Personal Project
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.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- Guided learning hours
- 60
- First taught
- September 2027
- Amount of literacy work
- High
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this qualification is assessed
- 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
Skills that use Purpose
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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.
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.
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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.
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.
Good to know
- 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).
Links with other qualifications
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.
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).