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%
Skills that use Problem-solving and modelling
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Modelling with digital simulations and spreadsheets
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.
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Using spreadsheet calculations to compare costs and payback time
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.
Good to know
- Digital data logging for rates is optional: learners investigate rates of reaction 'including use of digital technology, where appropriate' (Unit 2, Section 2.3.2, page 25).
- Digital simulation is one of three options: 'model radioactive decay using dice, coins or with digital simulations' (Unit 6, Section 6.1.2, page 57).
- Digital probes are optional: learners 'use a pH probe or universal indicator to find the pH of a solution' (Unit 5, Section 5.2.1, page 49).
- The Unit 7 written tasks are supervised: 'Learners must work independently in high controlled conditions' (page 64). The specification does not say whether these tasks are handwritten or completed on screen; 'The Assessment Arrangement Pack for Unit 7 will include all detailed information relating to' the assessment (page 66).
- Digital visits and on-screen contact with scientists are learning experiences that 'will not be directly assessed' (page 65).
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.