Personal Project
The WJEC Level 1/Level 2 Personal Project is a 60 guided learning hour qualification in which learners choose their own topic and submit a project plan and a final project. Teachers mark it against 20 learning outcomes grouped under the four integral skills, and the total mark decides whether a learner gets the Level 1 or Level 2 award. No digital tool is required, because the outcome may be written, oral, digital, an artefact, a performance or an event. Digital work sits in searching for sources and judging their reliability, referencing them and acknowledging any AI use, planning and tracking the project, presenting the outcome and acting on feedback.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- Guided learning hours
- 60
- First taught
- September 2027
- Amount of digital work
- Medium
- Specification
- Open the specification
How this qualification is assessed
- Planning and organising (LO1 to LO6): Six learning outcomes, each marked out of 4 in four mark bands, 24 marks and 30% of the qualification: planning activities and timelines, determining resources, setting SMART goals and success criteria, managing the plan, monitoring and adapting it, and reflecting on planning and outcomes. Evidence comes from the project plan and final project, internally marked by the centre and externally moderated by WJEC
- Critical thinking and problem solving (LO7 to LO12): Six learning outcomes, each marked out of 4 in four mark bands, 24 marks and 30% of the qualification: assessing information and the reliability of sources, synthesising and referencing sources, explaining issues and barriers, using meaningful questions, developing arguments and proposing solutions. Internally marked by the centre and externally moderated by WJEC
- Creativity and innovation (LO13 to LO16): Four learning outcomes, each marked out of 4 in four mark bands, 16 marks and 20% of the qualification: exploring and generating ideas, connecting ideas between knowledge, experience and skills, sharing ideas and presenting a final outcome, and presenting ideas in a creative and engaging format. Internally marked by the centre and externally moderated by WJEC
- Personal effectiveness (LO17 to LO20): Four learning outcomes, each marked out of 4 in four mark bands, 16 marks and 20% of the qualification: considering and responding to others' views, reflecting on own learning and behaviour, identifying successes and skills developed, and identifying areas for development. Internally marked by the centre and externally moderated by WJEC
The digital skills in this qualification
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Planning and tracking the project
Learners build a project plan with ordered activities, timelines, resources, SMART goals and success criteria, then follow it, monitor progress and adapt it in response to feedback. The plan itself is assessed under LO1 to LO5, with the top band asking for activities that are prioritised and logically sequenced, but a digital planner is optional: the amplification names to do lists, mind maps, checklists and progress reports, which can be on paper or in an app or spreadsheet.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils plan a two week homework task in a shared online checklist, listing each step and ticking it off as they finish it.
- Year 8
- Pupils make a simple timeline in a spreadsheet for a class research task, with each activity, a deadline and a column to colour green, amber or red as the weeks pass.
- Year 9
- Pupils plan a four week mini project in a digital planner with milestones, resources and SMART goals, then update it each week and note one change they made and why.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2.1, Planning and Organising Skills amplification, pages 9 and 10; marking grid LO1 to LO5, pages 18 and 19
“how to use monitoring tools and techniques (for example, progress reports, checklists) to identify variances”
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.
Progression step 5
I can plan my digital work effectively and with increasing complexity.
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Searching for information and judging the reliability of sources
Learners select information and evidence for their project and make judgements about the reliability of their sources, considering author credibility, publication context, bias, inaccuracies and gaps. LO7 assesses this, rising from limited comments on reliability to detailed and effective evaluation of reliability at the top band, so a Level 2 learner needs to search well and justify which sources they trust. The specification does not require online sources, but most learners will research on the internet.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils search for facts about a local landmark, bookmark three websites and say who wrote each one and whether it looks trustworthy.
- Year 8
- Pupils change their keywords and use quotation marks and minus signs to narrow a search on plastic pollution, then sort the results into reliable and unreliable using a checklist on author, date and purpose.
- Year 9
- Pupils compare a news site, a charity site and a forum post on the same topic, spot bias or missing information in each and write a short justification of which source they would use and why.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2.2, Critical Thinking and Problem-Solving Skills amplification, page 11; marking grid LO7, page 21
“how to recognise bias, inaccuracies or gaps in information”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can begin to reference sources used in my work, and consider if content is reliable.
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.
I can independently use a range of complex searches, e.g. and/or/+/-/not.
I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.
Progression step 5
I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.
I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.
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Referencing sources and acknowledging AI use
Learners synthesise primary and secondary information and reference the sources, from an attempt to reference at the lowest band to correct referencing in a recognised reference style, such as Harvard, at the top band. This is assessed under LO8. The specification also requires every learner to reference published sources and treats unacknowledged AI use, poor acknowledgement of AI tools and misleading bibliographies as malpractice.
DCF: Digital rights, licensing and ownership, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils add a sources list to the end of a short fact file, copying the website name, page title and date they visited for each fact.
- Year 8
- Pupils rewrite a paragraph they found online in their own words and add an in-text reference and a bibliography entry, then discuss why copying it would be plagiarism.
- Year 9
- Pupils write a one page report with Harvard style references and footnotes, and add a note stating exactly how they used an AI tool, if they used one, and which ideas came from it.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2.2 amplification, page 12; marking grid LO8, page 21; Section 4.2, pages 26 and 27; Section 4.4, page 30
“how to apply correct referencing techniques using recognised styles (for example, Harvard referencing)”
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 understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.
I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.
Progression step 5
I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.
I can refer appropriately to sources of information used in my digital work.
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Presenting the final outcome in a creative format
Learners share ideas with others and present their final outcome in a creative and engaging format, choosing appropriate media and tools and using design principles such as colour, layout and visuals. LO15 and LO16 assess the presentation, but the format is the learner's choice, so this is digital only when a learner chooses a digital outcome such as slides, a video, a website or a digital poster. The amplification also suggests visual aids and collaborative platforms for sharing information.
Getting pupils ready
- Year 7
- Pupils make a five slide presentation on a hobby, choosing images, a readable font and a consistent colour scheme.
- Year 8
- Pupils turn a short piece of research into a digital poster or infographic, choosing layout, icons and colours to suit a Year 6 audience.
- Year 9
- Pupils present the outcome of a mini project as a short edited video or interactive slide deck with narration, explaining why they chose that format for their audience.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2.3, Creativity and Innovation Skills amplification, pages 13 and 14; Section 2.5, page 16; marking grid LO15 and LO16, page 23
“how to incorporate design principles (colour, layout, visuals) for clarity and appeal”
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.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
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Gathering feedback and improving the project
Learners respond to feedback while monitoring their project, adapting plans where needed, and consider and respond to the views of others in their final outcome. LO5 and LO17 assess this, with justified responses to feedback at the top band, and the amplification suggests collaborative platforms and self-assessment tools such as journals. Feedback can be gathered face to face, so digital comment tools are optional.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils share a draft poster in the class online space and leave one comment and one question on a partner's work.
- Year 8
- Pupils collect peer comments on a shared document, accept or reject each suggestion and write one sentence on why.
- Year 9
- Pupils gather feedback on a project draft through a short online form, make two specific changes and record before and after screenshots in a project log.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2.1 amplification, page 10; Section 2.3 amplification, page 13; marking grid LO5, page 19; marking grid LO17, page 24
“how to refine and adapt ideas based on feedback and practical considerations”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
I can create groups and share work between them to allow review of digital content.
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.
Progression step 5
I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.
Good to know
- There are two qualifications with one shared unit: "9011Q0 WJEC Level 1 Personal Project" and "9022Q0 WJEC Level 2 Personal Project" (Qualification Information, page 2), and "Learners must be entered for the Personal Project unit and for both the Level 1 and Level 2 qualification" (Section 5.1, page 31). The total mark decides which award a learner gets.
- The qualification is 60 guided learning hours, and "learners will spend up to 10 hours of independent time on their personal project" (Section 1.4, page 6).
- Learners submit two parts: "The Personal Project should be presented as a two-part final entry. Learners should submit their project plan and their final project." (Section 2.5, page 16).
- No digital outcome is required. The final project may be "written, oral, digital, artefact, performance and/or event" (Section 2.5, page 16), and "Centres may include visual, audio or practical evidence alongside written material" (Section 4.2, page 26), with a suggested word count "of up to 2,000 words" that is guidance only.
- No resources are prescribed: "the use of resources, including the internet, is not tightly prescribed" (Section 4.2, page 27). Sources must be acknowledged, for example "through an appended bibliography using a conventional in-text referencing system or through footnotes" (page 27).
- AI can be used if it is acknowledged: "When properly referenced, this can be acceptable" (Section 4.4, page 30). Misuse includes "failing to acknowledge use of AI tools when they have been used as a source of information" and "incomplete or poor acknowledgement of AI tools" (page 30).
- The topic must be the learner's own. Teachers must not "specify the context for the project" or "produce any form of writing frame for use within assessment activities" (Section 4.2, page 26), and the topic "must be approved by the teacher" before work starts (page 27).
- The specification has no example tasks. The content "is intended to support teachers in developing their teaching and learning programme" and suggested activities are in a separate WJEC document, the "Personal Project: Guidance for teaching and assessment" (Section 2, page 8).
- Submission is digital: moderation "samples must be uploaded to WJEC e-submission platform" (Section 4.3, page 29), "Electronic signatures will be accepted" on the authenticity declaration (page 27), and presentations are recorded with "observation records" (page 28).
Links with other qualifications
The Personal Project sits in the Skills Suite alongside the Skills for Life and Skills for Work units, and the Personal Project Entry Level is the step below it. The Skills for Work unit Personal Development Planning also asks Level 2 learners to set SMART goals and make an action plan with timescales and resources, and Enterprise Venture asks learners to plan a venture, adapt the plan in response to challenges and evaluate it. The research, reliability and referencing work builds on GCSE English Language and Literature and the source evaluation in GCSE History, and learners who choose a digital outcome draw on GCSE Digital Technology or GCSE Digital Media and Film. The specification names the Level 3 Advanced Skills Baccalaureate Wales as the progression route.
Source: WJEC Level 1/Level 2 Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).