Skills for Work: Personal Development Planning
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Personal development planning is a Pearson Skills for Work unit in which learners identify their skills, strengths and areas for development, set goals, and produce and review a personal development plan, with a SWOT analysis at Level 1 and Level 2 and SMART actions at Level 2. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life or Skills for Work Award, Certificate or Diploma. The centre sets and marks the assignment. Literacy sits in explaining why planning matters, describing themselves, discussing goals, writing the plan and reflecting on feedback. Numeracy is light: timeframes, SMART targets, prioritising tasks and rating scales.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3, rising from stating simple facts about personal development and showing progress towards a goal given by the teacher (Entry 1), through planning towards an agreed goal (Entry 2), to setting goals and actions to improve own skills and working towards a basic plan with timelines (Entry 3). Assessed internally by the centre through a centre-devised assignment, with Pearson standards verification. 20 guided learning hours, graded Pass or Fail.
- Level 1 and Level 2: One assessment criterion at each level: learners describe (Level 1) or explain (Level 2) the role and importance of personal development and produce a personal development plan, with short- and mid-term goals and realistic timelines at Level 1, and short-, mid- and long-term goals with SMART actions at Level 2. The guidance adds a SWOT analysis and reviewing the plan. Assessed internally by the centre, with Pearson standards verification. 20 guided learning hours, graded Pass or Fail.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Explaining what personal development is and why planning matters
Learners state (Entry 1), outline (Entry 2), identify (Entry 3), describe (Level 1) and explain (Level 2) the role and importance of personal development, with detailed reasons at Level 1 and in-depth reasons at Level 2. Entry 3 learners complete a mind map with at least three reasons why planning is important. This is required by the assessment criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a mind map of three reasons why setting a goal helps, such as learning to swim or improving a test score.
- Blwyddyn 8
- Pupils write a paragraph explaining why planning helps people improve, using an example from sport or music and the word because.
- Blwyddyn 9
- Pupils write an explanation of how personal development planning can help with careers and wellbeing, giving reasons and an example for each.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, assessment criteria Entry 1 to Level 2, page 16; Essential information for assessment decisions, Entry 1 to Level 2, pages 17 to 19
“Explain the role and importance of personal development”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
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.
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.
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Describing own skills, strengths and weaknesses in a SWOT analysis
Learners give strengths and weaknesses, at least two at Entry 2 and at least three skills and two weaknesses at Entry 3. Level 1 learners describe at least three skills, strengths and areas for development and complete the opportunities and threats in a SWOT analysis, and Level 2 learners produce a full SWOT analysis. This is in the guidance for meeting the criteria at each level.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils write three things they are good at and one thing they want to improve, with an example for each.
- Blwyddyn 8
- Pupils complete the strengths and weaknesses boxes of a SWOT grid about themselves and back each point with evidence from school or home.
- Blwyddyn 9
- Pupils complete a full SWOT analysis for a chosen career, then write a short paragraph on the opportunity and the threat that matter most.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, Essential information for assessment decisions, Entry 2 to Level 2, pages 17 to 19
“Learners can produce a full SWOT analysis and are able to demonstrate a deep understanding of their strengths and weaknesses”
Cam cynnydd 3
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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 rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Discussing skills and goals with others
Level 1 learners discuss their skills with others, discuss with peers the skills for a chosen job or next step in education, and communicate their goals and actions clearly in a group or one to one. Level 2 learners take part in all group activities and explain how problems will be solved. Entry 3 learners communicate their goals clearly. This is in the guidance for meeting the criteria.
Llythrennedd: Siarad cydweithredol, Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 7
- Pupils tell a partner about one goal for the term and the first step they will take, and the partner repeats it back.
- Blwyddyn 8
- Pupils discuss in small groups the skills needed for a job such as nurse or electrician and agree which skills are shared.
- Blwyddyn 9
- Pupils present their goals and action steps to a small group in two minutes and answer questions on how they will tackle problems.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, Essential information for assessment decisions, Entry 3 to Level 2, pages 18 to 19
“communicate their goals and actions clearly to others, whether in a group or individual setting”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
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.
Cam cynnydd 4
Rwy'n gallu ymgymryd ag ystod o gyfrifoldebau i strwythuro a datblygu siarad mewn grŵp, gan gynnwys mewn sefyllfaoedd mwy ffurfiol.
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.
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Writing goals and a personal development plan
Entry 3 learners set at least two goals broken into steps with timeframes, Level 1 learners produce a plan with short- and mid-term goals, realistic timelines and actions, and Level 2 learners produce a detailed plan with short-, mid- and long-term goals and SMART actions. This is required by the assessment criteria.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils write one goal for the half term as a clear sentence with three numbered steps underneath.
- Blwyddyn 8
- Pupils write a short-term and a mid-term goal for a hobby, each with actions and the people who can help.
- Blwyddyn 9
- Pupils write a personal development plan under headings with short-, mid- and long-term goals, each rewritten as a SMART target.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, assessment criteria Entry 3 to Level 2, page 16; Essential information for assessment decisions, Entry 3 to Level 2, pages 18 to 19
“produce a personal development plan including short- and mid-term goals”
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 ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.
Cam cynnydd 4
Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
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Reviewing progress and responding to feedback
Entry 1 learners confirm steps completed and who helped, Level 1 learners monitor progress, reflect and adjust their plans while seeking support, and Level 2 learners seek feedback and make strategic adjustments based on reflection and feedback. Reflection and review are in the guidance for meeting the criteria.
Llythrennedd: Gwrando i ddeall, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Diben
Paratoi disgyblion
- Blwyddyn 7
- Pupils tick off the steps they have completed towards a class goal and write who helped them with each one.
- Blwyddyn 8
- Pupils listen to a partner's feedback on their goal, note one suggestion and write a sentence on how they will use it.
- Blwyddyn 9
- Pupils write a reflective review of their plan after a few weeks, explaining what went well, what feedback they received and what they will change.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, Essential information for assessment decisions, Entry 1, Level 1 and Level 2, pages 17 to 19; Levels of supervision and support, page 20
“make strategic adjustments to their plans based on reflection and feedback”
Cam cynnydd 3
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.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy’n gallu gwrando ar safbwyntiau a syniadau gwahanol bobl ar bynciau amrywiol, gan eu defnyddio i lunio fy nghasgliadau fy hun.
Rwy’n gallu rhannu, siarad ac ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
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Setting timeframes and measurable targets
Entry 1 learners state the timeframe for a goal, Entry 3 learners break goals into steps with timeframes, Level 1 learners set realistic and achievable timelines, and Level 2 learners use SMART targets. Pearson's mapping lists measurable targets and timescales as the unit's numeracy link. The timelines are required by the Entry 3 to Level 2 criteria.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils turn a goal such as reading more into a measurable target, such as 20 pages a day for two weeks, and mark the dates on a calendar.
- Blwyddyn 8
- Pupils plan a six week fitness goal with weekly targets, then work out how many sessions they need in total.
- Blwyddyn 9
- Pupils set short-, mid- and long-term SMART goals, give each a deadline on a timeline, and check the timeline is realistic around exams.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, assessment criteria Entry 3 to Level 2, page 16; Essential information for assessment decisions, Entry 1 to Level 2, pages 17 to 19; Annexe C, page 118
“broken down into smaller, actionable steps with timeframes”
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.
Cam cynnydd 4
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
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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Prioritising tasks and managing time and resources
Level 2 learners prioritise tasks, manage time and allocate resources to complete their goals, and Level 1 learners describe at least two resources and two people needed. Entry 3 learners plan and prioritise tasks with some guidance on realistic timelines. This is in the guidance for meeting the criteria.
Rhifedd: Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 7
- Pupils order five homework tasks by due date and time needed, and draw up a plan for the week.
- Blwyddyn 8
- Pupils plan a revision fortnight with a fixed number of hours, share the time between subjects and justify the split.
- Blwyddyn 9
- Pupils plan the resources, time and help needed for a personal project, such as saving for a course, and adjust the plan when one resource is not available.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, Essential information for assessment decisions, Entry 3 to Level 2, pages 18 to 19
“prioritise tasks, manage time, and allocate resources to ensure successful completion”
Cam cynnydd 3
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau yn gyfres o dasgau.
Cam cynnydd 4
Rwy'n gallu nodi pa wybodaeth bellach allai fod yn ofynnol a dewis pa wybodaeth sydd fwyaf priodol.
Rwy'n gallu dewis, treialu a gwerthuso amrywiaeth o ddulliau posibl a rhannu problemau cymhleth yn gyfres o dasgau.
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Rating skills on scales in a skills audit
Pearson's mapping lists Likert and traffic light scales in skills audits and ordering tasks and milestones as numeracy links. Learners rate their skills and can compare ratings over time, but no criterion requires numerical ratings.
Rhifedd: Cynrychioli data, Dehongli data
Paratoi disgyblion
- Blwyddyn 7
- Pupils rate ten skills red, amber or green and count how many of each colour they have.
- Blwyddyn 8
- Pupils rate their skills on a 1 to 5 scale at the start and end of a half term and draw a bar chart comparing the two.
- Blwyddyn 9
- Pupils compare their own skill ratings with ratings from a teacher, draw conclusions about which skills to develop, and note why self ratings can mislead.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfW 2, Annexe C, page 118
“Likert/traffic-light scales in audits; ordering tasks and milestones”
Cam cynnydd 3
Rwy'n gallu cynrychioli data gan ddefnyddio:
- rhestrau, siartiau cyfrif, tablau, diagramau a thablau amlder
- siartiau bar, siartiau data wedi'u grwpio, graffiau llinell a graffiau trawsnewid
- pictogramau lle mae un symbol yn cynrychioli mwy nag un uned gan ddefnyddio allwedd
- diagramau Venn a Carroll.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Cam cynnydd 4
Rwy'n gallu dewis a llunio siartiau, diagramau a graffiau priodol sydd â graddfeydd addas.
Rwy'n gallu dod i gasgliadau o ddata ac rwy'n cydnabod y gall rhai casgliadau fod yn gamarweiniol neu'n ansicr.
Da gwybod
- The unit is SfW 2 and is worth 20 guided learning hours (Unit summary, page 5), the same size as the WJEC unit. A unit counts once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6).
- The command verbs set the literacy level: Entry 1 learners "State", Entry 2 "Outline", Entry 3 "Identify", Level 1 "Describe" and Level 2 "Explain" the role and importance of personal development (assessment criteria, page 16).
- The guidance sets minimum amounts, such as at Level 1 describing "at least three of each" of skills, strengths and areas for development and "at least two resources and two people" needed for the goals (page 18).
- Discussion is expected from Level 1: learners "should be able to discuss their skills with others" (Essential information for assessment decisions, Level 1, page 18), so spoken evidence such as observation records is useful.
- Pearson's own mapping gives literacy as "Reflective discussion and written plans" and numeracy as SMART goals, timelines and rating scales in audits (Annexe C, page 118).
- AI must be acknowledged: "If AI is used, the final submission must be in the learner's own words" (Requirements relating to permitted/prohibited resources, page 21).
- Document slips: this Skills for Work specification says "Every unit in our Skills for Life qualifications includes an Authorised Assessment Brief" (page 8), and the units section points to "Section 6 Glossary" when the glossary is Section 7 (page 11).
Cysylltiadau â chymwysterau eraill
Personal development planning links with the WJEC Skills Suite units Exploring career pathways and Career creativity, which share writing about own strengths and interests and planning steps towards a future job, and with Overcoming barriers, Building a growth mindset and Work experience, which share reflective writing and reviewing progress. GCSE Business, which the WJEC version of this unit names as a linked qualification, is the closest GCSE link. Compared with the WJEC Personal development planning unit, both are 20 guided learning hours with SMART goals at Level 2, but WJEC spreads the writing across four learning outcomes including responding to feedback, while Pearson centres on one written personal development plan, adds a SWOT analysis at Level 1 and Level 2, and expects learners to discuss their skills and goals with others.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Work Award, Certificate and Diploma Qualifications Specification, Issue 1, August 2026, Unit SfW 2: Personal development planning.