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
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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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.
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).