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.
Skills that use Purpose
-
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.
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.
-
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.
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.
-
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.
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.
-
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.
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.
Good to know
- 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).
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.