Developing learning skills: learning to learn
This element supports learners in recognising their individual learning characteristics and actively participating in shaping their educational journey. It emphasises self-awareness, communication of preferences, collaborative decision-making, and the development of a person-centred learning plan that is reviewed over time. The practical application lies in empowering learners to take ownership of their personal progress through structured reflection and support.
Assessment criteria
Topic Overview
The WJEC Entry Level Diploma in Personal Progress (Entry 1) is a vocationally-related qualification designed to support learners with significant learning difficulties, including those with profound and multiple learning disabilities (PMLD). It focuses on developing essential life skills, communication, and personal independence through a highly individualised, person-centred approach. The qualification is structured around six mandatory units: Developing Communication Skills, Developing Numeracy Skills, Developing ICT Skills, Developing Personal and Social Skills, Developing Independent Living Skills, and Developing Community Participation. Each unit is broken down into small, achievable steps that allow learners to make progress at their own pace, with assessment based on observation and evidence of real-world application.
This diploma is crucial because it provides a formal recognition of progress for students who may not be able to access traditional academic qualifications. It emphasises functional skills that directly improve quality of life, such as making choices, following routines, using money in simple transactions, and engaging with others in community settings. The qualification is typically delivered in specialist schools, colleges, or adult learning centres, and it prepares learners for further study, employment (where appropriate), or greater independence in daily living. By focusing on personal progress rather than comparative achievement, it builds confidence and self-esteem, which are foundational for lifelong learning.
Within the wider subject of Foundations for Learning, this diploma sits alongside other Entry Level qualifications that provide a stepping stone towards higher-level study, such as Entry Level 2 or 3, or vocational courses. It is part of the WJEC-CBAC suite of qualifications that are regulated by Qualifications Wales and recognised by Ofqual in England. The qualification is flexible and can be tailored to individual needs, making it ideal for learners with Education, Health and Care Plans (EHCPs) or those following a personalised curriculum. It also supports the development of skills outlined in the Preparing for Adulthood pathways, including employment, independent living, community inclusion, and health.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred planning: Learning activities are tailored to the individual's interests, strengths, and needs, with goals set collaboratively with the learner, carers, and staff.
- →Functional communication: Developing the ability to express needs, wants, and choices using a range of methods, including speech, symbols, Makaton, or assistive technology.
- →Small-step progression: Achievement is measured through incremental targets, such as making eye contact, reaching for an object, or completing a simple task with support.
- →Evidence-based assessment: Progress is recorded through observation, photographs, video clips, and witness statements, focusing on what the learner can do in real-life contexts.
- →Transferable life skills: Skills learned in one setting (e.g., counting coins in class) are applied in other contexts (e.g., paying for a snack in a café).
Learning Objectives
What you need to know and understand
- State one personal strength and one area for development in own learning, with appropriate support
- Express a preference for a specific learning activity or approach using given options
- Choose between learning resources or methods when presented with a limited selection
- Indicate when help is needed and from whom to seek assistance
- Contribute to the creation of a simple person-centred learning plan by identifying own goals
- Reflect on progress towards a personal learning goal with prompting and support
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for the learner's ability to articulate at least one personal learning strength, even if facilitated by a familiar adult.
- Evidence of choice-making should demonstrate active selection, not passive acceptance, e.g. pointing to or naming preferred resources.
- Look for authentic attempts by the learner to express feelings or wishes about learning, using their preferred communication method.
- When reviewing the learning plan, credit any indication of awareness of progress, such as nodding, vocalising, or using a pre-agreed signal.
Assessment Guidance
Guidance for achieving higher grades
- 💡Build a portfolio of evidence that includes dated observations, photographs, and witness statements capturing the learner's active involvement in the planning process.
- 💡Encourage learners to practice making choices in everyday settings before formal assessment, using objects of reference or visual prompts.
- 💡Ensure that any support is clearly documented as 'prompting' or 'physical support' to maintain the integrity of the learner's own contribution.
- 💡Use a consistent and familiar structure for the person-centred plan so that the learner can engage with the review process meaningfully.
- 💡Use a variety of evidence types: Don't rely solely on written records. Photos, videos, and witness statements from parents or carers can provide rich evidence of progress in natural settings, which is highly valued by assessors.
- 💡Link evidence to specific criteria: When recording observations, clearly state which unit and criterion the evidence addresses. For example, 'Unit 1: Developing Communication Skills – criterion 1.2: Responds to a familiar person.' This makes moderation easier and ensures nothing is missed.
- 💡Focus on consistency over time: One-off achievements are good, but repeated demonstration of a skill across different contexts (e.g., at home, in class, in the community) shows true progress. Aim for at least three separate instances for each criterion.
Common Mistakes
Common errors to avoid in your coursework
- Learners confusing personal likes/dislikes with genuine learning strengths and weaknesses.
- Over-reliance on the supporting adult to articulate choices, with the learner merely echoing without understanding.
- Assuming that the absence of verbal communication means lack of preference or awareness, rather than exploring alternative communication aids.
- Failing to revisit the learning plan regularly, leading to outdated goals that no longer engage the learner.
- Misconception: This qualification is 'easier' than GCSEs. Correction: It is not easier; it is designed for a different purpose—to recognise progress for learners with significant challenges. The assessment criteria are rigorous but adapted to individual starting points.
- Misconception: Learners must achieve all criteria independently. Correction: Many criteria can be met with support, such as physical prompting or verbal guidance. The key is that the learner is actively participating and making progress, not doing it alone.
- Misconception: The diploma is only for school-aged students. Correction: It is available to learners of any age, including adults in further education or community settings, as long as they are working at Entry 1 level.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC Developing learning skills: learning to learn
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required for this qualification, as it is designed for learners with diverse starting points. However, learners should have a baseline assessment to identify their current level of functioning in communication, numeracy, ICT, personal and social skills, independent living, and community participation.
- •It is helpful if learners have experience of structured routines and familiar adults who can support them consistently, as this aids engagement and progress tracking.
Coursework AI Review
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Key Terminology
Essential terms to know
- Self-assessment of learning strengths and weaknesses
- Communicating learning preferences
- Making choices in learning
- Seeking appropriate support
- Person-centred planning and review
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