public perception of stem cell technology and its application is affected by a lack of scientific understanding, media influence, trust levels”
    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 independently use a range of complex searches, e.g. and/or/+/-/not.

    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.

  8. 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 underpins the Unit 7 written tasks.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils share results for the same experiment in a class Excel sheet and discuss why different groups got different values.
    Year 8
    Pupils calculate the mean and range of repeat readings with Excel formulae and use the range to say how precise their results are.
    Year 9
    Pupils compare their data with whole-class data in a shared spreadsheet, identify likely random and systematic errors, and write a conclusion on whether 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 75

    “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.

  9. Engaging online with scientists and places of scientific interest

    Assessed: Taught, but not assessed

    The learning experiences include meeting scientists on screen or remotely and visiting sites digitally. The specification also notes that astronomers, including those in Wales, work on collaborative research (Unit 3, Section 3.5.2, page 37).

    DCF: Communication, Collaboration

    Getting pupils ready

    Year 7
    Pupils use Google Earth to visit a Welsh science site, such as Dinorwig power station, and record three observations in a shared PowerPoint.
    Year 8
    Pupils co-write questions in a shared Teams document for a video call with a STEM ambassador and summarise the answers afterwards.
    Year 9
    Pupils research a Welsh astronomy or medical research team online and present its work in a collaborative PowerPoint built and shared in Teams.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 65

    “engage with the work of diverse scientists or professionals working in related areas, either in person or on-screen and/or remotely”
    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 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.

    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 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.

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

Good to know

Links with other qualifications

Graph skills in Appendix D overlap with Mathematics, the scientific enquiry demands match GCSE Integrated Science, and the climate and weather data work overlaps with Geography.

Source: WJEC GCSE The Sciences (Double Award) specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025.