Personal Project
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Oriau dysgu dan arweiniad
- 60
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Y sgiliau digidol yn y cymhwyster hwn
-
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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plan a two week homework task in a shared online checklist, listing each step and ticking it off as they finish it.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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.
Cam cynnydd 5
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
-
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: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for facts about a local landmark, bookmark three websites and say who wrote each one and whether it looks trustworthy.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
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.
Rwy'n gallu defnyddio ystod o chwiliadau cymhleth yn annibynnol, e.e. a/neu/+/-/ddim.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Cam cynnydd 5
Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.
Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.
-
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: Hawliau digidol, trwyddedu a pherchenogaeth, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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)”
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 deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Cam cynnydd 5
Rwy'n gallu deall hawliau a chyfrifoldebau unigolion fel crewyr a defnyddwyr cynnwys, ac rwy'n gallu meddwl yn feirniadol a gwneud penderfyniadau moesegol am y defnydd o waith creadigol mewn perthynas â defnydd teg a chyfeirio gan ddefnyddio systemau cyfeirnodi ffurfiol, e.e. Harvard a Rhydychen.
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
-
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.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a five slide presentation on a hobby, choosing images, a readable font and a consistent colour scheme.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
-
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: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils share a draft poster in the class online space and leave one comment and one question on a partner's work.
- Blwyddyn 8
- Pupils collect peer comments on a shared document, accept or reject each suggestion and write one sentence on why.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
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.
Rwy'n gallu creu grwpiau a rhannu gwaith rhyngddyn nhw er mwyn iddyn nhw adolygu cynnwys digidol.
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.
Cam cynnydd 5
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
Da gwybod
- 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).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: WJEC Level 1/Level 2 Personal Project specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).