Candidate project — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This candidate project element requires learners to independently plan, carry out, and review a small-scale self-directed activity or piece of research tha

    Topic Synopsis

    This candidate project element requires learners to independently plan, carry out, and review a small-scale self-directed activity or piece of research that demonstrates personal and social skill development. The process assesses the ability to set objectives, manage tasks over time, engage with appropriate resources or people, and critically reflect on performance and learning. Successful completion builds essential employability skills such as initiative, problem-solving, and self-evaluation, relevant to further study or the workplace.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Candidate project

    CITY & GUILDS LIMITED
    vocational

    This subtopic guides learners through the structured process of undertaking a personal project, from initial planning and goal-setting to practical execution and reflective review. It develops essential skills in time management, resource identification, and self-evaluation, which are directly applicable to further study and employment contexts. Mastery of this process demonstrates the ability to work independently and to learn from experience.

    5
    Learning Outcomes
    16
    Assessment Guidance
    16
    Key Skills
    5
    Key Terms
    17
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Introductory Award in Personal and Social Skills (Entry 3)
    City & Guilds Level 1 Award in Personal and Social Skills
    City & Guilds Level 1 Introductory Award in Personal and Social Skills
    City & Guilds Level 1 Certificate in Personal and Social Skills
    City & Guilds Entry Level Certificate in Personal and Social Skills (Entry 3)

    Topic Overview

    The City & Guilds Level 1 Certificate in Personal and Social Skills is designed to help you develop the essential skills needed for learning, work, and everyday life. This qualification focuses on building your confidence, communication, and teamwork abilities, as well as improving your problem-solving and self-management. It is part of the Foundations for Learning suite, which provides a stepping stone to further education or employment.

    In this course, you will explore topics such as personal development, working with others, and managing your own learning. You'll learn how to set goals, make informed decisions, and reflect on your progress. The skills you gain here are transferable to any subject or career, making this qualification a valuable foundation for your future.

    The certificate is assessed through a portfolio of evidence, where you demonstrate your understanding through practical activities and written reflections. There are no formal exams, so you can focus on applying what you learn in real-world contexts. This approach helps you build a strong base for Level 2 qualifications or apprenticeships.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal development: Understanding your strengths, weaknesses, and how to set SMART goals for improvement.
    • →Communication skills: Active listening, asking questions, and expressing ideas clearly in different situations.
    • →Teamwork: Collaborating with others, respecting different opinions, and contributing to group tasks.
    • →Problem-solving: Identifying issues, generating solutions, and evaluating outcomes.
    • →Self-management: Organising your time, staying motivated, and taking responsibility for your learning.

    Learning Objectives

    What you need to know and understand

    • Plan a project (an activity or piece of research), Carry out a project, Review the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project
    • Plan a project (an activity or piece of research), Carry out a project, Review the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for producing a written or visual project plan that clearly identifies aims, steps, required resources, and a realistic timeline.
    • Credit evidence showing successful completion of planned activities, with documentation such as logs, photographs, or witness statements verifying consistent engagement.
    • Look for a review that includes both self-assessment against original aims and identification of at least one specific area for personal development or future improvement.
    • Credit the ability to describe at least one challenge encountered during the project and how it was addressed, demonstrating problem-solving.
    • Award credit for demonstrating detailed planning, including setting clear objectives, identifying resources, and creating a realistic timeline with milestones.
    • Assess for effective execution of the project, evidenced by regular progress logs, problem-solving strategies, and adherence to the plan with justified adjustments.
    • Look for a comprehensive evaluation that reflects on what went well, what could be improved, and the skills developed, supported by specific examples from the project.
    • Award credit for a detailed project plan that includes SMART objectives, a timeline, resource list, and risk assessment, demonstrating thorough preparation.
    • Look for consistent evidence of project execution, such as a logbook, witness statements, photos, or work products, showing the candidate's active engagement over time.
    • Require a reflective evaluation that critically assesses the project’s success against the original plan, identifies personal learning points, and suggests realistic improvements for future projects.
    • Award credit for demonstrating a clear, written project plan that includes specific, realistic aims, a timeline, and identification of necessary resources.
    • Evidence of carrying out the project must be provided through a log, diary, or portfolio, showing consistent engagement and adaptation to challenges.
    • The review must critically evaluate what went well, what could be improved, and explicitly state learning gained, linking back to initial aims.
    • Award credit for producing a simple written plan outlining the project aim, main steps, resources needed, and a realistic timeline.
    • Award credit for providing dated evidence of project activities (e.g., photos, diary entries, annotated work samples) showing sustained engagement and progression.
    • Award credit for a written or spoken evaluation that identifies at least one success and one area for improvement, with specific examples.
    • Award credit for demonstrating safe working practices and appropriate use of tools/materials during the project, where applicable.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure your project plan is detailed enough that someone else could follow it; include dates, materials, and who else might be involved.
    • 💡Regularly collect evidence as you progress—take photos, keep a simple diary, or ask a supervisor to sign off completed steps to strengthen your portfolio.
    • 💡In your review, use the 'What? So What? Now What?' structure: describe what happened, analyse its significance, and state what you would do differently next time.
    • 💡Before submission, check that your evidence shows a clear link between your plan, the activities you carried out, and your final review to meet all assessment criteria.
    • 💡During planning, use a structured template (e.g., SMART objectives) to ensure all aspects are covered and to provide clear evidence for the assessor.
    • 💡Keep a reflective diary throughout the project; this will make the final evaluation richer and provide concrete examples of your learning journey.
    • 💡Use a structured template for your plan and consistently update a project diary; this converts daily actions into gradable evidence with minimal extra effort.
    • 💡Link every part of your project back to personal and social skills (e.g., communication, teamwork) and explicitly state which skill you practised, as this directly addresses the qualification criteria.
    • 💡When evaluating, be honest about challenges but always frame them positively by explaining what you learned and how you will apply that learning in the future.
    • 💡Use a structured template for the project plan, ensuring you cover aims, actions, timescales, resources, and potential problems.
    • 💡Keep a regular project diary with dated entries and photographs or witness statements to robustly evidence the carrying out stage.
    • 💡When reviewing, use a reflective model like 'What? So What? Now What?' to add depth and demonstrate higher-level thinking for top marks.
    • 💡Select a project that is achievable within the given timeframe and aligns with personal interests, as this sustains motivation and ensures completion.
    • 💡Keep a regular logbook with dates and concise notes – even brief entries can serve as powerful evidence of consistent effort and progression.
    • 💡Be honest in the evaluation about difficulties encountered; assessors value reflective learning and problem-solving more than a flawless outcome.
    • 💡Involve a supervisor, tutor, or peer to provide witness feedback during the project, as third-party testimony strengthens the evidence portfolio.
    • 💡Provide specific examples in your portfolio. Instead of saying 'I worked well in a team,' describe a situation where you helped resolve a disagreement or shared ideas to complete a task.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure your reflections. This ensures you cover all key points and demonstrate your learning clearly.
    • 💡Keep a learning log throughout the course. Note down what you did each week, what you learned, and any challenges. This will make compiling your portfolio much easier.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners often write plans that are too vague or broad, lacking specific, measurable steps, making it difficult to track progress.
    • Many fail to gather evidence during the project, leading to insufficient proof of carrying out the activities; relying solely on memory at the review stage.
    • Reviews tend to be superficial, focusing only on what went well without honest reflection on difficulties or lessons learned.
    • A common error is not linking the review back to the original plan, missing the opportunity to demonstrate how aims were met or adapted.
    • Submitting a plan that is too vague, lacking measurable objectives or specific actions, which hinders effective execution and assessment.
    • Failing to link the evaluation back to the original objectives, resulting in a superficial review that does not demonstrate critical reflection or learning.
    • Candidates often submit vague plans without clear milestones or measurable outcomes, making it hard to track progress and assess achievement.
    • A common error is providing scant evidence of the actual doing phase, relying solely on a verbal account rather than concrete documentation.
    • Many learners produce superficial evaluations that merely describe what happened rather than analysing reasons for success or difficulty and how they would adapt next time.
    • Producing a plan that is too vague or unrealistic, lacking concrete steps and deadlines.
    • Failing to provide sufficient evidence of the actual 'doing' phase, relying only on a final written report without interim records.
    • Writing a review that simply describes what happened rather than analysing performance and identifying specific personal development.
    • Confusing the project plan with a simple description of the end product, rather than a sequential breakdown of tasks.
    • Failing to record evidence throughout the project, leading to an inability to demonstrate the process and own contributions.
    • Evaluation that is purely descriptive (e.g., 'I did well') without specific examples, self-reflection, or acknowledgement of challenges faced.
    • Choosing a project that is too complex or beyond the learner's available resources, resulting in incomplete or abandoned work.
    • Misconception: This qualification is just about 'soft skills' and not important for my career. Correction: Employers highly value personal and social skills, as they are essential for teamwork, customer service, and leadership. This certificate proves you have these skills.
    • Misconception: I don't need to plan my learning; I can just do the activities. Correction: Planning helps you stay on track and meet deadlines. Use a simple planner to break tasks into smaller steps.
    • Misconception: Reflection is just writing what I did. Correction: Reflection involves analysing what went well, what could be improved, and how you can apply lessons to future situations. Use the 'What? So What? Now What?' model.

    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. However, basic literacy and numeracy skills at Entry Level 3 are recommended to help you complete written reflections and understand instructions.

    Key Terminology

    Essential terms to know

    • Plan a project (an activity or piece of research), Carry out a project, Review the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project
    • Plan a project (an activity or piece of research), Carry out a project, Review the project
    • Plan a project (activity or piece of research), Carry out a project, Evaluate the project

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