Personal Project
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level
- Oriau dysgu dan arweiniad
- 60
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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.
Y sgiliau digidol yn y cymhwyster hwn
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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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils drag picture cards into order on a slide to plan the steps of a simple class project, such as making a poster.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils plan a personal mini project in a simple online planner or table, listing tasks, the order and a target week for each.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils use a child friendly search engine to find three pictures and one fact about an animal they like.
- Blwyddyn 8
- Pupils change their keywords to find a better result about a hobby, bookmarking the most useful page.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
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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: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a picture from a website to a slide and type the website name underneath it.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils write a short source list for a project, including a line saying when and how they used an AI chatbot.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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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: Cyrchu, chwilio a chynllunio cynnwys digidol, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils find one fact about their town online and ask a partner whether they think it is true and why.
- Blwyddyn 8
- Pupils look up the same fact on two websites and show the teacher whether they agree.
- Blwyddyn 9
- Pupils check a fact from an AI chatbot against a trusted website and explain to a peer whether the chatbot was right.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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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.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils take a photo of something they made and add a title and one sentence to it in a slide.
- Blwyddyn 8
- Pupils make three slides about a hobby with pictures and short captions, choosing colours and fonts they like.
- Blwyddyn 9
- Pupils record a short video or narrated slideshow showing their finished mini project and explaining one choice they made.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
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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: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils look at a partner's poster on screen and say one thing they like and one thing to change.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Da gwybod
- 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).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: WJEC Entry Level Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).