Personal Project
The WJEC Entry Level Personal Project is a stand-alone 60 hour qualification, graded Entry 1, Entry 2 or Entry 3, in which learners choose a topic that interests them and carry out a simple project. They submit a project plan and a final project, which can be written, oral, digital, an artefact, a performance or an event. It is assessed against the four Integral Skills: planning and organising, critical thinking and problem solving, creativity and innovation, and personal effectiveness. Digital demand is low. Digital work sits in planning, finding information on websites, saying where it came from, including AI tools, and presenting, and none of it has to be digital.
- Awarding body
- WJEC
- Level
- Entry Level
- Guided learning hours
- 60
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this qualification is assessed
- Planning and organising (learning outcomes 1 to 3): Assessment grid with seven criteria (plan a simple project, say what they want to achieve, use resources and time), each awarded 1, 2 or 3 points for Entry 1, Entry 2 or Entry 3, 21 points, 30% weighting. Internally assessed by the centre and externally moderated by WJEC.
- Critical thinking and problem solving (learning outcomes 4 and 5): Assessment grid with six criteria (find and use simple information, notice and talk about problems), each awarded 1, 2 or 3 points, 18 points, 20% weighting. Internally assessed by the centre and externally moderated by WJEC.
- Creativity and innovation (learning outcome 6): Assessment grid with three criteria (try out ideas, select colours, materials or designs, present their work), each awarded 2, 4 or 6 points, 18 points, 20% weighting. Internally assessed by the centre and externally moderated by WJEC.
- Personal effectiveness (learning outcomes 7 and 8): Assessment grid with seven criteria (share and talk about ideas, think about what they have learned), each awarded 1, 2 or 3 points, 21 points, 30% weighting. Internally assessed by the centre and externally moderated by WJEC. All four grids are applied to one two-part final entry: the project plan and the final project.
The digital skills in this qualification
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Planning and sequencing project tasks
Every learner plans their project and follows the plan: at Entry 1 they help decide what needs doing, at Entry 2 they create a simple sequence of key tasks, and at Entry 3 they plan what needs to be done and in what order. The plan is a required part of the final entry, but it can be on paper, so using a digital planner is optional.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils drag picture cards into order on a slide to plan the steps of a simple class project, such as making a poster.
- Year 8
- Pupils make a checklist in a shared document of five tasks for a group project and tick each one off as it is done.
- Year 9
- Pupils plan a personal mini project in a simple online planner or table, listing tasks, the order and a target week for each.
Show the specification wording and the DCF statements
Where it is in the specification: Planning and organising, learning outcome 1, assessment criteria 1.1 and 1.2, page 11; section 2.5, page 9
“Create a simple sequence of key tasks”
Progression step 3
I can independently create and plan work before beginning a digital task.
Progression step 4
I can select and effectively use a variety of planning techniques.
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Finding information on websites and other sources
Every learner finds information linked to their project: at Entry 1 and Entry 2 pictures, words or objects, and at Entry 3 simple information from books, websites or people. Websites are one option among several, so searching online is likely but not required.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils use a child friendly search engine to find three pictures and one fact about an animal they like.
- Year 8
- Pupils change their keywords to find a better result about a hobby, bookmarking the most useful page.
- Year 9
- Pupils search two different kinds of source, such as a website and a video, for information on a topic they choose, and save the links in a folder.
Show the specification wording and the DCF statements
Where it is in the specification: Critical thinking and problem solving, learning outcome 4, assessment criterion 4.1, page 12; section 2.2, page 8
“Find simple information linked to their project, using books, websites or people”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
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Saying where information came from, including AI tools
Every learner says or shows where their information came from, and at Entry 3 states it. The specification says candidates must say where information came from if they use books, websites or AI tools, and must not copy other people's work. Spoken projects can name the source aloud.
DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils add a picture from a website to a slide and type the website name underneath it.
- Year 8
- Pupils keep a list of the websites and books they used for a topic, and learn that copying without saying where it came from is cheating.
- Year 9
- Pupils write a short source list for a project, including a line saying when and how they used an AI chatbot.
Show the specification wording and the DCF statements
Where it is in the specification: Critical thinking and problem solving, learning outcome 4, assessment criterion 4.2, page 12; section 4.2, pages 16 and 17; section 4.4, page 19
“if they use information from books, websites (including AI tools) or other sources, they must say where it came from”
Progression step 3
I can understand that copying the work of others and presenting it as my own is plagiarism.
I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Checking whether information seems right
At every level learners check with an adult or peer whether their information seems right. This is a simple first step towards judging how reliable online information is. It is an assessment criterion, though the check is done by talking to someone, not with a digital tool.
DCF: Sourcing, searching and planning digital content, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils find one fact about their town online and ask a partner whether they think it is true and why.
- Year 8
- Pupils look up the same fact on two websites and show the teacher whether they agree.
- Year 9
- Pupils check a fact from an AI chatbot against a trusted website and explain to a peer whether the chatbot was right.
Show the specification wording and the DCF statements
Where it is in the specification: Critical thinking and problem solving, learning outcome 4, assessment criterion 4.3, page 12; section 2.2, page 8
“Check with an adult or peer if it seems right”
Progression step 3
I can begin to reference sources used in my work, and consider if content is reliable.
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
Progression step 4
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
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Presenting the project in their own way
Every learner presents their work: at Entry 1 in a way they like, at Entry 2 in their own way, such as a poster, short presentation or photo, and at Entry 3 clearly in their own style. The specification lists digital as one possible project form, so slides, photos or video are options, not requirements.
Getting pupils ready
- Year 7
- Pupils take a photo of something they made and add a title and one sentence to it in a slide.
- Year 8
- Pupils make three slides about a hobby with pictures and short captions, choosing colours and fonts they like.
- Year 9
- Pupils record a short video or narrated slideshow showing their finished mini project and explaining one choice they made.
Show the specification wording and the DCF statements
Where it is in the specification: Creativity and innovation, learning outcome 6, assessment criterion 6.3, page 13; section 2.5, page 9
“Present their work clearly in their own style”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can use software tools to enhance the outcomes for specific audiences.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
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Reviewing work and suggesting improvements
Learners say or show what was easy or hard and what they might do differently, and at Entry 3 suggest how they could improve or develop next time. They also consider other people's suggestions. These are assessment criteria for every project; doing the review on a digital project is optional.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils look at a partner's poster on screen and say one thing they like and one thing to change.
- Year 8
- Pupils add a comment to a classmate's shared slides with one suggestion, then make one change to their own slides from the comments they get.
- Year 9
- Pupils write a short review of their mini project saying what was hard and two changes they would make, using feedback from a peer.
Show the specification wording and the DCF statements
Where it is in the specification: Personal effectiveness, learning outcome 7, assessment criterion 7.2, and learning outcome 8, assessment criteria 8.2 and 8.3, page 14
“Suggest how they could improve or develop next time”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- The qualification has its own codes: "WJEC Qualification Code 9000Q0", with 9000C0 for Welsh medium entries (pages 2 and 21), and is worth 60 guided learning hours.
- There are two required pieces: "Learners should submit their project plan and their final project" (section 2.5, page 9).
- The project form is open: it may be "written, oral, digital, artefact, performance and/or event" (section 2.5, page 9).
- Evidence can be visual: "Evidence types can include photographs, short video clips, annotated work, teacher observation notes and learner comments" (section 3.2, page 10), and at Entry 1 and Entry 2 "Candidates are not required to produce extended written work" (section 4.2, page 16).
- Resources are open: "the use of resources, including the internet, is not tightly prescribed" (section 4.2, page 17).
- The topic is the learner's: teachers must not "specify the context for the project, it must be the candidate's own decision" (section 4.2, page 16).
- AI tools may be used "When properly referenced", but misuse includes "failing to acknowledge use of AI tools when they have been used as a source of information" (section 4.4, page 19).
- There are no set tasks in the specification; suggested activities are in a separate document, the "Personal Project Guidance for Teaching and Assessment" (section 2, page 7).
Links with other qualifications
The Entry Level Personal Project leads on to the WJEC Personal Project Level 1 and Level 2, which assesses the same four Integral Skills with more independence. Because the topic is the learner's own choice, a project can grow out of any GCSE, VCSE or Foundation subject the learner enjoys, but no subject content is assessed. The planning, teamwork and reflection criteria overlap with Skills Suite units such as Teamwork and Personal development planning, which can be taken alongside it at Entry Level.
Source: WJEC Entry Level Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).