Getting Ready for the New WJEC GCSE Geography (2026 Exams)

Let’s be honest: being the first cohort to sit a new specification is tough. With zero official past papers from previous years to rely on, how do you know if you're truly ready?

The official Sample Assessment Materials are a great start, but they aren't enough to build real exam confidence. You need more practice.

Get the edge with our papers

We have analysed the new WJEC specification to create exclusive Predicted Papers for Units 1 and 3. These aren't just random questions—they are carefully designed to mirror the new style, difficulty, and command words you will face in 2026.

What’s inside?

• Realistic Predicted Papers: Full-length mock exams for Unit 1 & Unit 3.

• Expert Walkthroughs: Step-by-step video guides showing you exactly how to break down the questions and hit the top marking bands.

• Model Answers: See what a "90-mark" performance actually looks like.

Table of Contents

• Overview of the Exams

• Overview of Question Styles

• Revision Tips for the 2026 Cohort

• Predictions for 2026 Unit 1 "Our Physical and Huma …

• Part III: Unit 3 "Our Dynamic and Diverse World" - …

  • The Content Map of Unit 3

  • Predicted 2026 Question Clusters (If Sitting Unit …

• Assessment Mechanics and Question Methodologies

  • Deep Dive into Command Words

  • Mathematical and Statistical Skills

  • The Role of Stimulus Materials

Overview of the Exams

The most important feature of this new specification is its unitised structure. For the Summer 2026 exam series, students can sit Units 1, 2, and 3.

Note: Unit 4 (Sustainable Solutions) is a non-exam assessment available for the first time in 2027, so it will not be part of the 2026 series.

The Breakdown

Overview of Question Styles

For Written Exams (Units 1 & 3):

• Low-Tariff Questions: Expect multiple-choice, tick-box, and short answer questions (1–2 marks) to test core knowledge (e.g., definitions of drainage basin features or inequality indicators).

• Data Response: A significant portion of the marks will come from interpreting resources—graphs, maps (OS maps), and photos. Students must be comfortable "lifting" information from the figure and manipulating data (e.g., calculating percentages or ranges).

• Extended Writing: There will be questions requiring longer, developed answers (likely 6–9 marks). These assess the ability to explain processes (like coastal erosion) or evaluate strategies (like managing global challenges).

• Applied Situations: Questions often present a real-world scenario or a specific location in Wales/The World and ask students to apply their geographical understanding to that specific context.

For Unit 2 (Fieldwork NEA):

• Structured Enquiry: This isn't a free-reign project. WJEC sets the tasks based on the "Six Stages of Enquiry" (Planning, Data Collection, Presentation, Analysis, Conclusions, Evaluation).

• WJEC-Set Topics: The board releases two specific topic areas annually. Students must choose one. The assessment measures their ability to justify their methods and critically analyse their own data.

Revision Tips for the 2026 Cohort

Since there are no "past papers" from previous years for this specific spec, revision requires a smarter approach.

• Master the "Wales" Context: This specification is "Made for Wales." Ensure students can apply physical and human geography concepts specifically to Welsh examples (e.g., settlement change in Welsh towns or weather patterns in Snowdonia).

• Drill Data Skills: Units 1 and 3 are heavy on data. Practise describing trends in line graphs, interpreting scatter graphs, and reading grid references on OS maps. This is "easy marks" territory if the skill is there.

• Treat Unit 2 like an Exam: Even though Unit 2 is coursework-style, it is marked externally. Students shouldn't just "do" the fieldwork; they need to understand the theory of fieldwork. Why did we use a quadrat? What were the limitations of our survey?

• Use Sample Assessment Materials (SAMs): Since 2026 is the first sitting, the only official practice questions are the Sample Assessment Materials released by WJEC. Use these sparingly and effectively as mock exams.

• Focus on Command Words: Differentiate clearly between "Describe" (say what you see), "Explain" (give reasons why), and "Assess" (weigh up pros/cons).

The "Cynefin" Mandate: Made for Wales

The Curriculum for Wales emphasises Cynefin—a Welsh term roughly translating to "habitat" or "place of belonging." This is not merely a request for Welsh case studies; it is a philosophical stance that geography starts at the local level and ripples outward.

Predictive Insight for 2026:

The 2026 papers will likely explicitly penalise generic answers that could apply to "anywhere."

• Scenario: A question on rural change.

• Generic Answer: "People leave villages for jobs in the city." (Likely capped at mid-marks).

• Cynefin Answer: "In rural Powys, the decline of agricultural employment has led to out-migration to hubs like Cardiff, exacerbated by the rise of second-home ownership affecting community sustainability." (High marks).

The specification explicitly lists "Rural change in Wales and the UK" and "Urban change in Wales and the UK". The Wales component is placed before the UK, signalling its primacy. We forecast that at least 25-30% of the marks in Unit 1 will be tied to resources or case studies rooted in the Welsh landscape.

Predictions for 2026 Unit 1 "Our Physical and Human World"

Unit 1 is the heavyweight component of the 2026 series. It accounts for 30% of the qualification and covers the core physical and human interactions.

Drainage Basins (The Hydrosphere)

The study of rivers remains a cornerstone of the specification. The content breakdown includes "Drainage basin characteristics," "The long profile," "Processes," "Factors influencing processes," "Landforms," and "Inter-relationships between rivers and people".

Predicted Question Styles (2026)

• The Hydrological Cycle (AO1): Expect opening questions using diagrams of the hydrological cycle. Candidates may be asked to identify flows (interception, infiltration, percolation) and stores (groundwater, soil moisture). The SAMs explicitly show a tick-box definition question for "drainage basin", confirming a focus on precise terminology.

• Process Mechanics (AO2): "Explain how..." questions will likely target the mechanism of transport (traction, saltation) or erosion (abrasion, hydraulic action).

• The "Hydrograph" Question (AO3): Flood risk is a major issue in Wales (e.g., flooding in the South Wales Valleys). A likely high-tariff skill question will involve interpreting a storm hydrograph.

  • Task: "Calculate the lag time."

  • Analysis: "Compare the hydrographs of River A (urbanised catchment) and River B (forested catchment)." This tests the "Factors influencing processes" specification point.

• Management Evaluation (AO3): The sub-topic "Inter-relationships between rivers and people" paves the way for an 8-mark extended writing question on flood management.

  • Prediction: "Assess the sustainability of hard engineering strategies in managing river floods." Candidates would be expected to contrast hard engineering (dams, channelisation) with soft engineering (afforestation, floodplain zoning), potentially citing a Welsh river like the Taff or Conwy.

Changing Coastlines (The Lithosphere-Hydrosphere Interface)

Wales has an extensive and dynamic coastline, making this topic highly relevant to the Cynefin agenda.

Predicted Question Styles (2026)

• Process & Landform Linkage (AO1/AO2): The SAMs highlight "longshore drift" and "wave types" (Constructive/Destructive). The 2026 paper will likely extend this to landforms.

  • Scenario: A photograph of a stack (e.g., Elegug Stacks, Pembrokeshire) or a spit (e.g., Fairbourne).

• Coastal Management Decision Making (AO3): The specification notes "Human and physical factors that affect rates of coastline change".¹

  • Complex Question: The issue of "Managed Retreat" vs. "Hold the Line" is politically sensitive in Wales. We predict a resource-based question showing a map of a threatened coastal village (like Fairbourne).

  • Task: "Suggest why the decision to stop maintaining sea defences might be controversial." This tests the interaction aspect of the specification.

Changing Rural Landscapes (The Spatial-Demographic Sphere)

This theme represents a modernisation of the geography curriculum, moving away from generic "farming" to contemporary rural issues.

Predicted Question Styles (2026)

• Defining the "Rural" (AO1): Low-tariff questions asking for characteristics of rural areas (low population density, land use dominated by agriculture/forestry).

• Counter-Urbanisation & Teleworking (AO2): The post-COVID-19 landscape has shifted demographics. "Rural change in Wales and the UK" ¹ strongly implies the study of counter-urbanisation (people moving from city to country).

  • Prediction: Data response questions using choropleth maps showing population growth in rural counties (e.g., Ceredigion or Powys). "Describe the pattern of population change shown on Map B."

• Rural Futures (AO3): The sub-topic "Rural futures" suggests a focus on sustainability.

  • Extended Writing: "Evaluate the impact of second-home ownership on rural communities in Wales." This is a topic of significant current debate in the Welsh Senedd and fits the "Applied Situation" criteria perfectly. It allows for discussion of social conflict (housing affordability) vs. economic benefits (tourism revenue).

Changing Urban Landscapes (The Urban Sphere)

With the majority of the Welsh population living in urban corridors (South East and North East), this theme balances the rural focus.

Predicted Question Styles (2026)

• Urban Structure (AO1): Identifying the CBD, Inner City, and Suburbs on a satellite image or map.

• Regeneration & Change (AO2): "Urban change in Wales and the UK".

  • Focus: Regeneration projects (e.g., Cardiff Bay).

• The "Global City" Weakness: Legacy examiner reports consistently identified "Global Cities" as a weak area for candidates.

  • Strategic Prediction: To correct this, WJEC is likely to include a robust question on Global Cities in the early years of the new spec. The definition of a global city (dominance in trade, finance, culture - e.g., London, New York) and its relationship to Welsh urban areas might be tested.

Tectonic Landscapes (The Geosphere)

Unlike the UK-centric themes above, this is the "global" physical theme. It covers plate boundaries, hazards, and management.

Predicted Question Styles (2026)

• Plate Boundary Mechanics (AO1): Diagrams of Constructive, Destructive, and Conservative margins.

  • Task: "Add arrows to Diagram C to show the direction of plate movement." "Name the feature formed at X (e.g., Ocean Trench)."

• Hazard Impacts (AO2): Contrasting the effects of earthquakes/volcanoes in different economic contexts.

  • Comparison: While "HIC/LIC" terminology is standard, the new spec might use "High Income" vs "Low Income" explicitly.

• Management (AO3): "Managing tectonic hazards".

  • Focus: Preparation (drills, kits), Protection (aseismic buildings), Prediction.

Part III: Unit 3 "Our Dynamic and Diverse World" - Implications for 2026

While Unit 1 is the primary focus for Year 10, Unit 3 is technically available in 2026.

The Content Map of Unit 3

Unit 3 covers broader, more abstract global systems compared to the "landscape" focus of Unit 1.

• Geography of Inequality: Regional inequalities in Wales/UK, the development gap, global trade and aid.

• Weather: Synoptic charts, extreme weather, weather instruments.

• Climate & Climate Change: Natural vs. Human causes, evidence, consequences.

• Ecosystems: Biomes, specifically Temperate Deciduous Woodland and Hot Deserts, plus Ocean ecosystems.

• Managing Global Challenges: Climate change mitigation/adaptation, ocean threats (plastic, acidification).

Predicted 2026 Question Clusters (If Sitting Unit 3)

• The "Inequality" Data Question: Candidates will likely be presented with HDI (Human Development Index) data or Gini coefficients.

  • Task: "Calculate the range in HDI between the countries shown." (Maths skill).

• The "Weather" Synoptic Chart: A classic geography question involved interpreting a synoptic chart (isobars, fronts).

  • Task: "Describe the weather conditions at Station A." (Wind speed, direction, cloud cover). This relies heavily on the "borrow an instrument" scheme and practical weather knowledge.

• The "Climate Change" Debate: This is the central global challenge.

  • Extended Writing: "Assess the effectiveness of international agreements in managing climate change." This links to Theme 3.5.

Assessment Mechanics and Question Methodologies

The Taxonomy of Question Types

Table 2: Predicted Question Hierarchy for 2026

Deep Dive into Command Words

• "Describe" vs. "Explain": This is the most common stumbling block.

  • Describe: Say what you see. (e.g., "The population is rising.")

  • Explain: Give the reason. (e.g., "The population is rising because of inward migration.")

  • Prediction: The 2026 paper will rigorously separate these. A question asking to "Describe the distribution of earthquakes" will give zero marks for explaining plate tectonics.

• "Assess" (The A Discriminator):

  • This command word appears in the 8-mark questions. It requires a judgment.

  • Structure: The mark scheme for "Assess" questions typically requires:

    1. Evidence from the resource provided.

    2. Own geographical knowledge (Case Study).

    3. A balanced argument (On one hand... On the other hand...).

    4. A conclusion.

  • Legacy Warning: Examiner reports note that candidates often fail to use the resource. In 2026, expect questions like "Use the evidence in Figure 3 to assess..." Failure to quote Figure 3 will cap marks at Band 2 (max 6/12 or 4/8).

Mathematical and Statistical Skills

The specification's "Appendix B" mandates specific quantitative skills. The 2026 paper will integrate these into the geography questions, rather than having a separate "maths section."

Predicted Skills Integration:

1. Cartographic Skills:

   • Grid References: 4-figure and 6-figure references are standard for Unit 1 (Map Q5).

   • Scale: Measuring distance along a road or river.

   • Cross-sections: Identifying the shape of a valley (V-shaped vs U-shaped) from contour lines. Snippet ⁶ explicitly mentions awarding marks for "contour lines close together" to prove steep relief.

2. Statistical Skills:

   • Measures of Central Tendency: Calculating the Mean monthly rainfall or Median population age.

   • Percentage Change: Essential for "Rural Change" questions (e.g., "Calculate the percentage growth of Village X").

   • Data Presentation: Completing a bar chart or pie chart. Prediction: A "complete the graph" question is a high-probability "easy marks" question (2 marks) often found in Q1 or Q2.

3. Graphical Interpretation:

   • Scatter Graphs: Identifying relationships (positive/negative correlation) between variables (e.g., GNP vs Life Expectancy in Unit 3, or River Discharge vs Rainfall in Unit 1).

The Role of Stimulus Materials

The Made for Wales criteria emphasise accessibility. This leads to a prediction of heavy visual loading in the 2026 papers.

• Photographs: Expect distinct, high-contrast photographs of Welsh landscapes (e.g., Snowdonia for glaciation/rural, Cardiff for urban).

• Infographics: Modern geography papers are moving towards "fact file" resources—infographics combining text, icons, and stats—simulating real-world reports.

• OS Maps: A full-colour OS map extract is a guarantee for Unit 1. This is usually 1:50,000 scale. Candidates must bring a ruler and ^a calculator.