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.
Skills that use Planning and organising for different purposes, audiences and context
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Saying what they want to achieve
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.
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Reflecting on what they learned
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.
Good to know
- The qualification has its own codes: "WJEC Qualification Code 9000Q0", with 9000C0 for Welsh medium entries (pages 2 and 21), and is worth 60 guided learning hours.
- Writing is limited: at Entry 1 and Entry 2 "Candidates are not required to produce extended written work", and at Entry 3 written evidence "should not normally exceed 1000 words" (section 4.2, page 16).
- Word counts are flexible: "Word counts are intended as guidance only and must not restrict a candidate's ability to meet the assessment criteria" (section 4.2, page 16).
- Sources must be acknowledged in writing or aloud: "For spoken evidence, this can be by the candidate verbally identifying the source during their presentation or discussion" (section 4.2, page 17).
- There are two required pieces: "Learners should submit their project plan and their final project" (section 2.5, page 9).
- AI tools may be used "When properly referenced", but misuse includes "copying or paraphrasing whole responses of AI-generated content" (section 4.4, page 19).
- There are no set tasks in the specification; suggested activities are in a separate document, the "Personal Project Guidance for Teaching and Assessment" (section 2, page 7).
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).