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The literacy and numeracy skills in this qualification

1. Writing a project proposal and goals

   Assessed: In coursework (non-examination assessment, NEA)

   Before any assessed work, every learner completes a proposal form giving a working title, an outline of the project, project goals and resources, and the tutor signs it off. Learners then set goals, SMART goals at Level 1 and SMART goals linked to a definition of success at Level 2, which Criteria One marks. The proposal can be written or recorded, up to 1200 words or 12 minutes.

   Literacy: Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils fill in a one page plan for a class display, giving it a title, two sentences on what they will make and a list of what they need.

   Year 8

   Pupils write a short proposal for a homework project with a title, an outline and three goals, then rewrite one goal so it is specific and has a deadline.

   Year 9

   Pupils write a proposal for a four week mini project that explains how they will know it has succeeded, with SMART goals that link to that definition.

   Show the specification wording and the LNF statements

   Where it is in the specification: Assessment Information, task setting, page 42; Appendices, Project Approval Form, page 60; Entry Level Assessment Method, Section A, pages 9 and 10; Section A Criteria One mark schemes, pages 13, 24 and 37

   “Learners must complete a project proposal form.”

   Progression step 3

   • I can explore different ways to plan, draft and present my work appropriately.

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   Progression step 4

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

2. Reading research and checking reliability

   Assessed: In coursework (non-examination assessment, NEA)

   Learners obtain research from more than one source at Entry Level, several sources at Level 1 and a variety of sources for specific purposes at Level 2, say whether each is primary or secondary and check whether it is reliable. Criteria Two marks this, from some research that may be inappropriate at the lowest band to clear and thoughtful consideration of research at the top band. At Entry Level tutors may provide the sources, but learners must judge their relevance and reliability themselves.

   Literacy: Reading strategies, Understanding, response and analysis

   Getting pupils ready

   Year 7

   Pupils skim two short articles about a local issue, highlight three facts in each and say which article they trust more and why.

   Year 8

   Pupils gather information on a topic from a book, a website and an interview with a family member, label each as primary or secondary and rate its reliability.

   Year 9

   Pupils research a question for a specific purpose using four sources, write a short reliability check for each covering author, date and bias, and decide what further checks are needed.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level Assessment Method, Section A, page 9; Entry Level Supporting Learners, page 11; Level One Assessment Method, page 20; Level Two Assessment Method, page 32; Section A Criteria Two mark schemes, pages 14, 25 and 38

   “Obtaining relevant research and information from more than one source”

   Progression step 3

   • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

   • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

   • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

   Progression step 4

   • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

   • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

   • I can evaluate the usefulness and reliability of texts.

   Progression step 5

   • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

   • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

3. Using research and viewpoints to build arguments

   Assessed: In coursework (non-examination assessment, NEA)

   Learners use their research to develop arguments and say what it told them, adding opinions and examples at Level 1, and at Level 2 investigating options and issues and the differing viewpoints they found. They also propose solutions to problems, with reasoning at Level 1 and well reasoned justification at Level 2. Criteria Two marks this, with convincing, straightforward conclusions at the top band.

   Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils read two short opinions on school uniform, sort the sentences into facts and opinions and write one sentence saying what they think and why.

   Year 8

   Pupils use three sources on screen time to write a paragraph that states a view, backs it with evidence and gives one example.

   Year 9

   Pupils compare sources with conflicting views on a local planning issue, set out both sides and write a reasoned conclusion with a suggested solution.

   Show the specification wording and the LNF statements

   Where it is in the specification: Level One Assessment Method, Section A, page 20; Level Two Content, Critical Thinking and Problem Solving, page 30; Level Two Assessment Method, page 32; Section A Criteria Two mark schemes, pages 25 and 38

   “Using research, information, opinions and examples to develop arguments”

   Progression step 3

   • I can read to identify different people’s viewpoints on various subjects and develop empathy.

   • I can distinguish between facts, theories and opinions.

   • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

   Progression step 4

   • I can read to identify different people’s viewpoints on various subjects, using them to arrive at my own conclusions.

   • I can distinguish between facts/evidence and bias/arguments.

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   Progression step 5

   • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

   • I can synthesise and analyse information to gain a broad and balanced understanding from sources which may have conflicting views.

4. Asking relevant questions and using the answers

   Assessed: In coursework (non-examination assessment, NEA)

   Learners ask other people questions while developing the project and explain how the answers influenced their work; Level 1 learners compare the answers they received, and Level 2 learners structure questions with a clear purpose that help them understand or challenge established ideas. Criteria Two marks this, from limited questions at the lowest band to clear, thoughtful and relevant questions at the top band.

   Literacy: Questioning, Listening as part of collaborative talk, Listening to understand

   Getting pupils ready

   Year 7

   Pupils prepare three questions to ask a visiting speaker, note the answers and say which answer was most useful.

   Year 8

   Pupils interview two classmates about a school club, compare how their answers differed and change one part of their plan because of what they heard.

   Year 9

   Pupils write open and probing questions for an interview with a member of staff, aiming to test a common belief about their topic, and summarise how the answers changed their view.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level Content, page 8; Level Two Content, Critical Thinking and Problem Solving, page 30; Level One Assessment Method, page 20; Level Two Assessment Method, page 32; Section A Criteria Two mark schemes, pages 14, 25 and 38

   “Skills to structure relevant questions, clearly considering their purpose”

   Progression step 3

   • I can ask and answer questions, building on and developing the ideas of others in group discussions.

   • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

   Progression step 4

   • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

   • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

   • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

   Progression step 5

   • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

5. Sharing ideas for a purpose and audience

   Assessed: In coursework (non-examination assessment, NEA)

   Learners share ideas and information with others and explain how they did it, with Level 1 learners using communication methods for a specific purpose, such as making listeners or readers think or feel a certain way, and Level 2 learners adapting those methods and justifying their approach. Criteria Three marks this. Sharing can be spoken, written or presented, depending on the project.

   Literacy: Clarity and vocabulary, Purpose, Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils give a one minute talk on a favourite hobby to a small group, choosing words that would make the group want to try it.

   Year 8

   Pupils write a short leaflet persuading Year 6 pupils to join a club, then explain which words and images they chose to make readers feel welcome.

   Year 9

   Pupils present the same project idea twice, once to classmates and once as a formal pitch to a teacher panel, and explain how they adapted their language for each.

   Show the specification wording and the LNF statements

   Where it is in the specification: Level One Content, Creativity and Innovation, page 19; Level Two Content, page 31; Level One Assessment Method, page 20; Level Two Assessment Method, page 33; Section A Criteria Three mark schemes, pages 14, 26 and 39

   “Using communication methods for a specific purpose”

   Progression step 3

   • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

   • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   Progression step 4

   • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

   • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   Progression step 5

   • I can present ideas and issues to meet the demands of different audiences.

   • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

6. Reflecting on feedback, actions and outcomes

   Assessed: In coursework (non-examination assessment, NEA)

   In Section B every learner reflects on the feedback they received, their own actions and the consequences of these, and the strengths and areas for improvement in their project, as a written essay, vlog, voice recording or filmed discussion in one format only. Level 1 learners say what they learnt from the experience, and Level 2 learners review their processes, judge how well their method of obtaining feedback worked and explain how they would approach a project differently. The reflection is worth 20 of the 80 marks.

   Literacy: Purpose, Planning and organising for different purposes, audiences and context, Listening to understand

   Getting pupils ready

   Year 7

   Pupils write a short paragraph after a group task saying one thing they did well, one thing they would change and what a partner said about their work.

   Year 8

   Pupils record a two minute vlog on a finished project, describing the feedback they received, how they used it and what they learnt.

   Year 9

   Pupils write a structured 400 word evaluation of a mini project covering feedback, their own decisions and their consequences, strengths, and what they would do differently next time.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level Assessment Method, Section B, pages 10 and 11; Level One Section B, page 21; Level Two Section B, page 34; Section B mark schemes, pages 15, 27 and 40

   “Reflecting on your own actions and their consequences in order to learn from experience”

   Progression step 3

   • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

   • I can write about my thoughts, feelings and opinions, showing empathy and respect.

   • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

   Progression step 4

   • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

   Progression step 5

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

   • I can listen to, critically evaluate and respect different people's perspectives, using them to arrive at my own considered conclusions.

7. Scheduling activities and estimating time

   Assessed: In coursework (non-examination assessment, NEA)

   Learners create a schedule at Entry Level, add activities and how long each will take at Level 1, and at Level 2 add when resources are available and why some activities take priority. The content asks for basic methods for estimating time and sequencing tasks, and Criteria One marks the schedule and the changes made to it. The arithmetic is light: dates, durations and order.

   Numeracy: Measurement, Strategic competence

   Getting pupils ready

   Year 7

   Pupils plan a class bake sale on a calendar, putting the jobs in order and estimating how many days each needs before the sale date.

   Year 8

   Pupils build a timetable for a three week homework project, estimating hours for each task, adding them up and checking the total fits the time available.

   Year 9

   Pupils draw a simple Gantt chart for a group event, showing which tasks can run at the same time, when equipment is available and which tasks must come first.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level Content, Planning and Organising, page 7; Level One Assessment Method, Section A, page 19; Level Two Assessment Method, page 32; Section A Criteria One mark schemes, pages 13, 24 and 37

   “Basic methods for estimating time required and how to sequence tasks”

   Progression step 3

   • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

   Progression step 4

   • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

   Progression step 5

   • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

8. Planning resources within a budget

   Assessed: In coursework (non-examination assessment, NEA)

   At every level learners identify the resources they need, and at Level 2 they source them considering budget and availability, answering what their budget is, if they have one. Criteria One marks plans to source resources. Money is only mentioned at Level 2 and only where the project has a budget, so many projects involve no costing.

   Numeracy: Financial literacy

   Getting pupils ready

   Year 7

   Pupils list the materials for a classroom display, look up prices and check the total stays within a £10 budget.

   Year 8

   Pupils compare prices for party supplies from two online shops and choose the best value set that fits a £25 budget.

   Year 9

   Pupils draw up a budget for a small school event with costs, a contingency and expected income, and adjust the plan when one item becomes unavailable.

   Show the specification wording and the LNF statements

   Where it is in the specification: Level Two Assessment Method, Section A, page 32; Level Two Section A Criteria One mark scheme, page 37; Assessment Information, Exceptional Circumstances, page 43

   “Sourcing relevant resources, considering budget and/or availability”

   Progression step 3

   • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

   • I can realise that budgeting is important.

   Progression step 4

   • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

9. Setting measurable goals and checking progress

   Assessed: In coursework (non-examination assessment, NEA)

   Learners set SMART goals, which must be measurable and time bound, at every level, and Level 2 learners define how they will know whether the project is successful and monitor progress against the plan. Criteria One marks the goals and the monitoring. How much data is involved depends on the project; no survey or calculation is required.

   Numeracy: Strategic competence, Conceptual understanding

   Getting pupils ready

   Year 7

   Pupils set a reading goal with a number of pages and a deadline, then record pages read each day and say whether they are on track.

   Year 8

   Pupils set a measurable goal for a fitness or practice routine, record results weekly in a table and decide at the end whether the goal was met.

   Year 9

   Pupils define success for a charity event as a target sum and number of visitors, track progress against both each week and explain any changes to the plan.

   Show the specification wording and the LNF statements

   Where it is in the specification: Entry Level Assessment Method, Section A, page 9; Level Two Content, Planning and Organising, pages 29 and 30; Level Two Assessment Method, page 32; Section A Criteria One mark schemes, pages 13, 24 and 37

   “Understanding how to define whether their project is successful or not”

   Progression step 3

   • I can identify, measure or obtain required information to complete the task.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

   Progression step 4

   • I can identify, measure or obtain required information to complete the task.

   • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

10. Keeping evidence within word and time limits

    Assessed: In coursework (non-examination assessment, NEA)

    Every piece of evidence has a maximum length in words or minutes, and learners who combine the two must share the limit proportionally, for example 500 words and 5 minutes at Entry Level. Tutors stop marking once evidence is more than 20% over the limit, so learners need to count words, time recordings and work out how much of each they can use.

    Numeracy: Calculation, Measurement

    Getting pupils ready

    Year 7

    Pupils time a spoken presentation with a stopwatch, record the time in minutes and seconds and cut it to fit a two minute limit.

    Year 8

    Pupils plan a project log with a 600 word limit, decide what fraction of it to give to video, and work out how many words and minutes that leaves for each part.

    Year 9

    Pupils check a draft against a 1000 word limit, express its length as a percentage of the limit and work out how much they must cut to stay within a 20% margin.

    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level Assessment Method, Section A and Section B, pages 10 and 11; Level One Assessment Method, pages 20 and 21; Level Two Assessment Method, pages 33 and 34

    “A combination of both types of evidence is permitted, and the evidence limits must be proportioned accordingly.”

    Progression step 3

    • I can use ratio and proportion to calculate quantities.

    • I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can express one quantity as a percentage of another.

Source: RSL Personal Project Qualifications, Entry Level to Level 2 syllabus specification, last updated 01/09/26, for qualifications from September 2027.