LNF Cymru Literacy and numeracy for Wales

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Skills for Work: Personal Development Planning

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.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • 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.

The literacy and numeracy skills in this qualification

  1. Explaining what personal development is and why planning matters

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils make a mind map of three reasons why setting a goal helps, such as learning to swim or improving a test score.
    Year 8
    Pupils write a paragraph explaining why planning helps people improve, using an example from sport or music and the word because.
    Year 9
    Pupils write an explanation of how personal development planning can help with careers and wellbeing, giving reasons and an example for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    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.

  2. Describing own skills, strengths and weaknesses in a SWOT analysis

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write three things they are good at and one thing they want to improve, with an example for each.
    Year 8
    Pupils complete the strengths and weaknesses boxes of a SWOT grid about themselves and back each point with evidence from school or home.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • 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 share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

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

  3. Discussing skills and goals with others

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

    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.

    Literacy: Collaborative talk, Purpose, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils tell a partner about one goal for the term and the first step they will take, and the partner repeats it back.
    Year 8
    Pupils discuss in small groups the skills needed for a job such as nurse or electrician and agree which skills are shared.
    Year 9
    Pupils present their goals and action steps to a small group in two minutes and answer questions on how they will tackle problems.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    Progression step 4

    • I can undertake a range of responsibilities to structure and develop group talk, including in more formal situations.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

  4. Writing goals and a personal development plan

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

    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.

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

    Getting pupils ready

    Year 7
    Pupils write one goal for the half term as a clear sentence with three numbered steps underneath.
    Year 8
    Pupils write a short-term and a mid-term goal for a hobby, each with actions and the people who can help.
    Year 9
    Pupils write a personal development plan under headings with short-, mid- and long-term goals, each rewritten as a SMART target.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

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

  5. Reviewing progress and responding to feedback

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

    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.

    Literacy: Listening to understand, Planning and organising for different purposes, audiences and context, Purpose

    Getting pupils ready

    Year 7
    Pupils tick off the steps they have completed towards a class goal and write who helped them with each one.
    Year 8
    Pupils listen to a partner's feedback on their goal, note one suggestion and write a sentence on how they will use it.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

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

    Progression step 4

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

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

  6. Setting timeframes and measurable targets

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

    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.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 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.
    Year 8
    Pupils plan a six week fitness goal with weekly targets, then work out how many sessions they need in total.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    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.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

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

  7. Prioritising tasks and managing time and resources

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

    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.

    Numeracy: Strategic competence

    Getting pupils ready

    Year 7
    Pupils order five homework tasks by due date and time needed, and draw up a plan for the week.
    Year 8
    Pupils plan a revision fortnight with a fixed number of hours, share the time between subjects and justify the split.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

    Progression step 4

    • I can identify what further information might be required and select what information is most appropriate.

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

  8. Rating skills on scales in a skills audit

    Assessed: Taught, but not assessed

    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.

    Numeracy: Representing data, Interpreting data

    Getting pupils ready

    Year 7
    Pupils rate ten skills red, amber or green and count how many of each colour they have.
    Year 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.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfW 2, Annexe C, page 118

    “Likert/traffic-light scales in audits; ordering tasks and milestones”
    Progression step 3

    • I can represent data using:

      • lists, tally charts, tables, diagrams and frequency tables
      • bar charts, grouped data charts, line graphs and conversion graphs
      • pictograms where one symbol represents more than one unit using a key
      • Venn and Carroll diagrams.

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

    Progression step 4

    • I can select and construct appropriate charts, diagrams and graphs with suitable scales.

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

Good to know

Links with other qualifications

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.

Source: 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.