Personal Project
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
The WJEC Level 1/Level 2 Personal Project is a 60 guided learning hour qualification in which learners choose their own topic and submit a project plan and a final project, marked against 20 learning outcomes under the four integral skills. Literacy runs through almost every outcome: reading and judging sources, synthesising and referencing them, framing questions to guide the project, building arguments and solutions, presenting ideas, listening to others' views, and writing reflections. Numeracy is light and comes from planning a timeline and resources, including any budget, and checking progress against measurable SMART goals. Any surveys or data depend on the learner's topic.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Oriau dysgu dan arweiniad
- 60
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- Planning and organising (LO1 to LO6): Six learning outcomes, each marked out of 4 in four mark bands, 24 marks and 30% of the qualification: planning activities and timelines, determining resources, setting SMART goals and success criteria, managing the plan, monitoring and adapting it, and reflecting on planning and outcomes. Evidence comes from the project plan and final project, internally marked by the centre and externally moderated by WJEC
- Critical thinking and problem solving (LO7 to LO12): Six learning outcomes, each marked out of 4 in four mark bands, 24 marks and 30% of the qualification: assessing information and the reliability of sources, synthesising and referencing sources, explaining issues and barriers, using meaningful questions, developing arguments and proposing solutions. Internally marked by the centre and externally moderated by WJEC
- Creativity and innovation (LO13 to LO16): Four learning outcomes, each marked out of 4 in four mark bands, 16 marks and 20% of the qualification: exploring and generating ideas, connecting ideas between knowledge, experience and skills, sharing ideas and presenting a final outcome, and presenting ideas in a creative and engaging format. Internally marked by the centre and externally moderated by WJEC
- Personal effectiveness (LO17 to LO20): Four learning outcomes, each marked out of 4 in four mark bands, 16 marks and 20% of the qualification: considering and responding to others' views, reflecting on own learning and behaviour, identifying successes and skills developed, and identifying areas for development. Internally marked by the centre and externally moderated by WJEC
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading sources and judging their reliability
Learners select relevant information and evidence and assess its quality and reliability, looking at author credibility, publication context, bias, inaccuracies and gaps. LO7 assesses this, from limited comments on reliability at the lowest band to detailed and effective evaluation of reliability at the top band, which reaches step 5.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short articles about school uniform and highlight facts in one colour and opinions in another.
- Blwyddyn 8
- Pupils skim three web pages on a local issue, note who wrote each and when, and rank them from most to least trustworthy with a reason for each.
- Blwyddyn 9
- Pupils read a charity report and a newspaper article on the same topic, identify bias and missing information in each and write a paragraph judging which is more reliable.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.2, Critical Thinking and Problem-Solving Skills amplification, page 11; marking grid LO7, page 21
“how to recognise bias, inaccuracies or gaps in information”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o strategaethau er mwyn dod o hyd i wybodaeth, e.e. cip ddarllen (sgimio) am yr hanfodion, llithr ddarllen (sganio) am fanylion.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Rwy'n gallu gwahaniaethu rhwng ffeithiau, damcaniaethau a barn.
Cam cynnydd 4
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Cam cynnydd 5
Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.
Rwy'n gallu gwerthuso diben, effaith a dibynadwyedd testunau yn hyderus.
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Synthesising and referencing information from several sources
Learners combine primary and secondary information from several sources, summarising without changing the original meaning, and reference what they use. LO8 assesses this, with correct referencing in a recognised reference style at the top band, and the specification requires every learner to reference published sources and avoid plagiarism.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read two short texts about an animal and write a five sentence summary in their own words, listing both sources underneath.
- Blwyddyn 8
- Pupils take notes from a book, a website and an interview with a family member, then write one paragraph that combines all three with a reference for each.
- Blwyddyn 9
- Pupils write a short research summary on a debated topic that brings together sources with different views, using in-text references and a bibliography.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.2 amplification, page 12; marking grid LO8, page 21; Section 4.2, page 26
“how to summarise and integrate ideas without misrepresenting original meaning”
Cam cynnydd 3
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu ymchwilio i amrywiaeth eang o ffynonellau cyfeirio a digidol er mwyn datblygu dealltwriaeth lawn o bwnc neu fater.
Rwy'n gallu crynhoi, cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth fanwl, e.e. o achosion, canlyniadau, patrymau, gan ddefnyddio gwahanol ffynonellau.
Cam cynnydd 5
Rwy'n gallu ymchwilio'n annibynnol i amrywiaeth eang o ffynonellau er mwyn datblygu dealltwriaeth o bwnc neu fater cynyddol gymhleth.
Rwy'n gallu cyfuno a dadansoddi gwybodaeth er mwyn magu dealltwriaeth eang a chytbwys o ffynonellau a allai gynnwys safbwyntiau croes.
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Asking meaningful questions to guide the project
Learners frame a question or purpose for their project and use meaningful questions to structure it, using open, closed and probing questions in research, discussions and feedback sessions. LO10 assesses this, from a limited attempt to use questions at the lowest band to detailed and effective questions that structure the project at the top band.
Llythrennedd: Gofyn cwestiynau, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort a list of questions about a topic into open and closed questions, then write three open questions of their own.
- Blwyddyn 8
- Pupils plan and carry out a short interview with a member of staff, using open questions and one probing follow up question for each answer.
- Blwyddyn 9
- Pupils turn a broad interest such as football into one focused project question and three sub questions, and explain to a partner how each sub question will shape their research.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.2 amplification, page 11; Section 2.5, page 16; marking grid LO10, page 22
“how to use questioning techniques (open, closed, probing) appropriately in different contexts”
Cam cynnydd 3
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Cam cynnydd 4
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Cam cynnydd 5
Rwy'n gallu ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.
Rwy’n gallu gwneud dewisiadau gwybodus i wella fy sgiliau cyfathrebu.
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Building arguments and proposing solutions
Learners identify and explain issues and barriers, develop arguments and opinions supported by evidence and reasoning, and propose solutions to problems with justified reasoning, in written or spoken form. LO9, LO11 and LO12 assess this, with detailed and effective arguments that are analysed at the top band.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben, Gofyn cwestiynau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write a paragraph giving their opinion on longer lunch breaks, with two reasons and one piece of evidence for each.
- Blwyddyn 8
- Pupils write a balanced argument on banning phones in school, with points for and against backed by evidence and a conclusion that states their view.
- Blwyddyn 9
- Pupils identify a problem in school, such as litter, explain the barriers to fixing it and write a proposal that compares two solutions and justifies the better one with evidence.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.2 amplification, pages 11 and 12; marking grid LO9, LO11 and LO12, page 22
“how to construct logical and coherent arguments based on evidence and reasoning”
Cam cynnydd 3
Rwy'n gallu addasu arddull a strwythur fy ysgrifennu i fod yn addas i'r gynulleidfa, y diben a'r cyd-destun, e.e. cydbwysedd addas rhwng ffeithiau a safbwyntiau, casgliad penodol.
Rwy'n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau i ddangos effaith.
Cam cynnydd 4
Rwy'n gallu addasu fy arddull ysgrifennu, gan ddewis a defnyddio'r strwythurau gorau ar gyfer gwahanol gyd-destunau a dibenion, e.e. i ddisgrifio, esbonio, darbwyllo, trafod yn llwyddiannus.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu cynnal safbwynt argyhoeddiadol, gan ragweld safbwyntiau eraill ac ymateb iddyn nhw.
Cam cynnydd 5
Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.
Rwy'n gallu cyfleu safbwynt gwrthrychol a diduedd ar bynciau cymhleth, gan ddefnyddio ystod o ddyfeisiau ieithyddol.
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Presenting ideas and responding to others' views
Learners share ideas clearly in spoken and written formats, adapt their communication for different audiences, present a final outcome in a creative and engaging way, and listen to, consider and respond to the values and opinions of others. LO15, LO16 and LO17 assess this, with effective consideration of others' views at the top band.
Llythrennedd: Eglurder a geirfa, Diben, Gwrando i ddeall
Paratoi disgyblion
- Blwyddyn 7
- Pupils give a two minute talk on a hobby to their group, then listen to one question from each listener and answer it.
- Blwyddyn 8
- Pupils present the same piece of research twice, once to their class and once as a version for Year 6 pupils, and explain what they changed.
- Blwyddyn 9
- Pupils present a project idea to a small panel, record the panel's opinions and explain in writing which views changed their plan and which they decided not to follow, and why.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.3 amplification, pages 13 and 14; Section 2.4 amplification, page 15; marking grid LO15 and LO16, page 23; marking grid LO17, page 24
“how to adapt communication style for different audiences”
Cam cynnydd 3
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Rwy’n gallu gwrando ar syniadau/cyflwyniadau pobl eraill, a deall y gallan nhw fod â safbwynt gwahanol i mi, er mwyn ymateb yn briodol.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.
Cam cynnydd 5
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
Rwy’n gallu gwrando ar safbwyntiau gwahanol bobl, eu gwerthuso'n feirniadol a'u parchu, gan eu defnyddio i lunio fy nghasgliadau ystyriol fy hun.
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Writing reflections and evaluations
Learners reflect on their project plan, success criteria and outcomes, evaluate their own learning and behaviour, identify strengths and the skills they developed, and identify areas for improvement. LO6 and LO18 to LO20 assess this, from list like reflection at the lowest band to detailed and well reasoned reflection with examples linked to the project at the top band. Reflections are usually written, but the specification allows oral evidence recorded by the teacher.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three sentences at the end of a group task: what went well, what was difficult and what they would do differently.
- Blwyddyn 8
- Pupils keep a weekly learning journal during a class project, writing about one strength and one area to improve with an example from that week.
- Blwyddyn 9
- Pupils write a one page evaluation of a mini project, checking each success criterion against what happened, explaining the reasons and setting two goals for their next project.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.1 amplification, page 10; Section 2.4 amplification, page 15; marking grid LO6, page 20; marking grid LO18 to LO20, page 24
“how to document lessons learned for future projects”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy’n gallu myfyrio ar safon fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Rwy’n gallu myfyrio ar fy nefnydd o strategaethau i wella ansawdd, cywirdeb ac effaith fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
Cam cynnydd 5
Rwy'n gallu ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Planning a timeline, resources and budget
Learners set a realistic timeline with deadlines and milestones, sequence activities and determine resources, which the amplification says can include a budget, then manage time and resources and adjust the timeline when things change. LO1, LO2 and LO4 assess the plan and how well learners follow it, but the arithmetic is light: dates, durations and any costs the learner's project needs.
Rhifedd: Mesur, Cymhwysedd strategol, Llythrennedd ariannol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a calendar to plan a class bake sale, counting back from the sale date to set three deadlines for tasks.
- Blwyddyn 8
- Pupils plan a six week project on a timeline, work out how many lessons each task needs and cost the materials against a budget of 20 pounds.
- Blwyddyn 9
- Pupils plan a school event with milestones, a resource list and a costed budget, then revise the timeline and budget when one task overruns by a week.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.1, Planning and Organising Skills amplification, page 9; marking grid LO1, LO2 and LO4, pages 18 and 19
“how to determine and allocate necessary resources, such as people, materials, equipment and budget”
Cam cynnydd 3
Rwy'n gallu defnyddio a dehongli calendrau, amserlenni a rhaglenni i gynllunio digwyddiadau a gweithgareddau, a gwneud cyfrifiadau fel rhan o'r daith gynllunio.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu sylweddoli bod cyllidebu yn bwysig.
Cam cynnydd 4
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu gwerthfawrogi egwyddorion sylfaenol cyllidebu, cynilo (gan gynnwys deall adlog) a benthyca.
Cam cynnydd 5
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
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Checking progress against measurable goals
Learners set SMART goals and success criteria, track progress against the planned timeline, interpret feedback and performance data, and judge at the end whether goals were met. LO3, LO5 and LO6 assess this. How much data is involved depends on the project; primary information such as surveys is optional, as LO8 accepts secondary and/or primary information.
Rhifedd: Dehongli data, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils set a measurable reading goal, such as 60 pages in two weeks, record pages read each day in a table and say whether they met it.
- Blwyddyn 8
- Pupils track how many of ten planned tasks they finish each week on a bar chart and work out whether they are on schedule.
- Blwyddyn 9
- Pupils set three SMART success criteria for a mini project, collect survey or progress figures against each and write a conclusion on which were met, noting any results that might be misleading.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Section 2.1 amplification, pages 9 and 10; marking grid LO3 and LO5, page 19; marking grid LO6, page 20; Appendix A Glossary, page 33
“how to interpret feedback and performance data to assess whether objectives and success criteria are being met”
Cam cynnydd 3
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
Cam cynnydd 4
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
Cam cynnydd 5
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Rwy'n gallu dehongli atebion o fewn cyd-destun y broblem ac ystyried a yw atebion, gan gynnwys dangosyddion cyfrifiannell, analog a digidol, yn synhwyrol.
Da gwybod
- There are no written tests. The project "is internally assessed and marked by the centre and externally moderated by WJEC" (Section 4.2, page 25), and judgements are made "solely against the assessment criteria, not based on overall impressions or learner effort" (Section 4.3, page 28). No marks are set aside for spelling, punctuation and grammar.
- Length is flexible: "A suggested word count of up to 2,000 words is provided, but this should be used only as guidance and must not restrict achievement of the assessment criteria" (Section 4.2, page 26).
- Spoken work counts. The outcome may be "written, oral, digital, artefact, performance and/or event" (Section 2.5, page 16), and presentations are recorded "using observation records that include both descriptive and summative comments" (Section 4.3, page 28).
- Writing support is limited: teachers must not "produce any form of writing frame for use within assessment activities" or "correct or modify a candidate's work" (Section 4.2, page 26).
- Referencing is required of every learner: "Candidates must understand that information from published sources must be referenced." (Section 4.2, page 26). AI use is acceptable "When properly referenced", and misuse includes "copying or paraphrasing whole responses of AI-generated content" (Section 4.4, page 30).
- Welsh medium learners have their own entry codes, 9011C0 and 9022C0 (Section 5.1, page 31), so the whole project can be written and presented in Welsh.
- Numeracy is not named in any learning outcome. It arises from planning, where resources include "people, materials, equipment and budget" (Section 2.1, page 9), and from SMART goals with success criteria, where learners learn "how to define success criteria to evaluate whether project goals have been met" (page 9).
- The specification has no example tasks; suggested activities are in the separate "Personal Project: Guidance for teaching and assessment" (Section 2, page 8).
Cysylltiadau â chymwysterau eraill
The Personal Project sits in the Skills Suite alongside the Skills for Life and Skills for Work units, and the Personal Project Entry Level is the step below it. Reading and judging sources, building arguments, presenting and reflective writing build directly on GCSE English Language and Literature and GCSE Cymraeg Language and Literature, and the source evaluation links with GCSE History. The Skills for Work unit Personal Development Planning also asks Level 2 learners to set SMART goals and plan with timescales and resources, and Enterprise Venture asks learners to plan, adapt and evaluate a venture. Any survey or budget work links with GCSE Mathematics and Numeracy. The specification names the Level 3 Advanced Skills Baccalaureate Wales as the progression route.
Ffynhonnell: WJEC Level 1/Level 2 Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).