LNF Cymru Literacy and numeracy for Wales

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Personal Project

The WJEC Entry Level Personal Project is a stand-alone 60 hour qualification, graded Entry 1, Entry 2 or Entry 3, in which learners choose a topic that interests them and carry out a simple project. They submit a project plan and a final project, assessed against the four Integral Skills. Literacy runs through the criteria as speaking and listening more than writing: saying what they want to achieve, finding information and saying where it came from, sharing ideas, presenting and reflecting. Entry 3 written work should not normally exceed 1000 words. Numeracy is light and sits in keeping to time and to the order of steps.

Awarding body
WJEC
Level
Entry Level
Guided learning hours
60
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Planning and organising (learning outcomes 1 to 3): Assessment grid with seven criteria (plan a simple project, say what they want to achieve, use resources and time), each awarded 1, 2 or 3 points for Entry 1, Entry 2 or Entry 3, 21 points, 30% weighting. Internally assessed by the centre and externally moderated by WJEC.
  • Critical thinking and problem solving (learning outcomes 4 and 5): Assessment grid with six criteria (find and use simple information, notice and talk about problems), each awarded 1, 2 or 3 points, 18 points, 20% weighting. Internally assessed by the centre and externally moderated by WJEC.
  • Creativity and innovation (learning outcome 6): Assessment grid with three criteria (try out ideas, select colours, materials or designs, present their work), each awarded 2, 4 or 6 points, 18 points, 20% weighting. Internally assessed by the centre and externally moderated by WJEC.
  • Personal effectiveness (learning outcomes 7 and 8): Assessment grid with seven criteria (share and talk about ideas, think about what they have learned), each awarded 1, 2 or 3 points, 21 points, 30% weighting. Internally assessed by the centre and externally moderated by WJEC. All four grids are applied to one two-part final entry: the project plan and the final project.

The literacy and numeracy skills in this qualification

  1. Saying what they want to achieve

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

    Learners say or show what they are trying to do at Entry 1, say or show what the finished project will look like at Entry 2, and describe what they want to achieve at Entry 3. At the end they identify when goals are met and explain what went well. These are assessment criteria and can be spoken or written.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils tell a partner in two sentences what they want to make in a class project and what it will look like.
    Year 8
    Pupils write a short goal statement for a group task, starting with By the end I want to.
    Year 9
    Pupils write a short project aim with two or three goals, then explain to the class how they will know each goal is met.
    Show the specification wording and the LNF statements

    Where it is in the specification: Planning and organising, learning outcome 2, assessment criteria 2.1 and 2.2, page 11

    “Describe what they want to achieve in their project”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

  2. Finding and reading simple information

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

    Learners find or recognise information linked to their project: pictures, words or symbols at Entry 1 and Entry 2, and simple information from books, websites or people at Entry 3. Content also asks them to recognise when information is relevant. This is an assessment criterion for every project.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils scan a short leaflet about a local place and highlight three facts they could use in a poster.
    Year 8
    Pupils skim two short web pages on a hobby and pick out which facts are relevant to their question.
    Year 9
    Pupils gather information on a topic they choose from a book, a website and a person they interview, and note the main points from each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Critical thinking and problem solving, learning outcome 4, assessment criterion 4.1, page 12; section 2.2, page 8

    “Find simple information linked to their project, using books, websites or people”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

    • I can identify ideas and information that interest me to develop further understanding.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

  3. Saying where information came from and checking it

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

    Learners say or show where their information came from, and at Entry 3 state it, and at every level check with an adult or peer whether it seems right. Sources, including AI tools, must be acknowledged, and spoken projects can name the source aloud. These are assessment criteria.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils write the title of the book or website next to each fact on their worksheet.
    Year 8
    Pupils add a short source list to a project page and ask a partner whether one fact sounds right.
    Year 9
    Pupils name their sources aloud during a short talk and explain why they trusted one source more than another.
    Show the specification wording and the LNF statements

    Where it is in the specification: Critical thinking and problem solving, learning outcome 4, assessment criteria 4.2 and 4.3, page 12; section 4.2, page 17

    “State where their information came from”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

  4. Sharing ideas, listening and responding

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

    Learners share ideas with others, listen to or consider other people's ideas and suggestions, respond appropriately, and take turns or work cooperatively. Entry 1 learners may share ideas using words, pictures or actions. These are assessment criteria for every project.

    Literacy: Collaborative talk, Listening as part of collaborative talk, Questioning

    Getting pupils ready

    Year 7
    Pupils take turns in a small group to share one idea for a class display and repeat back one idea they heard.
    Year 8
    Pupils discuss two project ideas in pairs, ask each other one question and agree which idea is stronger.
    Year 9
    Pupils pitch their project idea to a small group, listen to two suggestions and say which one they will use and why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Personal effectiveness, learning outcome 7, assessment criteria 7.1 to 7.4, page 14; section 2.4, page 9

    “Respond appropriately to other people's suggestions”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

  5. Presenting the project

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

    Learners present their work in a way they like at Entry 1, in their own way such as a poster or short presentation at Entry 2, and clearly in their own style at Entry 3. Presenting is required of every project; a spoken presentation is one option among drawings, models, posters and photos.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils show something they made to their group and say what it is and how they made it.
    Year 8
    Pupils give a one minute talk with a poster about a hobby, speaking clearly to the whole class.
    Year 9
    Pupils give a two minute presentation of a mini project, organising it into a beginning, middle and end and answering questions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Creativity and innovation, learning outcome 6, assessment criterion 6.3, page 13

    “Present their work clearly in their own style”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    Progression step 4

    • I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

  6. Reflecting on what they learned

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

    Learners say or show what they liked, what was easy or hard and what they might do differently. At Entry 3 they describe what they enjoyed or learned, explain what was easy and hard with reasons, and suggest how they could improve. These are assessment criteria and can be spoken or written.

    Literacy: Purpose, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils point to a smiley face scale and say one thing they enjoyed about a class task.
    Year 8
    Pupils write three sentences on what was easy, what was hard and why after a group project.
    Year 9
    Pupils write a short reflection on a mini project explaining what was hard, why, and what they would do differently next time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Personal effectiveness, learning outcome 8, assessment criteria 8.1 to 8.3, page 14

    “Explain what was easy and what was hard and give reasons”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

  7. Keeping to time and following steps in order

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

    Learners keep to simple times or steps at Entry 1 and Entry 2, and work steadily and keep mostly to time at Entry 3. This is an assessment criterion, but it needs no calculation, so numeracy demand is low; there is no other numeracy required of every project.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a sand timer or clock to finish each step of a practical task within five minutes.
    Year 8
    Pupils fill in a simple timetable of lesson times for a three week task and tick off steps against it.
    Year 9
    Pupils plan a four week mini project on a calendar, putting the steps in order with dates, and check each week whether they are on time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Planning and organising, learning outcome 3, assessment criterion 3.3, page 11; section 2.1, page 7

    “Work steadily and keep mostly to time”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

Good to know

Links with other qualifications

The Entry Level Personal Project leads on to the WJEC Personal Project Level 1 and Level 2, which assesses the same four Integral Skills with more independence. Because the topic is the learner's own choice, a project can grow out of any GCSE, VCSE or Foundation subject the learner enjoys, but no subject content is assessed. The planning, teamwork and reflection criteria overlap with Skills Suite units such as Teamwork and Personal development planning, which can be taken alongside it at Entry Level.

Source: WJEC Entry Level Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).