Candidate project for learning and work — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This element requires candidates to independently plan, execute, present and evaluate a self-directed project designed to develop employability skills. Thr

    Topic Synopsis

    This element requires candidates to independently plan, execute, present and evaluate a self-directed project designed to develop employability skills. Through managing a real-world or simulated project, learners demonstrate their ability to set goals, organise resources, communicate outcomes and reflect on personal performance, mirroring key workplace competencies.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Candidate project for learning and work

    CITY & GUILDS LIMITED
    vocational

    This element focuses on developing the candidate's ability to independently plan, execute, present, and evaluate a project that demonstrates employability skills. Learners will identify a project idea, set realistic objectives, manage resources, gather evidence of progress, and deliver a structured presentation of their findings. The evaluation phase requires critical reflection on the process and outcomes, identifying lessons learned and skills gained for future employment.

    39
    Learning Outcomes
    40
    Assessment Guidance
    43
    Key Skills
    40
    Key Terms
    44
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Certificate in Employability Skills
    City & Guilds Level 2 Extended Certificate in Employability Skills
    City & Guilds Level 1 Certificate in Employability Skills
    City & Guilds Level 2 Award in Employment and Personal Learning at Work
    City & Guilds Level 2 Certificate in Employment and Personal Learning at Work
    City & Guilds Level 2 Extended Award in Personal Learning at Work
    City & Guilds Level 1 Diploma in Employability Skills
    City & Guilds Level 1 Extended Certificate in Employability Skills
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 2 Introductory Award in Employability Skills
    City & Guilds Level 2 Award in Employability Skills

    Topic Overview

    The City & Guilds Level 1 Extended Award in Employability Skills is designed to help you develop the essential skills and knowledge needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, which are highly valued by employers across all industries. By completing this award, you'll build a strong foundation for further study, apprenticeships, or entry-level employment.

    This qualification is part of the wider Employability & Work Skills suite offered by City & Guilds, focusing on practical, real-world applications. You'll learn how to present yourself professionally, work effectively with others, and take responsibility for your own learning and development. The skills you gain here are transferable, meaning they can be applied to any job role or career path you choose.

    Mastering employability skills is crucial because they are often the deciding factor in job interviews and career progression. Employers consistently rank communication, teamwork, and reliability as top priorities when hiring. This award gives you a structured way to evidence these skills, boosting your confidence and making you stand out to potential employers.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding verbal, non-verbal, and written communication, and adapting your style for different audiences and purposes.
    • →Teamwork: Contributing effectively to group tasks, respecting others' opinions, and resolving conflicts constructively.
    • →Problem-solving: Identifying issues, generating solutions, and making decisions using logical steps.
    • →Self-management: Setting goals, managing time, and taking responsibility for your own learning and behaviour.
    • →Health and safety: Knowing basic workplace safety procedures, including risk assessments and emergency protocols.

    Learning Objectives

    What you need to know and understand

    • Develop a comprehensive project plan with clear aims, timeline, and resource requirements
    • Implement the project by carrying out planned tasks, monitoring progress, and adjusting as needed
    • Deliver a coherent presentation that effectively communicates project findings and learning
    • Critically evaluate the project process and outcomes, identifying personal development and areas for improvement
    • Define clear, achievable project aims and objectives in a structured plan.
    • Manage time and resources effectively to meet project milestones.
    • Apply relevant research methods to collect and organise information.
    • Carry out the project tasks independently, demonstrating initiative and resilience.
    • Present project findings and outcomes using appropriate formats and communication skills.
    • Evaluate strengths and areas for improvement in your own project performance.
    • Develop a project plan with clear aims, objectives, timelines, and resource requirements.
    • Apply appropriate methods to carry out the project and gather relevant information.
    • Communicate project outcomes effectively through a structured presentation.
    • Critically evaluate the project process and outcomes, identifying areas for improvement.
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Develop a detailed project plan, including clear aims, objectives, timeline, and resource requirements.
    • Carry out the planned project activities independently, adjusting as necessary to overcome challenges.
    • Present project findings and outcomes in a structured and engaging manner to an audience.
    • Evaluate the success of the project against original objectives, identifying strengths, weaknesses, and lessons learned.
    • Demonstrate effective time management and organisational skills throughout the project lifecycle.
    • Define a clear project aim and objectives using SMART criteria.
    • Construct a detailed project plan outlining tasks, timelines, and required resources.
    • Implement the project plan, recording progress and adapting to changes.
    • Select and use appropriate formats to present project outcomes effectively.
    • Analyse audience questions and respond confidently during the presentation.
    • Critically evaluate the project's success against original objectives.
    • Identify personal skills developed and areas for future improvement.
    • Develop a comprehensive project plan with clear aims, objectives, resources, and timelines.
    • Execute project activities independently, demonstrating effective time and task management.
    • Communicate project findings using appropriate presentation methods and engaging formats.
    • Critically evaluate project processes and outcomes against initial objectives, identifying areas for improvement.
    • Develop a detailed project plan including clear aims, objectives, resources, and a realistic timeline.
    • Carry out the project activities systematically while adapting to unexpected challenges.
    • Deliver a structured presentation summarising the project process, findings, and outcomes.
    • Evaluate the project’s success against initial objectives using a reflective framework.
    • Identify personal strengths and areas for development demonstrated during the project.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a well-structured project plan that includes specific, measurable objectives and a realistic schedule
    • Credit evidence of consistent monitoring during project execution, such as logbooks or progress notes
    • Recognise presentation skills including clear structure, appropriate visual aids, and confident delivery
    • Look for an evaluation that uses specific examples to analyse successes, challenges, and skill development
    • Award credit for a detailed project plan including timelines, resource lists, and contingency steps.
    • Evidence of consistent progress updates and adjustments to the plan, documented in a log or journal.
    • Marks should be given for clear, logically structured presentation materials (slides, posters, etc.) tailored to the audience.
    • Assess for meaningful self-evaluation that identifies specific strengths, weaknesses, and realistic action points for future projects.
    • Award credit for a project plan that includes SMART objectives, a realistic timeline, and identified resources.
    • Assess evidence of systematic execution of the project plan, including any adjustments made.
    • Evaluate the presentation for clarity, logical structure, and effective use of visual aids or supporting materials.
    • Look for a reflective evaluation that compares actual outcomes against planned objectives, noting strengths, weaknesses, and learning points.
    • Award credit for a project plan that includes clear, realistic objectives, timescales, and required resources, with explicit links to personal learning goals.
    • Look for evidence of consistent progress monitoring and adaptations made during the carrying out phase, demonstrating problem-solving and initiative.
    • Credit should be given for a structured presentation that effectively communicates the project's purpose, process, outcomes, and personal learning, using appropriate media and engaging the audience.
    • Award credit for a detailed project plan with clear objectives, timelines, resources, and contingency actions.
    • Evidence of consistent progress during project execution, such as a logbook with dated entries showing task completion and problem-solving.
    • Presentation must clearly explain the project's purpose, process, and outcomes using appropriate verbal and visual aids.
    • Evaluation identifies strengths, weaknesses, and specific improvements for future projects, linking back to initial objectives.
    • Award credit for demonstrating a detailed project plan that includes clear aims, objectives, resources, and realistic timelines aligned with the work context.
    • Award credit for systematically carrying out the project, providing consistent evidence of skill application, problem-solving, and adaptability when faced with challenges.
    • Award credit for presenting findings effectively using appropriate media, demonstrating clear structure, audience awareness, and the ability to field questions.
    • Award credit for a thorough evaluation that critically reflects on project outcomes, personal learning, and identifies specific areas for future development.
    • Award credit for a clear, realistic project plan with defined aims, timescales, and resource requirements.
    • Credit demonstration of independent task completion, with documented progress against the plan and appropriate adjustments.
    • Recognise effective presentation of project outcomes using suitable formats, media, and structured communication.
    • Evidence of reflective evaluation identifying strengths, weaknesses, and specific improvements for future projects.
    • Award credit for a written project plan that includes specific, measurable objectives, a realistic schedule, and identification of required resources.
    • Assign marks for evidence of sustained effort and initiative during the project execution, such as a logbook or progress updates.
    • Credit for a presentation that has a clear introduction, logically sequenced content, and effective use of visual aids or supporting materials.
    • Require the evaluation to reference the original plan, analyse what went well and what did not, and propose specific improvements for future projects.
    • Award credit for producing a written or recorded project plan with specific, measurable goals.
    • Look for a log or diary that verifies consistent engagement with project tasks and tracks progress.
    • Expect a clear presentation structure (introduction, findings, conclusion) and appropriate use of visual aids.
    • Credit an evaluation that acknowledges both achievements and challenges, with reference to the initial plan.
    • Recognise demonstration of initiative or problem-solving during the project delivery.
    • Award credit for a detailed project plan that includes specific, measurable objectives and a realistic schedule.
    • Require evidence of project execution, such as activity logs, photographs, or witness statements, showing consistent progress.
    • Assess presentations for clarity, structure, use of visual aids, and ability to respond to questions.
    • Credit evaluation that moves beyond description to analysis of strengths, weaknesses, and actionable future steps.
    • Award credit for a written or digital project plan that specifies measurable objectives, required resources, and a schedule with milestones.
    • Evidence of consistent and organised completion of project tasks, such as a logbook, photos, or witness statements.
    • The presentation must be logically structured, engaging, and include reflection on the project journey—not just outcomes.
    • Credit for evaluation that goes beyond description to analyse what worked well, what did not, and why, with specific examples.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Choose a project topic that aligns with your career interests to maintain motivation and relevance
    • 💡Keep a detailed portfolio of evidence from the start, including plans, research notes, and reflections
    • 💡Rehearse your presentation with peers or tutors to receive feedback and improve your delivery
    • 💡Use the evaluation to explicitly link the project experience to employability skills like problem-solving and teamwork
    • 💡Use a project diary or portfolio to capture evidence at every stage; this supports both planning and evaluation assessment criteria.
    • 💡When presenting, focus on the process and learning, not just the final product—examiners want to see how you overcame challenges.
    • 💡Link your self-evaluation directly to the initial project aims and criteria to demonstrate analytical ability.
    • 💡Practice your presentation in advance and anticipate questions to show depth of understanding.
    • 💡Start your project plan early and seek feedback before finalising your approach.
    • 💡Use a project log or diary to document progress, challenges, and reflections throughout the project.
    • 💡Rehearse your presentation to ensure it meets time constraints and conveys your message confidently.
    • 💡In your evaluation, reference specific evidence from your project to support your conclusions.
    • 💡Maintain a contemporaneous project diary or logbook to capture decisions, challenges, and learning moments as they occur; this will strengthen the authenticity and depth of your evaluation.
    • 💡When presenting, explicitly map each stage back to the original learning objectives and highlight how the project developed your employability skills, using concrete examples from the experience.
    • 💡Start your project log from day one; record even small decisions and changes to demonstrate thorough planning and adaptability.
    • 💡Use the assessment criteria as a checklist when planning your presentation to ensure all required evidence is covered.
    • 💡In your evaluation, use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) to assess your objectives.
    • 💡Practice your presentation with peers to refine your delivery and ensure you stay within any time limits set by the assessor.
    • 💡Start a reflective journal from day one to capture key decisions, challenges, and learning points; this will form the backbone of your evaluation.
    • 💡When presenting, focus on the journey as much as the outcome—highlight how you applied employability skills like teamwork, communication, and initiative.
    • 💡Use a recognised reflective model (e.g., Gibbs or Kolb) to structure your evaluation, ensuring you cover feelings, analysis, and an action plan.
    • 💡Always link project stages to employability skills (e.g., timekeeping, teamwork) and explicitly state these in your portfolio.
    • 💡Use a log or diary format with dated entries to show your project's progression and decision-making – this is compelling evidence.
    • 💡Rehearse your presentation with peers and request feedback on clarity, timing, and supporting materials before assessment.
    • 💡Spend adequate time on the planning phase; a detailed plan acts as a roadmap and demonstrates higher-order thinking.
    • 💡Keep a weekly diary or log to capture challenges, decisions, and reflections—this will provide rich evidence for the evaluation.
    • 💡Rehearse the presentation multiple times and seek feedback from peers to refine clarity and confidence.
    • 💡When evaluating, link every point back to the original objectives and use specific examples from your project experience.
    • 💡Keep a weekly project diary; it is essential for demonstrating the journey and reflecting on learning.
    • 💡Align your project topic to a genuine interest or career goal to maintain motivation and produce authentic evidence.
    • 💡Rehearse the presentation multiple times, ideally in front of a test audience to receive feedback.
    • 💡When evaluating, use a 'What went well? Even better if?' structure to balance positive and developmental points.
    • 💡Define SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound) during the planning phase to guide your project.
    • 💡Maintain a regular log or diary to capture ongoing progress, challenges, and reflections—this serves as rich evidence for evaluation.
    • 💡Structure your presentation around a clear narrative: introduction, methodology, key findings, and conclusion.
    • 💡Use a reflective model like Gibbs' Reflective Cycle to structure your evaluation, ensuring deep analysis of each stage.
    • 💡Start planning early: a well-structured plan with SMART objectives is the foundation of a strong project and portfolio.
    • 💡Document everything contemporaneously—a reflective journal or logbook provides essential evidence and aids evaluation.
    • 💡When presenting, engage the assessor by clearly explaining decisions and challenges, not just a timeline of events.
    • 💡Use evaluation models like SWOT or Gibbs’ Reflective Cycle to structure your self-assessment, showing higher-order thinking.
    • 💡Use specific examples from your own experience to back up your answers. For instance, when describing teamwork, mention a project where you had to coordinate with others and what you learned.
    • 💡Read each question carefully and note the command words (e.g., 'describe', 'explain', 'evaluate'). Tailor your response to exactly what is asked – don't just write everything you know.
    • 💡In assessments, show your working or thought process for problem-solving tasks. Even if your final answer is wrong, you can gain marks for logical steps.

    Common Mistakes

    Common errors to avoid in your coursework

    • Setting vague or overly ambitious project goals that are difficult to achieve within the given timeframe
    • Neglecting to document the process, leading to insufficient evidence for the portfolio
    • Relying too heavily on written notes during the presentation, reducing audience engagement
    • Providing a descriptive rather than analytical evaluation, failing to reflect on personal learning
    • Setting vague or overly ambitious objectives that cannot be realistically achieved within the timeframe.
    • Failing to keep a contemporaneous project log, leading to gaps in evidence for the planning and review stages.
    • Presenting findings without a clear narrative or logical flow, simply reading from slides.
    • Providing superficial evaluation comments like 'I did well' without specific examples or measurable outcomes.
    • Setting overly broad or unclear project objectives, leading to a lack of focus.
    • Poor time management resulting in rushed completion or incomplete work.
    • Presenting information in a disorganised manner without a clear narrative or key findings.
    • Providing a descriptive summary instead of a critical evaluation that analyses successes and failures.
    • Confusing the project's product or outcome with the personal learning achieved, leading to a superficial evaluation focused only on task completion.
    • Submitting a project plan that is too vague or generic, lacking specific milestones and measurable criteria, making it difficult to assess progress.
    • Neglecting to gather and include feedback from peers, tutors, or workplace supervisors during the evaluation phase, which is essential for demonstrating reflective practice.
    • Submitting a project plan that lacks specific milestones or measurable objectives, making it difficult to track progress.
    • Failing to keep ongoing evidence of the project’s execution, leading to a reliance on memory for the final report.
    • Presenting the project without addressing how challenges were overcome or lessons learned, missing the reflective aspect.
    • Writing an evaluation that is purely descriptive rather than analytical, without clear links to the original project aims.
    • Failing to maintain a contemporaneous project log or reflective diary, resulting in insufficient evidence of process and decision-making.
    • Substituting a superficial description of activities for an in-depth evaluation that analyses what was learned and how performance could be improved.
    • Overlooking the need to reference sources, acknowledge support, or follow workplace protocols, which undermines the professional standard of the project.
    • Confusing project aims with activities: learners often list tasks rather than stating what the project intends to achieve.
    • Submitting evidence that shows activity but lacks reflection on what was learned or how challenges were overcome.
    • Ignoring the importance of audience in presentation, resulting in unsuitable language, slide density, or lack of engagement.
    • Evaluating only the final product without critically analysing the process, planning, and personal development.
    • Vague or unrealistic objectives in the planning stage, making it difficult to measure success.
    • Poor time management leading to rushed execution or incomplete project outcomes.
    • Presenting the project without a clear structure, resulting in a disorganised and confusing delivery.
    • Superficial evaluation that merely describes what happened without critical analysis or evidence of learning.
    • Setting overly broad objectives that make it difficult to measure success.
    • Insufficient evidence of the 'carrying out' stage, relying only on the final product.
    • Presenting without considering the audience's level of understanding or interest.
    • Evaluating the project as wholly successful without critical analysis of what could be improved.
    • Selecting a project that is too broad or lacks a clear focus, making it difficult to manage and assess.
    • Underestimating the time required, leading to rushed execution and superficial outcomes.
    • Overloading presentation slides with text instead of using concise points and visual support.
    • Treating evaluation as a simple description of what happened rather than a critical analysis of performance and learning.
    • Producing a vague project plan without clear, achievable objectives or deadlines.
    • Failing to gather sufficient evidence during the project, leading to weak evidence in portfolios.
    • Neglecting to adapt plans when issues arise, instead presenting an unrealistic flawless account.
    • Presentation focuses only on successes and avoids honest reflection on problems encountered.
    • Evaluation is superficial, merely summarising activities without critical analysis of personal performance or learning.
    • Misconception: Employability skills are just common sense and don't need to be studied. Correction: While some skills seem intuitive, this qualification teaches you how to apply them systematically and evidence them effectively, which is what employers look for.
    • Misconception: Teamwork means always agreeing with others. Correction: Good teamwork involves constructive disagreement and compromise; you need to show you can handle differences professionally.
    • Misconception: Problem-solving is only about finding the right answer quickly. Correction: It's about following a process (identify, analyse, decide, review) and reflecting on what worked, not just speed.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Level 1 qualification, but a basic understanding of English and maths (equivalent to Entry 3) is helpful.
    • •Familiarity with using a computer for basic tasks (e.g., word processing, email) can be beneficial for completing coursework.

    Key Terminology

    Essential terms to know

    • Project planning and objective setting
    • Research methods and evidence gathering
    • Presentation skills and audience engagement
    • Reflective practice and self-evaluation
    • Project planning and time management
    • Research and information gathering
    • Communication and presentation techniques
    • Self-evaluation and reflective practice
    • Problem-solving and adaptability
    • Professional conduct and meeting objectives
    • Project planning and organisation
    • Research and data collection
    • Presentation skills
    • Reflective evaluation
    • Time management
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Plan a project (activity or piece of research), Carry out a project, Present a project, Evaluate a project
    • Project planning and organisation
    • Independent working and initiative
    • Presentation and communication
    • Reflective practice and self-evaluation
    • Problem solving and adaptability
    • Goal setting and planning
    • Task management and problem solving
    • Communication and presentation
    • Reflective evaluation
    • Evidence gathering and documentation
    • Project planning and organisation
    • Self-directed learning and initiative
    • Effective communication and presentation
    • Critical reflection and evaluation
    • Time and resource management
    • Project planning and organisation
    • Independent research and execution
    • Effective communication and presentation
    • Critical reflection and self-evaluation
    • Time and resource management
    • Adaptability and problem-solving

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