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.
Skills that use Planning and organising for different purposes, audiences and context
-
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.
-
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.
-
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.
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).