Skills for Work: Personal Development Planning
Personal development planning is an Entry 1 to Level 2 Skills for Work unit in which learners identify their skills, interests and experiences, use feedback to find strengths and areas to develop, set goals, write an action plan and review their progress. It is one 20 hour unit that learners combine with other 10 or 20 hour units into a Skills for Work, or Skills for Life and Work, Award, Certificate or Diploma. Literacy sits in talking and writing about themselves, responding to feedback, writing goals and plans, and reflective journals. Numeracy is light: setting timescales for SMART goals at Level 2 and measuring progress.
- Awarding body
- WJEC
- 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
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes (personal skills, interests and experiences, areas for personal development, simple personal goals, and taking part in activities to develop personal skills), each with separate Entry 1, Entry 2 and Entry 3 assessment criteria. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes (personal skills, interests and experiences, strengths and areas for development, planning personal development goals, and reviewing progress and skills developed), each with separate Level 1 and Level 2 assessment criteria. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
The literacy and numeracy skills in this qualification
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Talking and writing about own skills, interests and experiences
Learners show or say what they like at Entry 1, suggest three skills or experiences at Entry 3, describe how their skills and interests relate to learning, work or personal life at Level 1, and explain how they influence educational or career choices at Level 2. These are assessment criteria, and evidence may be spoken, written or visual.
Literacy: Purpose, Planning and organising for different purposes, audiences and context
Getting pupils ready
- Year 7
- Pupils make a mind map of three things they are good at and three things they enjoy, then tell a partner about one of each.
- Year 8
- Pupils write a short profile of themselves for a work experience placement, linking two skills to examples from school or home.
- Year 9
- Pupils give a two minute talk explaining how a hobby or experience has shaped a skill they have and how it might influence their choice of options or a future job.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 and 1.2, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1 and 1.2, page 6
“Describe how personal skills, interests and experiences relate to learning, work or personal life”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can write about my thoughts, feelings and opinions, showing empathy and respect.
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.
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Responding to and using feedback
Learners respond to simple feedback at Entry 1, use feedback from tutors, peers or work related activities to identify development needs at Level 1, and analyse strengths and development needs using that feedback at Level 2. The amplification gives verbal feedback from a teacher or peer and short written comments as examples. These are assessment criteria.
Literacy: Listening to understand, Questioning
Getting pupils ready
- Year 7
- Pupils listen to spoken feedback from a partner on a group task and repeat back one thing they did well and one thing to work on.
- Year 8
- Pupils read written teacher comments on two pieces of work, pick out the comment that comes up twice and turn it into a target in their own words.
- Year 9
- Pupils gather feedback from a teacher, a peer and a club leader, compare what each says, and decide which development need matters most and why.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criterion E1 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 6; amplification of LO2, page 8
“reflect on feedback from others to support self-awareness”
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 respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.
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 listen to and consider the relevance and significance of information and ideas presented to me.
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Writing goals and action plans
Learners select a short term goal at Entry 2 and state three steps to reach it at Entry 3. At Level 1 they outline realistic goals and create a simple plan, and at Level 2 they write SMART goals and a detailed action plan including timescales and resources. These are assessment criteria; templates and worksheets are suggested.
Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar
Getting pupils ready
- Year 7
- Pupils write one goal for the term as a clear sentence starting I will, then list three steps to reach it.
- Year 8
- Pupils rewrite a vague goal such as get better at maths as a SMART goal, checking each letter of SMART against their wording.
- Year 9
- Pupils write a full action plan for a personal goal with headed sections for steps, resources, deadlines and possible barriers, using precise and concise wording.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 and 3.2, page 5; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 6; amplification of LO3, page 8
“Create a detailed action plan including timescales and resources”
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 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 make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.
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Reviewing progress and reflecting on skills developed
Learners reflect on why an area for development was chosen at Entry 3, review progress and identify skills developed at Level 1, and at Level 2 evaluate progress and explain how new skills can be applied to future learning or work. Learner journals, logs and reflective diaries are listed as evidence. These are assessment criteria, though extended written work is not required.
Literacy: Planning and organising for different purposes, audiences and context, Purpose
Getting pupils ready
- Year 7
- Pupils write two sentences at the end of a project saying what new skill they used and how it went.
- Year 8
- Pupils keep a short weekly journal during a group project, recording one skill they practised and how confident they felt.
- Year 9
- Pupils write a review of progress towards a goal set earlier in the year, judging how far they got, what helped and how the skill could help them in a future job.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 2, assessment criterion E3 2.2, page 5; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 and 4.2, page 6; Sources of evidence, page 9
“Explain how skills developed can be applied to future learning or work”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can write a comprehensive account of a topic, theme or viewpoint.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
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Setting timescales and measurable targets
At Level 2 learners must develop SMART goals, which the amplification defines as Specific, Measurable, Achievable, Relevant and Time-bound, and create an action plan including timescales. This means turning goals into countable targets with dates. Below Level 2 the criteria ask only for simple steps, so numeracy demand is low.
Numeracy: Measurement, Strategic competence
Getting pupils ready
- Year 7
- Pupils use a school calendar to set a date four weeks away for a reading goal and work out how many pages a week they need to read.
- Year 8
- Pupils set a measurable fitness target, such as running 2 km, and plan weekly steps on a calendar up to a deadline six weeks away.
- Year 9
- Pupils break a revision goal into steps on a timeline, estimate the hours each step needs, check the total fits the time available and adjust the plan.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 3, assessment criteria L2 3.1 and L2 3.2, page 6; amplification of LO3, page 8
“Specific, Measurable, Achievable, Relevant and Time-bound”
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.
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Measuring progress with ratings and simple data
The pack says numeracy skills are applied in planning steps, managing time and evaluating progress. Learners may rate their skills before and after activities in a skills audit and compare the scores when they review progress at Level 1 and Level 2. No criterion requires numbers, so this is a suggested approach only.
Numeracy: Representing data, Interpreting data
Getting pupils ready
- Year 7
- Pupils rate their confidence in five skills from 1 to 5 in a table at the start and end of a half term and circle the biggest change.
- Year 8
- Pupils draw a bar chart of their skill ratings before and after a project and write one sentence about what it shows.
- Year 9
- Pupils track weekly scores towards a goal on a line graph, describe the trend and explain why a self rating might give a misleading picture of progress.
Show the specification wording and the LNF statements
Where it is in the specification: Curriculum for Wales, pages 3 and 4; suggested activities, page 9; Level 1 and Level 2, learning outcome 4, assessment criterion 4.1, page 6
“skills are applied in planning steps, managing time, and evaluating progress”
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
- The unit codes are S662E1, S662E2, S662E3, S662L1 and S662L2, one for each level, and the unit is 20 guided learning hours: "GLH 20" (Unit overview, page 3).
- Spoken and visual evidence counts: "extended written work is not required unless appropriate" and judgements should not focus on "spelling or presentation unless specifically assessed" (Sources of evidence, page 9).
- The pack says "Literacy is embedded through reading and writing tasks such as journals, worksheets, and action plans" (Curriculum for Wales, page 4), and evidence includes "learner journals, logs or reflective diaries" and "records of professional discussions or questioning" (Sources of evidence, page 9).
- Support depends on level: Entry 1 learners may need "use of symbols, or assistive technology" and Entry 2 learners "may require prompts, guided questioning or scaffolded templates" (specification Section 4.2, page 19).
- AI use is allowed only when acknowledged: "When properly referenced, this can be acceptable", but misuse includes "Using AI to complete parts of the assessment so that the work does not reflect the learner's own work" (specification Section 4.6, page 21).
- Suggested assessment tasks "are not mandatory". Teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (specification Section 4.1, page 18).
- Appendix A of the specification (page 29) ticks Literacy, Numeracy, Digital Competence, Critical thinking and problem solving, and Planning and organisation for this unit.
Links with other qualifications
The pack names GCSE Business as a linked WJEC qualification. Within the Skills Suite it lists Exploring career pathways, Overcoming barriers, Work experience, Teamwork, Applying for jobs, Interview confidence and techniques, Working in Wales and Building a growth mindset as closely related units. Overcoming barriers shares reflective writing and action planning, Exploring career pathways shares reading and presenting information about jobs and training, and Applying for jobs and Interview and confidence techniques give a reason to describe skills and experiences clearly in writing and speech.
Source: WJEC Personal development planning unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).