Building A Personal Career Portfolio — Laser Learning Awards Other Life Skills Qualification Foundations for Learning Revision

    This element focuses on the process of identifying personal skills, qualities, and experiences, and compiling them into a structured career portfolio and C

    Topic Synopsis

    This element focuses on the process of identifying personal skills, qualities, and experiences, and compiling them into a structured career portfolio and CV. Learners will explore how to gather evidence of their attributes and set future goals for personal and professional development. The portfolio serves as a tangible tool for demonstrating readiness for employment or further learning.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Building a Personal Career Portfolio

    LASER LEARNING AWARDS
    vocational

    This element focuses on constructing a personal career portfolio to showcase an individual's qualities, skills, experiences, and knowledge. Learners will identify how their personal attributes align with future aspirations, select appropriate evidence to demonstrate their capabilities, structure a professional CV, and critically evaluate their own progress toward set goals. This practical process supports progression into employment, further study, or vocational training.

    87
    Learning Outcomes
    148
    Assessment Guidance
    154
    Key Skills
    81
    Key Terms
    172
    Assessment Criteria

    Assessment criteria

    Laser Level 2 Diploma in Progression
    Laser Entry Level Award in Progression (Entry 3)
    Laser Level 3 Award in Progression
    Laser Level 1 Diploma in Progression
    Laser Entry Level Certificate in Progression (Entry 3)
    Laser Level 3 Certificate in Progression
    Laser Level 2 Certificate in Progression
    Laser Level 2 Award in Progression
    Laser Level 1 Award in Progression
    Laser Level 1 Certificate in Progression
    LASER Entry Level Introductory Certificate for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Introductory Award for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Introductory Award for Learning, Employability and Progression
    LASER Level 1 Award for Learning, Employability and Progression
    LASER Level 1 Introductory Certificate for Learning, Employability and Progression
    LASER Level 1 Extended Award for Learning, Employability and Progression
    LASER Entry Level Certificate for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Extended Certificate for Learning, Employability and Progression
    LASER Level 1 Diploma for Learning, Employability and Progression
    LASER Entry Level Extended Certificate for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Award for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Extended Award for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Certificate for Learning, Employability and Progression
    LASER Entry Level Diploma for Learning, Employability and Progression (Entry 3)

    Topic Overview

    The LASER Entry Level Award for Learning, Employability and Progression (Entry 3) is a foundational qualification designed to help you develop essential skills for education, work, and daily life. It focuses on building confidence, communication, teamwork, and problem-solving abilities through practical, real-world tasks. This award is part of the Foundations for Learning suite, which supports learners who are preparing for further study or employment at a higher level.

    You will explore topics such as personal development, working with others, managing money, and using digital tools. The qualification is assessed through portfolio-based evidence, meaning you collect examples of your work to demonstrate your skills. It is ideal if you are returning to education, need to build core skills, or want a stepping stone to GCSEs, vocational courses, or an apprenticeship.

    This award matters because it gives you a recognised qualification that proves you can apply learning in practical situations. It also helps you develop transferable skills that employers and colleges value, such as punctuality, following instructions, and working independently. By completing this award, you will be better prepared for the next stage of your learning journey.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal development: Setting goals, reviewing progress, and identifying strengths and areas for improvement.
    • →Working with others: Collaborating in a team, sharing ideas, and respecting different viewpoints.
    • →Managing information: Finding, organising, and presenting information clearly using simple digital tools.
    • →Problem-solving: Identifying problems, thinking of solutions, and evaluating outcomes.
    • →Employability skills: Punctuality, communication, following instructions, and taking responsibility.

    Learning Objectives

    What you need to know and understand

    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Identify personal qualities, skills, abilities, experience, and knowledge relevant to career aspirations.
    • Select appropriate types of evidence to demonstrate personal attributes and achievements.
    • Assemble a structured portfolio that effectively showcases evidence with reflective commentary.
    • Create a Curriculum Vitae with essential sections tailored to a specific job or opportunity.
    • Evaluate progress towards personal goals using self-assessment and measurable criteria.
    • Identify personal qualities and explain how they contribute to future opportunities.
    • Collect and present different types of information to evidence personal skills and experience.
    • Explain how a portfolio can be used to evidence personal qualities and achievements.
    • List the essential sections of a CV and draft a basic CV.
    • Review personal goals and assess progress towards them.
    • Identify personal qualities, skills, abilities, experience, and knowledge that contribute to career goals.
    • Analyse different types of information used to evidence personal attributes.
    • Compile a portfolio that effectively demonstrates personal qualities and achievements.
    • Construct a curriculum vitae tailored to specific opportunities.
    • Evaluate progress towards personal goals using reflective techniques.
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Identify personal qualities, skills, and knowledge that support future career aspirations
    • Select appropriate types of evidence to demonstrate specific abilities
    • Describe the purpose and structure of a career portfolio
    • List the essential sections to include in a Curriculum Vitae
    • Evaluate personal development against set goals using simple reflective tools
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Identify personal skills, abilities, experiences, and qualities through self-assessment exercises.
    • Describe attributes that support personal goal achievement, such as resilience and motivation.
    • Select appropriate types of evidence (e.g., certificates, references, work samples) to validate skills and experiences.
    • Compile a structured portfolio that showcases achievements and qualities effectively.
    • Outline the key components of a curriculum vitae, including personal details, education, and work history.
    • Set personal goals and break them down into actionable steps using the portfolio as a planning tool.
    • Explain how a personal portfolio can enhance personal, educational, and career development opportunities.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Critically reflect on personal skills, experience, and attributes using structured self-assessment techniques.
    • Categorise and select appropriate evidence to demonstrate competencies and achievements.
    • Construct a professional portfolio that aligns with career or educational objectives.
    • Design a targeted curriculum vitae (CV) that highlights relevant qualifications and experiences.
    • Formulate SMART goals and a personal development plan to achieve future aspirations.
    • Evaluate the strategic importance of a career portfolio in ongoing personal and professional development.
    • Identify three personal skills and provide examples of their use
    • Describe the purpose of a career portfolio in simple terms
    • List different types of evidence that can demonstrate skills and experience
    • Outline the basic structure of a CV
    • Set a short-term personal goal with steps to achieve it
    • Explain how a portfolio can support job and course applications
    • Identify personal skills and qualities through self-assessment.
    • List attributes that support goal achievement.
    • Differentiate between types of evidence for a portfolio.
    • Assemble a personal career portfolio with relevant documents.
    • Construct a CV using appropriate format and content.
    • Formulate future goals and outline steps to achieve them.
    • Explain the importance of a portfolio in career progression.
    • Evaluate personal skills, abilities, and qualities to identify strengths and areas for development.
    • Analyse the attributes that contribute to achieving personal goals.
    • Compile a variety of evidence types to demonstrate skills and knowledge.
    • Construct a professional CV tailored to a specific career aspiration.
    • Formulate SMART future goals and actionable steps to achieve them.
    • Explain the value of a personal career portfolio in supporting lifelong learning and career progression.
    • Recognise own skills, abilities, experience, knowledge and personal qualities.
    • Identify attributes that contribute to achieving personal goals.
    • Describe different types of information to evidence skills and qualities.
    • Compile a personal career portfolio with organised sections.
    • Produce a basic curriculum vitae (CV).
    • Identify future goals and outline steps to achieve them.
    • Explain the value of a portfolio for personal, educational, and career development.
    • Conduct a self-assessment to identify personal skills, qualities, and experiences.
    • Compile a range of evidence types to support a personal portfolio.
    • Develop a curriculum vitae (CV) that accurately represents personal attributes and achievements.
    • Set SMART personal goals and outline actionable steps to achieve them.
    • Evaluate the role of a portfolio in supporting personal, educational, and career advancement.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear link between identified personal qualities, skills, and experiences and specific future opportunities or career goals.
    • Award credit for selecting and explaining at least two distinct types of evidence (e.g., certificates, feedback, work samples) that authenticate personal attributes.
    • Award credit for producing a structured portfolio that logically groups evidence and includes an index, reflective annotations, and a personal statement.
    • Award credit for including CV essentials: contact details, personal profile, education, work experience, skills, and referees, formatted consistently.
    • Award credit for evaluating progress against personal goals using specific, measurable criteria, identifying strengths and areas for development.
    • Award credit for demonstrating an understanding of personal qualities, skills, abilities, experience, and knowledge, and explaining how they align with specific future goals or job roles.
    • Award credit for identifying a range of evidence types (e.g., certificates, photographs, witness statements, recordings) and justifying their suitability for showcasing different attributes.
    • Award credit for explaining the purpose of a portfolio as an organised collection of evidence that demonstrates capabilities over time, not just a random assortment of documents.
    • Award credit for listing and describing the essential sections of a CV (personal details, personal statement, education, work experience, skills, references) with appropriate content tailored to an entry-level audience.
    • Award credit for reflecting on personal goals, outlining steps taken, and providing concrete examples of progress or areas for development, with reference to the portfolio evidence.
    • Award credit for demonstrating a clear and systematic mapping of personal qualities, skills, and experiences to specific, identified future goals or career pathways.
    • Assessors should look for concrete, varied evidence types (e.g., certificates, work samples, references) that are directly linked to claimed attributes, not just listed.
    • Expect to see a logically structured portfolio, whether physical or digital, that is tailored to a specific audience and purpose, with an index and clear labelling.
    • For the CV component, credit accurate use of standard conventions (personal details, profile, employment history, education, skills) and evidence of customisation for a particular role or sector.
    • Award credit for explicit, honest self-evaluation against personal goals, identifying gaps and strengths with a plan for further development.
    • Award credit for demonstrating clear linkage between personal qualities and specific career goals.
    • Evidence of understanding the purpose of different types of evidence (e.g., certificates vs. written references).
    • Portfolio is well-organised with a logical structure, using dividers or labelled sections.
    • CV includes all standard sections: personal profile, education, work experience, skills, and references.
    • Evaluation includes specific, measurable progress indicators and sets SMART targets for further development.
    • Award credit for a clearly organised portfolio containing at least three pieces of evidence (e.g. certificates, feedback, photos) that are clearly labelled and linked to personal qualities or skills.
    • Expect a CV that includes personal details, education/training, skills, and any work/voluntary experience, formatted appropriately for an entry-level applicant.
    • Look for a self-reflection statement that identifies at least two personal qualities and provides a specific example of how each has been demonstrated.
    • Credit for a log or commentary demonstrating regular review of progress against set goals, with identification of next steps.
    • Award credit for demonstrating a clear link between personal attributes and future aspirations.
    • Credit given for including a variety of evidence types (e.g., certificates, testimonials, work samples) appropriately annotated.
    • Assess for a well-structured portfolio with clear sections and a logical flow.
    • Mark for a CV that includes all essential components (personal details, education, work experience, skills) and is targeted.
    • Expect evidence of self-evaluation including specific examples of progress and areas for development.
    • Award credit for demonstrating a reflective self-assessment of personal qualities, skills, and experiences, linking them to specific career goals.
    • Credit given for identifying appropriate sources of evidence (e.g., certificates, witness statements, work products) to support claims of skills and abilities.
    • Assessor should look for a well-structured portfolio that logically presents evidence against each skill or attribute, with clear explanations of relevance.
    • For CV, marking point: inclusion of all essential sections (personal details, personal statement, education, work experience, skills, references) with accurate and concise content.
    • Credit for evaluating progress towards goals through specific, measurable criteria and updating the portfolio to reflect development.
    • Award credit for clearly articulating how specific personal qualities (e.g., resilience, communication) directly contribute to achieving stated career goals.
    • Award credit for selecting a range of appropriate evidence types (certificates, testimonials, work products, reflective logs) that authentically verify claimed skills and experiences.
    • Award credit for producing a well-structured CV that includes all essential sections (personal details, personal statement, education, work experience, skills, references) and is tailored to the intended audience.
    • Award credit for demonstrating an honest and reflective evaluation of progress, identifying both achievements and areas for development with specific examples.
    • Award credit for clear identification of at least three personal qualities linked to specific goals.
    • Learner provides concrete examples of evidence (e.g., certificates, photos, witness statements).
    • Portfolio includes a table of contents and organised sections.
    • CV includes personal details, education, skills, and references.
    • Self-evaluation uses a structured format (e.g., SWOT analysis) showing insight.
    • Award credit for demonstrating a clear link between personal attributes (qualities, skills, abilities) and specific career, education, or life goals.
    • Evidence must include at least two different types of information (e.g., certificates, performance reviews, testimonials, or reflective logs) to support claims.
    • The CV must contain all mandatory sections: contact details, personal profile, education, work/volunteer experience, and skills.
    • Evaluation of progress includes an honest assessment of achievements and setbacks, with a clear action plan for further development.
    • Award credit for demonstrating the ability to audit personal skills, abilities, experience, knowledge, and qualities using self-assessment tools or reflection, with clear examples.
    • Award credit for compiling a portfolio that includes a variety of appropriate evidence types (e.g., certificates, work samples, testimonials, reflective logs) mapped to specific attributes or goals.
    • Award credit for producing a well-structured, concise CV that includes all essential sections (personal details, personal profile, education, work or voluntary experience, skills, and references) and is tailored to a specific career or educational goal.
    • Award credit for setting SMART personal goals and outlining actionable steps, with reference to how the portfolio and its contents support achieving these goals.
    • Award credit for explaining the value of the portfolio in personal development, education, and career contexts, using concrete examples of how it can be used in applications or interviews.
    • Award credit for demonstrating thorough self-assessment, evidenced by a completed skills audit or personal reflection log.
    • Look for clear links between identified personal attributes and specific goals, showing how attributes will facilitate achievement.
    • Require at least three distinct types of evidence (e.g., certificate, testimonial, sample of work) with explanatory annotations.
    • Assess the portfolio’s structure: expect a contents page, logical grouping, and professional presentation.
    • In a CV submission, ensure mandatory sections (personal details, education, experience, referees) are present and correctly formatted.
    • Award credit for clearly identifying at least two personal strengths and one area for development with specific examples from life or learning experiences.
    • Look for a portfolio that includes a variety of evidence types (e.g., certificates, photos, witness statements, self-reflections) matched to stated qualities and skills.
    • Evidence of understanding CV structure: the portfolio should contain a basic CV with sections on personal details, education, skills, and at least one referee, even if mocked up.
    • Assess that the learner has set at least one SMART personal goal with outlined practical steps towards achievement.
    • Check for a reflective statement explaining how the portfolio will be used for future education or job seeking, demonstrating understanding of its value.
    • Award credit for clear identification of at least three personal skills or qualities with concrete, personalised examples.
    • Award credit for explaining how specific personal attributes (e.g., determination, time management) directly link to achieving stated goals.
    • Award credit for selecting and appropriately using varied evidence types (certificates, testimonials, photos, logs) to support claims made about skills and experiences.
    • Award credit for a logically organised portfolio that includes all required sections, follows a clear structure, and is presented to a basic professional standard (e.g., tidy layout, consistent formatting).
    • Award credit for a CV that is correctly formatted, free of spelling and grammatical errors, and contains all essential sections: personal details, education, skills, and experience.
    • Award credit for setting at least one short-term and one long-term goal, with realistic and specific action steps for each.
    • Award credit for articulating at least two distinct benefits of maintaining a portfolio, such as supporting job applications and tracking personal growth over time.
    • Award credit for demonstrating clear identification of own skills, abilities, and personal qualities with specific examples.
    • Assess for inclusion of varied evidence types (e.g., certificates, feedback, logs) to substantiate claims.
    • Check that the portfolio contains a well-structured CV with all required sections (personal details, education, experience, skills).
    • Evaluate the alignment of personal goals with actionable steps and reflection on progress.
    • Award credit for demonstrating a clear and honest self-assessment of own skills, abilities, and personal qualities, using specific examples.
    • Look for identification of relevant personal attributes (e.g., reliability, motivation) and a coherent explanation of how these contribute to achieving set goals.
    • Assess the portfolio for inclusion of varied, authentic evidence (certificates, testimonials, work samples) that directly supports claimed skills and experiences.
    • Check that the CV is appropriately structured, targeted to a specific goal, and effectively highlights key competencies and achievements.
    • Evaluate the quality of future goal statements: they should be specific, time-bound, and linked to realistic actions based on portfolio insights.
    • Confirm the learner articulates the portfolio's value as a tool for reflection, progression tracking, and presentation to employers or educators.
    • Award credit for a self-assessment that explicitly lists three or more personal skills with clear, relevant examples of their application.
    • Expect the learner to identify at least two personal attributes and clearly explain how each supports the achievement of a specified goal.
    • Credit should be given for including diverse evidence types (e.g., certificates, witness statements, work products) and annotating each item to justify its inclusion.
    • Assess whether the portfolio is well-organised, containing distinct sections for skills, achievements, and goals, with a professional appearance.
    • Require a CV that format suits the intended audience, includes a personal profile, education, experience, and is error-free.
    • Look for SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals in an action plan, with at least one short-term and one long-term goal.
    • Award credit for a reflective account that demonstrates understanding of how a portfolio can be used in job applications, appraisals, or educational interviews.
    • Award credit for clearly listing at least three personal skills, abilities, or qualities with specific examples from life experience.
    • Expect a well-organised portfolio containing a title page, contents, and sections with labelled evidence such as certificates, references, or photos.
    • Assess an accurate curriculum vitae (CV) that includes personal details, education, work experience, and a personal statement reflecting career goals.
    • Look for a personal development plan that outlines short-term and long-term goals, with specific actionable steps and realistic timelines.
    • Credit demonstration of reflection by explaining how the portfolio will be maintained and updated for future use in job or course applications.
    • Award credit for providing concrete examples of personal skills backed by specific instances or achievements.
    • Expect clear differentiation between skills, abilities, knowledge, and personal qualities in self-assessment tasks.
    • Look for a well-organised portfolio with a table of contents, sections for each evidence type, and reflective annotations explaining relevance.
    • CV must be tailored to a specific job or course, using action verbs and quantifiable results where possible.
    • Future goals should be SMART (Specific, Measurable, Achievable, Relevant, Time-bound) with outlined steps to achieve them.
    • Evidence must be authentic and appropriately referenced, e.g., certificates, witness statements, or work samples.
    • Award credit for demonstrating a clear, honest self-assessment of personal skills and qualities, linked to specific, real-life examples or experiences.
    • Credit must be given when the learner produces a CV that is well-structured, contains all standard sections (personal details, skills, education, experience), and is appropriately targeted to a realistic job or progression goal.
    • Learners should be credited for identifying at least two future goals, with each goal broken down into SMART (Specific, Measurable, Achievable, Relevant, Time-bound) action steps.
    • Marks should be allocated for the portfolio's organisation and presentation, including clear labelling of evidence against relevant learning outcomes and a contents page.
    • Award credit for identifying at least two personal skills and providing simple examples (e.g., 'good at talking to people—I helped in a group project').
    • Award credit for listing attributes such as punctuality, willingness to learn, and giving a reason why each helps achieve a personal goal.
    • Award credit for stating at least three different types of evidence (e.g., certificates, photos, witness statements, diaries) that can demonstrate personal qualities, skills, experience, or knowledge.
    • Award credit for producing a basic portfolio containing a minimum of three pieces of evidence, each with a caption explaining what it shows about the learner.
    • Award credit for including essential CV sections: personal details, education, skills, and any work experience or volunteering, even if limited.
    • Award credit for setting one specific personal goal and outlining at least one concrete action step needed to achieve it.
    • Award credit for explaining at least one benefit of having a portfolio, such as 'shows what I can do to an employer' or 'helps me see how I have improved'.
    • Award credit for evidence of deep self-reflection, not just a superficial list of qualities.
    • Expect learners to justify why specific items of evidence were chosen for the portfolio.
    • Look for a CV that is tailored to a specific sector or role, with clear formatting and no errors.
    • Check that future goals are specific, measurable, and linked to realistic action steps.
    • Award credit for a completed skills audit that includes both skills and personal qualities
    • Expect at least two different types of evidence (e.g., certificate, photo, written reference) clearly linked to claims
    • CV must contain name, contact details, education, and a skills section with no major spelling errors
    • Goal statement should include a target date and at least two realistic action steps
    • Portfolio demonstrates a logical order with a simple contents page and section dividers
    • Credit for showing understanding of how the portfolio could be used in an interview or application
    • Award credit for demonstrating a clear understanding of one's own skills with concrete examples.
    • Look for evidence of matching personal attributes to goal requirements.
    • Check that the portfolio includes a variety of evidence types such as certificates, references, and personal statements.
    • Assess the CV against standard formatting and completeness criteria.
    • Evaluate the realism and actionability of future goals.
    • Credit recognition of the portfolio's role in showcasing development.
    • Award credit for a clear and honest self-assessment that identifies at least three personal skills and three personal qualities with concrete examples.
    • Credit demonstration of using different evidence types (e.g. certificates, references, work samples, personal statements) to support claimed attributes.
    • Expect a well-organised portfolio that includes a current CV, a skills summary, and a personal development action plan.
    • Reward future goals that are Specific, Measurable, Achievable, Relevant and Time-bound (SMART) with clear steps for achievement.
    • Credit explanation of how the portfolio could be used in real contexts such as job interviews, performance appraisals or further education applications.
    • Award credit for a comprehensive list of personal skills and qualities, each supported by a clear example or evidence.
    • Check that the portfolio includes a clear structure with labelled sections (e.g., personal profile, skills, evidence, goals, CV).
    • Accept a CV that includes personal details, education history, skills summary, and at least one reference.
    • Credit should be given for SMART (specific, measurable, achievable, relevant, time-bound) goal setting where multiple steps/actions are identified.
    • Look for reflection on why each piece of evidence was chosen and how it demonstrates the claimed attribute.
    • Award credit for clearly identifying personal skills with specific examples from life or work experience.
    • Evidence of using different formats of evidence (documents, photos, feedback) to support claims.
    • The CV includes all standard sections (personal details, education, skills, experience) and is tailored to a specific goal.
    • Personal goals are specific, measurable, and accompanied by realistic action steps.
    • The portfolio demonstrates a reflective approach, linking evidence to personal and career development.
    • Identifies own skills, abilities, experience, knowledge, and personal qualities.
    • Describes attributes that contribute to achieving personal goals.
    • Selects appropriate types of information to evidence skills.
    • Builds a portfolio that is organised and reflective.
    • Creates a CV that is clear and relevant.
    • Identifies future goals and ways to achieve them.
    • Award credit for demonstrating accurate self-assessment by identifying at least three personal skills or qualities and supporting each with a relevant, real-life example.
    • Expect a portfolio that includes a well-structured CV, a personal statement, and organized evidence such as certificates, references, or feedback that align with claims made.
    • Assess for a clear action plan that outlines at least two personal goals, each with specific steps, timelines, and resources, demonstrating an understanding of how to progress.
    • Check that the CV contains all essential sections (personal details, education, skills, experience, interests, references) and is formatted clearly without errors.
    • Look for the ability to select and differentiate types of evidence that appropriately validate skills, qualities, and achievements, showing an understanding of what counts as credible documentation.
    • Award credit for demonstrating a clear identification of at least three personal skills with examples of how they have been used.
    • Award credit for including a basic but well-structured CV that covers personal details, education, and any work or voluntary experience.
    • Award credit for identifying at least one future goal and outlining a simple step-by-step plan to achieve it.
    • Award credit for compiling a portfolio that includes different types of evidence such as certificates, photographs, or written reflections.
    • Award credit for providing a comprehensive self-assessment that clearly identifies at least three personal skills, attributes, or experiences, with specific examples linking each to potential career or education pathways.
    • Look for a portfolio that includes a variety of evidence types (e.g., certificates, references, work samples) appropriately organised and annotated to demonstrate relevance to personal goals.
    • Assess the CV for inclusion of all essential sections (personal details, education, work experience, skills, and references) and evidence of tailoring towards a specific job or sector.
    • Credit responses that show a clear action plan for achieving a personal goal, with measurable steps, timescales, and identification of required resources or support.
    • Award credit for demonstrating the ability to identify and list personal skills, abilities, experience, knowledge, and qualities with specific examples.
    • Evidence of clear understanding of how personal attributes contribute to achieving a stated personal goal.
    • Portfolio includes a variety of evidence types (e.g., certificates, testimonials, work samples) that directly support claimed qualities and achievements.
    • Curriculum vitae is structured professionally, including all standard sections (personal details, education, work experience, skills) and tailored to a career goal.
    • Learner provides a realistic action plan with SMART goals linking personal development to career aspirations.
    • Explanation of the portfolio's value in personal, educational, and career contexts with concrete examples.
    • Identify own skills, abilities, and personal qualities.
    • Select appropriate evidence for the portfolio.
    • Create a CV with correct format and content.
    • Set SMART personal goals and outline actions.
    • Explain the value of a portfolio for career progression.
    • Award credit for providing concrete, verifiable examples that illustrate each claimed skill or attribute, rather than generic statements.
    • Ensure the portfolio includes a clear action plan with SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for future development.
    • Assessors will look for a well-structured CV that is tailored to a specific career or educational goal, demonstrating understanding of different CV formats.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) when setting personal goals to make evaluation straightforward.
    • 💡Annotate each piece of evidence in your portfolio with a brief note explaining which quality or skill it demonstrates and how it relates to your goal.
    • 💡Tailor your CV to the intended audience—highlight the most relevant experience and skills for the specific job or course you are targeting.
    • 💡In the evaluation, be honest about shortcomings and outline concrete steps for improvement; assessors value reflective practice.
    • 💡Use the 'STAR' method (Situation, Task, Action, Result) when describing how your qualities or skills contributed to a successful outcome—this provides structure and depth to your evidence.
    • 💡Tailor every piece of evidence in your portfolio to a specific personal goal or job requirement, explicitly stating the connection; do not assume the assessor will infer the link.
    • 💡Keep your CV concise (one page for entry level) and use clear, simple language; proofread for spelling and grammar errors, as presentation is a form of evidence itself.
    • 💡For the evaluation of progress, set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) initially, then revisit them to note exactly what you accomplished and what remains to be done.
    • 💡Seek feedback on your portfolio from a tutor or peer before final submission; fresh eyes can spot gaps in evidence or unclear links that you might have missed.
    • 💡Treat your portfolio as a living document; regularly review and update it with new evidence and reflections on progress to demonstrate ongoing development.
    • 💡When selecting evidence, use the STAR method (Situation, Task, Action, Result) framework to provide concise, powerful context for each piece, helping assessors see the full impact.
    • 💡For the CV assignment, research the specific job/course you are targeting and align your skills profile and key achievements with the keywords and requirements from that specification.
    • 💡Don't just describe what you've done—analyse how it has contributed to your growth, what you learned, and what you would do differently next time to show deep understanding.
    • 💡Practice evaluating your portfolio with a peer or mentor before submission; fresh eyes can spot gaps in logic or areas where evidence is not compelling enough.
    • 💡Use the STAR technique (Situation, Task, Action, Result) to structure descriptions of experiences in your portfolio and CV.
    • 💡Always tailor your CV to the specific job or opportunity you are applying for, using keywords from the job description.
    • 💡Include a brief reflective statement for each piece of evidence in your portfolio explaining why it was chosen and what it demonstrates.
    • 💡When evaluating progress, compare against SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to show thorough analysis.
    • 💡Use the 'STAR' method (Situation, Task, Action, Result) to structure examples of your skills in the portfolio, showing clear evidence of your contribution.
    • 💡Keep a simple log or journal of activities, courses, and achievements to help you remember details when assembling your portfolio.
    • 💡Ask a teacher, mentor, or family member to review your CV draft before final submission to catch errors and suggest improvements.
    • 💡Update your portfolio regularly rather than trying to complete it all at once, so evidence stays current and comprehensive.
    • 💡Ensure your portfolio tells a coherent story of your development, linking evidence directly to stated qualities and skills.
    • 💡Proofread your CV carefully; attention to detail is critical in a professional document.
    • 💡Use a reflective model (e.g., Gibbs) to structure your evaluation of progress, showing depth of analysis.
    • 💡Begin your portfolio by mapping all learning objectives to specific evidence items, ensuring each objective is fully addressed.
    • 💡When creating your CV, tailor it to the specific sector or role you are targeting, and use active language to describe achievements.
    • 💡Practice self-reflection by regularly reviewing progress against personal goals, and adjust your portfolio to highlight growth.
    • 💡Seek feedback from peers or tutors on the clarity and impact of your portfolio presentation.
    • 💡Use a variety of evidence types (e.g., written, visual, audio) to demonstrate skills in multiple ways, making your portfolio more dynamic.
    • 💡Start your portfolio early, gathering evidence continuously from coursework, volunteering, and personal projects to ensure a rich and diverse collection.
    • 💡When describing your qualities and skills, use the STAR (Situation, Task, Action, Result) format to provide concrete examples that demonstrate your abilities in action.
    • 💡Tailor your CV for each application, using keywords from the job description or course requirements to pass initial screening processes.
    • 💡Regularly review and update your portfolio and CV as you gain new experiences and qualifications; treat them as living documents.
    • 💡Ensure each piece of evidence is clearly annotated to explain its relevance.
    • 💡Practice writing personal statements that tie together qualities, experience, and ambitions.
    • 💡Use a template for your CV to avoid omission of essential sections.
    • 💡Review assessment criteria carefully and cross-reference with your portfolio contents.
    • 💡In evaluations, always provide honest reflections and set SMART goals for improvement.
    • 💡Use a structured format like STAR (Situation, Task, Action, Result) to present evidence of skills and experiences clearly.
    • 💡Tailor the CV and portfolio to the specific audience—highlight transferable skills that match the career or learning goal.
    • 💡Include a wide variety of evidence types, such as photos of achievements, written references, and self-assessment notes, to show depth.
    • 💡In the self-evaluation, be specific about what you have learned from both successes and failures, and outline realistic next steps.
    • 💡Begin building your portfolio from the start of the unit and regularly update it with new experiences, reflections, and evidence; this turns it into a living document rather than a last-minute compilation.
    • 💡When evidencing skills, use the STAR format (Situation, Task, Action, Result) to provide structured, impactful examples that clearly show your contribution and the outcome.
    • 💡For the CV, proofread meticulously for spelling and grammar errors, use a professional format, and quantify achievements where possible (e.g., 'Increased club membership by 20%').
    • 💡Ensure every piece of evidence in your portfolio is clearly labelled and accompanied by a brief note explaining its relevance—assessors and employers value clarity and context.
    • 💡Practice discussing your portfolio contents with a peer or mentor; this prepares you for interviews and helps you articulate your strengths confidently.
    • 💡Use the provided self-assessment templates to systematically capture a wide range of skills and qualities before starting the portfolio.
    • 💡Organize your portfolio into clearly labelled sections with a table of contents, so assessors can easily navigate your evidence.
    • 💡For each piece of evidence, write a brief annotation explaining why it was chosen and what it proves about you.
    • 💡Proofread your CV carefully; ask a peer or tutor to check for errors, and ensure it is tailored to the job or course you’re targeting.
    • 💡When setting personal goals, apply SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) and map them directly to the actions in your portfolio.
    • 💡Use the 'STAR' method (Situation, Task, Action, Result) when describing skills and experiences in both the portfolio and during discussions: it shows clear evidence of application.
    • 💡Regularly update the portfolio with new certificates, feedback, or diary entries; an ongoing record demonstrates commitment and progress, which assessors value highly.
    • 💡Practice explaining the contents of your portfolio aloud before any assessment interview; fluency in discussing your achievements boosts confidence and evidence of understanding.
    • 💡Ensure the CV is no longer than one page and targets a specific job or course; tailor the personal statement to match the goal mentioned in your portfolio.
    • 💡Treat the portfolio as a live document; regularly update it with new achievements, skills, and reflections to keep it current and relevant.
    • 💡When creating a CV, always tailor it to the specific job, course, or opportunity by highlighting the most relevant skills and experiences first.
    • 💡Actively seek feedback from peers, tutors, or mentors on both the portfolio contents and the CV—use their comments to make targeted improvements.
    • 💡Use portfolio templates or checklists provided by the centre as a starting point, but ensure the content is genuinely personalised and not copied.
    • 💡Reflect honestly on strengths and areas for development; genuine self-assessment impresses assessors more than exaggerated claims unsupported by evidence.
    • 💡Always cross-reference evidence items with specific portfolio criteria to demonstrate comprehension.
    • 💡Use the STAR method (Situation, Task, Action, Result) to frame achievements in your CV and portfolio.
    • 💡Regularly update your portfolio to reflect new experiences and skills.
    • 💡Seek feedback from peers or mentors on your portfolio layout and content before submission.
    • 💡When building your portfolio, include a reflective commentary for each piece of evidence explaining why it demonstrates your skills.
    • 💡Tailor your CV to each application by mirroring keywords from the job description or course requirements.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure examples of your achievements in interviews and portfolio narratives.
    • 💡Regularly review and update your portfolio to track progress and adapt goals as you gain new experiences.
    • 💡Seek feedback on your CV and portfolio from tutors or mentors to ensure they effectively communicate your strengths.
    • 💡Always personalise the CV to a specific job description; generic CVs are often penalised by assessors.
    • 💡Use the STAR method (Situation, Task, Action, Result) to evidence skills in both the portfolio and CV.
    • 💡Proofread the portfolio and CV multiple times, and ask a peer or tutor to review for spelling, grammar, and clarity.
    • 💡For the reflective statement, give concrete examples of how the portfolio might be used in real scenarios, such as a job interview or appraisal.
    • 💡Start gathering evidence early and continuously; a well-maintained portfolio is easier to compile and presents a stronger case.
    • 💡Always start by reviewing the assessment criteria for each learning outcome; tick off each requirement as you compile evidence to ensure full coverage.
    • 💡Use a template for the CV to ensure a professional layout, but personalise the content thoroughly, checking spelling and grammar meticulously.
    • 💡For the portfolio, label each piece of evidence clearly with a title, date, and a short annotation explaining how it proves your skill or quality.
    • 💡When setting goals, apply the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) to demonstrate depth of understanding.
    • 💡Practice explaining the contents of your portfolio to a peer or tutor; assessment often includes a verbal discussion where you must justify your choices.
    • 💡Map each piece of portfolio evidence directly to a skill or attribute listed in the learning outcomes to ensure full coverage.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure descriptions of experiences in your CV and portfolio for clarity and impact.
    • 💡Review the assessment criteria carefully; check that all required sections are present and clearly labelled.
    • 💡Seek feedback from peers or tutors on your CV and portfolio drafts before final submission to catch errors and improve quality.
    • 💡Regularly update your portfolio as you gain new experiences; treat it as a living document for lifelong career development.
    • 💡Always cross-reference each piece of evidence in your portfolio with the unit's learning outcomes; annotate directly on evidence to make it easy for the assessor to locate and award marks.
    • 💡When developing your CV, start with a sample but ensure every detail reflects your own background; avoid any fabricated or copied content as authenticity is assessed.
    • 💡For the goal-setting task, use the SMART framework to structure each goal; clearly label each component to demonstrate your understanding of effective planning.
    • 💡Present your portfolio professionally—use dividers, clear labelling, and a logical order; first impressions matter and can influence the assessor's perception of your organisational skills.
    • 💡Use clear headings and sections in your portfolio to make it easy for the assessor to navigate.
    • 💡Include a variety of evidence types—certificates, photographs, witness statements, and written reflections—to demonstrate your achievements fully.
    • 💡Practice talking through your portfolio with a friend or tutor; this will help you explain your evidence confidently during assessment discussions.
    • 💡Regularly review and update your portfolio, adding new evidence as you gain more skills and experiences.
    • 💡When building a CV, use a simple template and ask someone to check it for spelling and formatting before final submission.
    • 💡Annotate each portfolio item with a brief reflection on the skill demonstrated and its relevance.
    • 💡Before finalising, review the CV and portfolio from an employer’s perspective—does it quickly convey value?
    • 💡Use the SMART framework rigorously for goal setting to ensure assessors can easily verify achievability.
    • 💡Always date and label every piece of evidence to prove it is current and relevant
    • 💡Ask a tutor or peer to review your CV and portfolio for clarity before submission
    • 💡Practice explaining the contents of your portfolio aloud to prepare for any verbal assessment
    • 💡Use the provided self-assessment checklist to ensure all required components are covered
    • 💡Start gathering evidence early, such as photos of activities or copies of certificates
    • 💡Regularly update your portfolio to reflect new skills and experiences.
    • 💡Seek feedback from peers or mentors on your CV and portfolio structure.
    • 💡Use the STAR method (Situation, Task, Action, Result) to contextualise evidence.
    • 💡Align your CV and portfolio with the specific requirements of your target role or course.
    • 💡Set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) for future development.
    • 💡Use the STAR method (Situation, Task, Action, Result) when documenting achievements to provide structured, compelling evidence.
    • 💡Tailor every part of the portfolio—especially the CV—to the specific audience, whether a potential employer, college admissions or personal review.
    • 💡Regularly review and update the portfolio with new qualifications, experiences and reflections to keep it current and relevant.
    • 💡Seek feedback from a tutor, mentor or peer on draft portfolio content to identify gaps and improve presentation.
    • 💡Begin your portfolio by brainstorming all your experiences, including voluntary work, hobbies, and daily life activities, not just formal education.
    • 💡Use the checklist provided by your assessor to ensure you have all required sections and evidence before submission.
    • 💡Ask a family member or friend to review your CV for errors and clarity—a fresh pair of eyes can spot mistakes.
    • 💡When describing your skills, use the STAR method (Situation, Task, Action, Result) to structure your examples.
    • 💡Regularly update your portfolio as you gain new experiences; it is a living document for your career journey.
    • 💡Treat the portfolio as a living document; regularly update it with new experiences and reflections.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure evidence of skills in your portfolio.
    • 💡Seek feedback from peers or mentors on your CV and portfolio before final submission.
    • 💡Ensure all evidence is clearly labelled and cross-referenced to specific learning outcomes.
    • 💡Use a variety of evidence (e.g., certificates, work samples).
    • 💡Keep your CV concise and tailored to your goals.
    • 💡Regularly update your portfolio.
    • 💡Begin evidencing achievements immediately by saving certificates, photos, emails, or feedback, and log them regularly to avoid last-minute pressure.
    • 💡Use the STAR technique (Situation, Task, Action, Result) in portfolio reflections to structure experiences and clearly demonstrate your contribution and learning.
    • 💡Have your CV proofread by a tutor or peer before submission; even minor spelling or layout errors can detract from professionalism.
    • 💡Ensure every goal in your action plan follows SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to show strategic thinking.
    • 💡Treat the portfolio as a living document; update it after any new experience or learning to reflect continuous development for future interviews or applications.
    • 💡Use a checklist to ensure all required components are included in the portfolio, such as a personal statement, skills list, CV, and goal plan.
    • 💡When presenting evidence, always explain what it shows about your skills or knowledge, not just what it is.
    • 💡Practice talking about your portfolio with a friend or tutor before any assessment discussion to build confidence in explaining your achievements.
    • 💡Keep your CV simple and clear, using a template if needed, and double-check spelling and grammar.
    • 💡Ensure each piece of evidence in the portfolio is accompanied by a brief annotation explaining what it demonstrates and why it is included—this shows deeper reflection and meets assessment criteria for justification.
    • 💡When constructing the CV, use action verbs and quantify achievements where possible (e.g., 'organised a team event for 30 people') to make it stand out to assessors and employers.
    • 💡For goal setting, apply the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) to structure objectives and actions, as this directly addresses the learning outcome on understanding actions required.
    • 💡Practice peer-reviewing portfolio extracts with others; this helps identify common mistakes and refines the ability to present evidence persuasively, which is often assessed in feedback or reflective statements.
    • 💡Regularly review and update your portfolio with new achievements and evidence; this demonstrates ongoing personal development.
    • 💡Use the STAR method (Situation, Task, Action, Result) to structure your evidence when describing how you’ve demonstrated skills.
    • 💡Ensure your CV is concise and error-free; have someone proofread it.
    • 💡Align your personal goals with the career or educational path you’re pursuing, and show how each piece of evidence supports that journey.
    • 💡When explaining the value of a portfolio, provide real-life scenarios where it could be used, such as a job interview or college application.
    • 💡Use a template to structure your CV.
    • 💡Include a variety of evidence types (certificates, photos).
    • 💡Review goals regularly and update portfolio.
    • 💡Regularly update the portfolio with new experiences and reflections to demonstrate continuous professional development and self-awareness.
    • 💡Use the 'STAR' method (Situation, Task, Action, Result) when describing examples of skills in action, as this provides clear evidence of competence.
    • 💡Seek feedback on your CV and portfolio from peers or career advisors to refine presentation and content before final submission.
    • 💡Tip 1: Keep a log of everything you do, even small tasks. Include dates, what you learned, and how you felt. This will make building your portfolio much easier and show your progress over time.
    • 💡Tip 2: When working in a group, make sure you can describe your specific contribution. Use phrases like 'I suggested...' or 'I helped by...' to show your individual role.
    • 💡Tip 3: Use simple checklists to track which learning outcomes you have completed. This helps you avoid missing any requirements and ensures your portfolio is complete before submission.

    Common Mistakes

    Common errors to avoid in your coursework

    • Listing personal qualities without connecting them to actual examples or evidence, leading to unsupported claims.
    • Including irrelevant or excessive evidence that does not directly demonstrate the claimed skill or attribute.
    • Confusing a CV with a full portfolio, resulting in a document that is too lengthy and detailed rather than concise.
    • Setting vague, unmeasurable personal goals, making progress evaluation superficial or impossible.
    • Confusing personal qualities (e.g., patient, enthusiastic) with skills (e.g., IT skills, communication) and failing to differentiate them when selecting evidence.
    • Assuming a portfolio is simply a folder of everything ever achieved, rather than a purposeful selection of the most relevant evidence aligned to specific goals.
    • Listing personal information (e.g., date of birth, marital status) on a CV, which is unnecessary and could lead to bias; not understanding what is appropriate for a modern CV.
    • Focusing solely on formal qualifications and overlooking valuable informal experiences, such as hobbies, volunteering, or life skills, that demonstrate transferable attributes.
    • Struggling to evaluate progress, often stating 'I have improved' without providing specific examples or linking back to the goals set, which weakens the reflective process.
    • Learners often confuse a portfolio with a general scrapbook of achievements, failing to curate it to tell a coherent story of progression towards a specific goal.
    • A common error is providing only qualification certificates as evidence, neglecting to include practical examples, reflections, or third-party endorsements that validate competencies.
    • Many underestimate the importance of self-evaluation, either being overly self-critical without justification or overly modest and failing to claim achievements.
    • In CV construction, learners frequently include irrelevant personal details (e.g., marital status, photograph) or use a generic, untailored document that doesn't align with the opportunity.
    • Evidence is often presented without context or annotation, making it difficult for assessors to understand its relevance to the skill or quality being claimed.
    • Confusing personal qualities with skills; for example, listing 'hardworking' as a skill rather than a quality.
    • Providing only one type of evidence, such as only certificates, without considering diverse forms like witness statements or work products.
    • Creating a portfolio that is simply a collection of documents without narrative, reflection, or explanation of relevance.
    • Writing a CV that is too generic, lacking personalisation for the intended job role or opportunity.
    • Setting vague goals (e.g., 'get a job') instead of specific, measurable, and time-bound objectives.
    • Confusing personal qualities (e.g., 'hardworking', 'reliable') with technical skills (e.g., 'using a computer', 'filing documents').
    • Submitting a CV that is too long, includes irrelevant personal information (e.g., marital status), or is poorly structured.
    • Failing to include dates, issuing bodies, or context on evidence documents, making it difficult to verify achievements.
    • Setting unrealistic or vague personal goals that cannot be measured or reviewed meaningfully.
    • Assuming that a portfolio is just a collection of documents without reflection or commentary.
    • Failing to tailor the CV to the specific job or opportunity, using a generic one for all applications.
    • Confusing personal qualities with skills, or listing them without evidence.
    • Confusing personal qualities (e.g., patience) with skills (e.g., communication) and failing to provide distinct examples for each.
    • Providing generic portfolio evidence without explaining how each piece demonstrates the claimed skill or ability.
    • Overlooking the importance of updating the portfolio regularly, leading to outdated or irrelevant information.
    • Copying CV templates without personalising to their own experiences and goals.
    • Neglecting to set SMART goals or track progress, making it difficult to evaluate development effectively.
    • Learners often list qualifications without linking them to the skills or competencies developed, missing the opportunity to demonstrate transferable value.
    • A common error is to compile a portfolio as a mere collection of documents without a narrative that explains the significance of each piece of evidence to the learner's development.
    • Many learners submit a generic CV that is not adapted to the specific job, course, or opportunity, reducing its impact.
    • In self-evaluation, learners may either be overly self-critical without acknowledging strengths, or they may fail to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for improvement.
    • Confusing personal qualities with skills (e.g., listing 'hardworking' as a skill).
    • Providing irrelevant or insufficient evidence that does not directly support claimed qualities.
    • Incomplete CV missing key contact information or employment history.
    • Not linking portfolio contents to future goals.
    • Overestimating abilities without evidence.
    • Confusing personal qualities (e.g., 'patient', 'reliable') with learned skills (e.g., 'IT proficiency', 'customer service'), leading to an unfocused portfolio.
    • Providing insufficient or vague evidence, such as stating 'I am a good team player' without a specific example or external validation.
    • Omitting essential CV sections, like leaving out education history or not tailoring the CV to the target opportunity.
    • Evaluating progress as only a list of successes, without critically reflecting on areas needing improvement or obstacles faced.
    • Confusing the portfolio with a CV or simply collating documents without any reflection or narrative linking evidence to skills and goals.
    • Overemphasising technical or job-specific skills while neglecting to evidence wider personal qualities (e.g., resilience, teamwork, initiative) which are equally valuable to employers.
    • Including too much unselective material, making the portfolio unfocused and difficult for an assessor or employer to navigate, rather than curating the strongest evidence.
    • Writing a generic CV that is not tailored to a specific role, course, or industry, often lacking keywords or a clear personal profile that highlights unique selling points.
    • Failing to link the portfolio content explicitly to the qualification's assessment criteria, resulting in evidence that does not clearly demonstrate achievement of learning outcomes.
    • Confusing skills (learned abilities) with personal qualities (inherent traits) during self-assessment.
    • Submitting evidence that does not directly support the claimed skill or achievement, leading to weak verification.
    • Poor portfolio organization, such as missing labels, no logical flow, or using informal language.
    • Creating a CV that is overly generic, lacks focus, or includes irrelevant personal information like marital status.
    • Setting personal goals that are vague (e.g., 'get a job') without specifying actionable steps or timelines.
    • Learners often confuse personal qualities (e.g., patient, reliable) with skills (e.g., cooking, using a computer) and list them interchangeably without clear examples.
    • Portfolios frequently lack dated evidence or context, making it hard to see progress; learners may just insert random documents without explaining relevance.
    • Many learners create a CV that is incomplete or includes irrelevant personal information such as marital status or full address, not focusing on employability essentials.
    • Personal goals tend to be either too vague ('get a job') or unrealistic without action steps; learners often skip detailing the small actions required.
    • There is a misconception that a portfolio is just a folder of certificates; learners overlook the importance of self-assessment and written reflections to show learning.
    • Confusing skills (learned abilities) with personal qualities (inherent traits) and using them interchangeably without clear distinction.
    • Providing generic or vague examples instead of specific, detailed instances that clearly demonstrate the claimed skill or quality.
    • Including irrelevant or outdated information on the CV, such as hobbies that do not add value or experiences from many years ago without current relevance.
    • Underestimating the importance of evidence variety—relying only on certificates while ignoring other valid forms like witness statements or samples of work.
    • Setting goals that are too vague ('get a job') or unrealistic ('become CEO in one year') without breaking them down into achievable steps or considering necessary resources.
    • Confusing skills with personal qualities (e.g., listing 'hardworking' as a skill instead of a quality).
    • Failing to provide tangible evidence for claims, leading to an unconvincing portfolio.
    • Including irrelevant or out-of-date information in the CV.
    • Setting vague goals without specific, measurable actions.
    • Confusing personal qualities with technical skills, leading to vague self-descriptions.
    • Submitting a portfolio that is just a list of claims without supporting evidence or documentation.
    • Creating a generic CV that does not align with the specific job or course being applied for.
    • Setting future goals that are overly broad (e.g., 'get a better job') without concrete steps or timelines.
    • Underestimating the importance of soft skills and failing to provide examples of their application.
    • Confusing personal qualities (e.g., 'hardworking') with demonstrable skills (e.g., 'teamwork'), without providing specific examples.
    • Listing skills and attributes without any supporting evidence, leading to unsubstantiated claims.
    • Creating a generic CV that is not tailored to any specific job or sector, reducing its impact.
    • Overloading the portfolio with irrelevant or redundant documents, obscuring key achievements.
    • Setting vague goals such as 'find a job' without any actionable steps or timelines.
    • Neglecting to reflect on the portfolio's value, missing the opportunity to show deeper understanding of its application in career development.
    • Confusing skills with qualities; for example, listing 'hardworking' as a skill rather than a personal quality, without providing concrete evidence.
    • Including irrelevant or inappropriate evidence in the portfolio, such as holiday photos or certificates from age 5, which do not demonstrate current abilities.
    • Writing a CV that is too lengthy or disorganised, missing key sections like contact information or failing to tailor the personal statement to a specific job or course.
    • Setting vague personal goals like 'get a job' without specifying the type of job, required skills, or a step-by-step action plan.
    • Treating the portfolio as a one-time task rather than a living document that should be periodically updated with new achievements and experiences.
    • Confusing skills with personal qualities, e.g., stating 'I am friendly' rather than demonstrating communication or teamwork skills.
    • Submitting a generic CV that is not targeted to a specific opportunity, missing key words from the job description.
    • Including evidence without explaining its relevance to a skill or goal, leaving the assessor to infer connections.
    • Setting vague goals like 'get a job' without specifying the sector, role, or actionable steps.
    • Overlooking the importance of presentation and structure, resulting in a disorganised portfolio that is difficult to navigate.
    • Confusing personal skills with personal qualities (e.g., listing 'hardworking' as a skill rather than a quality, or failing to distinguish between soft and hard skills).
    • Providing unsupported claims about abilities without concrete evidence, such as certificates, references, or detailed examples of tasks performed.
    • Creating a generic CV that is not tailored to a specific job or sector, often just copying template text without personalisation.
    • Setting vague future goals (e.g., 'get a better job') without specifying the role, industry, or the steps required to achieve it.
    • Confusing skills with personal qualities (e.g., listing 'hardworking' as a skill instead of an attribute).
    • Providing evidence without context or explanation, so the assessor cannot understand its relevance.
    • Assuming a CV is just a list of jobs and dates, omitting skills or personal statement sections.
    • Not updating the portfolio regularly, leading to outdated or incomplete evidence.
    • Failing to link evidence to specific goals, missing the reflective aspect of personal development.
    • Listing skills without linking them to concrete examples or outcomes.
    • Using a generic, untargeted CV that fails to match the job or course requirements.
    • Confusing a portfolio with a simple collection of documents rather than a curated, reflective showcase.
    • Confusing personal qualities with skills (e.g., listing 'friendly' as a skill)
    • Failing to back up skill claims with concrete examples or evidence
    • Writing a CV with missing key sections like education or contact details
    • Setting vague goals without actionable steps or timelines
    • Including too much irrelevant personal information on the CV
    • Confusing skills with personal qualities or failing to provide specific examples.
    • Overgeneralising evidence without linking it to concrete experiences.
    • Submitting a disorganised portfolio that does not clearly demonstrate progression.
    • Creating a CV with exaggerations or irrelevant information.
    • Setting vague goals without measurable steps.
    • Underestimating the portfolio's value beyond immediate job applications.
    • Confusing personal qualities (e.g. patience, resilience) with skills (e.g. communication, IT).
    • Failing to provide specific, verifiable evidence for claimed skills, relying on vague self-descriptions.
    • Producing a generic CV that does not target a specific job role or sector, reducing its impact.
    • Setting future goals that are too broad or unrealistic without considering required resources and timescales.
    • Underestimating the importance of transferable soft skills and not evidencing them in the portfolio.
    • Confusing skills (things you can do) with personal qualities (traits you possess).
    • Failing to provide concrete evidence, such as certificates, photos, or written feedback, to back up claims.
    • Copying a CV template without customising it to reflect the learner’s own experiences.
    • Setting goals that are too vague (e.g., 'get a job') without specifying the type or steps needed.
    • Disorganised portfolio with missing sections or jumbled order, making it hard to navigate.
    • Including irrelevant or outdated information that does not support the stated goals.
    • Failing to provide concrete evidence for claimed skills, relying solely on self-description.
    • Writing a generic CV that is not tailored to the intended audience or purpose.
    • Setting vague goals without clear timelines or actionable steps.
    • Including irrelevant or outdated information.
    • Not reflecting on own development.
    • Creating a CV that is too long or poorly formatted.
    • Confusing personal qualities (e.g., ‘reliable’) with skills (e.g., ‘time management’) and failing to provide evidence for either.
    • Creating a generic CV that is not tailored to a specific job role or course, missing the opportunity to highlight relevant attributes.
    • Including claims in the portfolio without supporting evidence, such as stating leadership ability but providing no examples or documentation.
    • Setting vague goals like ‘get a job’ without breaking them into measurable actions, leading to an unrealistic plan.
    • Overlooking everyday life experiences (e.g., volunteering, hobbies) as valid sources of transferable skills, relying only on formal qualifications.
    • Confusing skills with qualities (e.g., stating ‘I am hardworking’ as a skill rather than a personal quality).
    • Failing to provide specific evidence or examples to back up claims about skills or experience.
    • Creating a CV with missing sections, such as forgetting to include contact information or key dates.
    • Setting unrealistic goals without considering the steps needed to achieve them.
    • Learners often list skills without linking them to tangible examples or contexts, reducing the impact of their evidence.
    • A common error is treating the portfolio as a mere collection of documents rather than a curated, reflective narrative that demonstrates growth and readiness.
    • Many students confuse personal qualities with technical skills, leading to generic CV statements like 'hardworking' without substantiation.
    • Goals are frequently stated vaguely (e.g., 'get a good job') without specificity or a realistic action plan, which weakens the developmental purpose of the portfolio.
    • Assuming that a portfolio is simply a collection of documents without reflective commentary on how each piece of evidence demonstrates skills or qualities.
    • Confusing a CV with a portfolio; the CV is a summary document, while the portfolio provides the supporting evidence.
    • Setting vague goals such as 'get a job' without breaking them down into specific, measurable actions.
    • Failing to update the portfolio over time, treating it as a one-time task rather than a living document.
    • Omitting transferable skills gained from informal experiences like volunteering or hobbies.
    • Not tailoring the CV and portfolio content to the specific job or course application.
    • Including irrelevant or outdated information.
    • Poor CV layout with spelling errors.
    • Setting vague goals without clear steps.
    • Confusing a portfolio with a simple collection of documents; it is a curated, reflective narrative, not just a file of certificates.
    • Failing to link evidence directly to specific skills or learning outcomes, leaving assessors to infer connections.
    • Writing a CV that is too generic or lengthy, rather than a targeted, concise document highlighting relevant achievements.
    • Misconception: This qualification is just about 'soft skills' and doesn't involve any academic work. Correction: While it focuses on practical skills, you still need to read, write, and use numbers to complete tasks like budgeting or writing a personal statement.
    • Misconception: You can pass just by turning up and doing the bare minimum. Correction: You must produce evidence for each learning outcome, such as worksheets, witness statements, or photos of your work. Consistent effort is required to build a strong portfolio.
    • Misconception: The qualification is not recognised by employers or colleges. Correction: It is a regulated qualification on the Regulated Qualifications Framework (RQF) and is accepted by many further education colleges and employers as proof of foundational skills.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Entry 2 level skills in English and maths (or equivalent) are helpful but not essential, as the course will support your development in these areas.
    • •A willingness to work with others and take part in group activities.
    • •Basic ability to follow simple instructions and complete tasks with support.

    Key Terminology

    Essential terms to know

    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Self-reflection and self-assessment
    • Evidence collection and portfolio building
    • CV writing and structure
    • Goal setting and evaluation
    • Self-assessment of personal attributes
    • Gathering and using evidence
    • Constructing a portfolio
    • Writing a CV
    • Evaluating goal progress
    • Self-awareness and personal audit
    • Evidence collection and curation
    • Portfolio structuring
    • CV development essentials
    • Goal evaluation and reflection
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Self-awareness of skills and qualities
    • Evidence collection and documentation
    • Portfolio structure and purpose
    • CV essentials
    • Goal setting and progress evaluation
    • Understand how own personal qualities, skills, abilities, experience and knowledge and can contribute to future opportunities and goals, Understand how different types of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand how a portfolio of information can be used to evidence own personal qualities, skills, abilities experience and knowledge, Understand what needs to be included in a Curriculum Vitae (CV), Be able to evaluate progress towards personal goals
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Self-assessment and skills recognition
    • Personal attributes for goal achievement
    • Evidence gathering and documentation
    • Portfolio building and organization
    • Curriculum vitae essentials
    • Portfolio benefits and applications
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Self-assessment and personal audit
    • Evidence types and selection
    • Portfolio construction and organisation
    • CV writing and tailoring
    • Goal identification and action planning
    • Lifelong value of portfolios
    • Self-assessment of skills and qualities
    • Collecting and presenting evidence
    • CV construction
    • Future goal identification
    • Portfolio value for progression
    • Self-assessment and reflection
    • Evidence collection and documentation
    • CV writing and presentation
    • Goal setting and action planning
    • Portfolio utility and lifelong learning
    • Self-awareness and reflection
    • Evidence collection and organisation
    • Goal setting and action planning
    • Professional documentation
    • Portfolio development and evaluation
    • Self-Awareness and Reflection
    • Evidence Collection
    • CV Construction
    • Goal Setting
    • Portfolio Organisation
    • Career Development
    • Self-awareness and reflection
    • Evidence gathering and documentation
    • Personal goal setting and action planning
    • CV and portfolio construction
    • Employability and professional presentation
    • Continuous personal development
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving own personal goals., Know the different types of information that can be used to evidence personal qualities, skills, experience and knowledge., Be able to build a portfolio of information to evidence achievements and qualities., Know what needs to be included in a curriculum vitae (CV)., Understand personal goals and the actions required to achieve these., Understand the value of a portfolio in personal, education and career development.
    • Be able to recognise own skills, abilities, experience, knowledge and personal qualities., Know the attributes that can contribute to achieving personal goals., Know the different types of information that can be used to evidence the above., Be able to build a portfolio of information., Be able to create a CV., Be able to identify future goals and ways to achieve these., Understand the value of a portfolio in personal, educational and career development.

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