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The literacy and numeracy skills in this qualification

1. Reading sources and judging their reliability

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

   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.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read two short articles about school uniform and highlight facts in one colour and opinions in another.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

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

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

   • I can distinguish between facts, theories and opinions.

   Progression step 4

   • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

   • I can distinguish between facts/evidence and bias/arguments.

   • I can evaluate the usefulness and reliability of texts.

   Progression step 5

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

   • I can confidently evaluate the purpose, impact and reliability of texts.

2. Synthesising and referencing information from several sources

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

   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.

   Literacy: Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils read two short texts about an animal and write a five sentence summary in their own words, listing both sources underneath.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

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

   • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

   Progression step 4

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

   • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

   Progression step 5

   • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

   • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

3. Asking meaningful questions to guide the project

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

   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.

   Literacy: Questioning, Listening as part of collaborative talk

   Getting pupils ready

   Year 7

   Pupils sort a list of questions about a topic into open and closed questions, then write three open questions of their own.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

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

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

   Progression step 4

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

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

   Progression step 5

   • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

   • I can make informed choices to enhance my communication skills.

4. Building arguments and proposing solutions

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

   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.

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

   Getting pupils ready

   Year 7

   Pupils write a paragraph giving their opinion on longer lunch breaks, with two reasons and one piece of evidence for each.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

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

   Progression step 4

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can sustain a convincing point of view, anticipating and responding to other perspectives.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can convey objectivity and impartiality on complex topics, using a range of linguistic devices.

5. Presenting ideas and responding to others' views

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

   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.

   Literacy: Clarity and vocabulary, Purpose, Listening to understand

   Getting pupils ready

   Year 7

   Pupils give a two minute talk on a hobby to their group, then listen to one question from each listener and answer it.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   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.

   • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond 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 organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

   • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

   Progression step 5

   • I can present ideas and issues to meet the demands of different audiences.

   • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

6. Writing reflections and evaluations

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

   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.

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

   Getting pupils ready

   Year 7

   Pupils write three sentences at the end of a group task: what went well, what was difficult and what they would do differently.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

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

   • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

   Progression step 5

   • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

7. Planning a timeline, resources and budget

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

   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.

   Numeracy: Measurement, Strategic competence, Financial literacy

   Getting pupils ready

   Year 7

   Pupils use a calendar to plan a class bake sale, counting back from the sale date to set three deadlines for tasks.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   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.

   • I can realise that budgeting is important.

   Progression step 4

   • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

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

   • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

   Progression step 5

   • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

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

8. Checking progress against measurable goals

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

   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.

   Numeracy: Interpreting data, Conceptual understanding

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the LNF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

   Progression step 4

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

   Progression step 5

   • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

Source: WJEC Level 1/Level 2 Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).