Personal Project
The RSL Personal Project is three separate 60 guided learning hour qualifications, at Entry Level, Level 1 and Level 2, in which learners choose a project, plan and research it, produce an outcome and reflect on it, all marked by the centre out of 80 and moderated by RSL. Literacy runs through every criterion: writing the proposal, reading and checking sources, building arguments, asking questions, sharing ideas for a purpose and writing or recording a reflection, within strict word or time limits. Numeracy is light: scheduling activities and timescales, setting measurable goals, keeping evidence within the limits and, at Level 2 only, considering a budget.
- Awarding body
- RSL Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 60
- First taught
- September 2027
- Amount of literacy work
- High
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this qualification is assessed
- RSL Entry Level Personal Project (unit code EL-PP), 60 GLH: Non-examination assessment, 100% of the qualification, 80 marks. Section A is a digital portfolio of no more than 1000 words or 10 minutes of audio or video, marked against three criteria of 20 marks each (planning and organising, critical thinking and problem solving, creativity and innovation), 60 marks. Section B is a reflection on personal effectiveness of no more than 600 words or 6 minutes, in one format only, 20 marks. The project proposal (up to 1200 words or 12 minutes) and evidence of the outcome (up to 1500 words or 15 minutes) are submitted separately. Learners choose the project with tutor approval and spend 30 to 40 hours on assessment; the centre marks the work and RSL moderates it. Graded Entry 1, Entry 2 or Entry 3 Pass.
- RSL Level One Personal Project (unit code L1-PP), 60 GLH: Non-examination assessment, 100% of the qualification, 80 marks, with the same structure as Entry Level: Section A, a digital portfolio of no more than 1200 words or 12 minutes of audio or video marked against three criteria of 20 marks each, 60 marks, and Section B, a reflection of no more than 800 words or 8 minutes in one format only, 20 marks. SMART goals, timescales and purposeful communication are required at this level. Learners choose the project with tutor approval; the centre marks the work and RSL moderates it. Graded Pass, Merit or Distinction.
- RSL Level Two Personal Project (unit code L2-PP), 60 GLH: Non-examination assessment, 100% of the qualification, 80 marks, with the same structure: Section A, a digital portfolio of no more than 1500 words or 15 minutes of audio or video marked against three criteria of 20 marks each, 60 marks, and Section B, a reflection of no more than 1000 words or 10 minutes in one format only, 20 marks. Level 2 adds a definition of success, a schedule that includes availability of resources, a budget where there is one, research from a variety of sources for specific purposes and challenging established ideas. Learners choose the project with minimal tutor guidance; the centre marks the work and RSL moderates it. Graded Pass, Merit or Distinction.
Skills that use Planning and organising for different purposes, audiences and context
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Writing a project proposal and goals
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.
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Using research and viewpoints to build arguments
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.
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Sharing ideas for a purpose and audience
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.
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Reflecting on feedback, actions and outcomes
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.
Good to know
- There are three separate qualifications, each 60 GLH (page 5), with unit codes "Qualification unit code: EL-PP", L1-PP and L2-PP (pages 7, 17 and 29). Learners are registered at one level after diagnostic assessment (page 46), so a school must decide the level before the project, unlike the WJEC Level 1/Level 2 Personal Project.
- There is no examination: "The personal project qualifications are internally assessed (Non-Examination Assessment) and externally moderated" (page 5). The mark schemes contain no marks for spelling, punctuation and grammar.
- Spoken and recorded evidence counts: the portfolio "may include written research and commentary, annotated images, vlogs, voice recordings or filmed presentations/discussions" (page 10), and "The reflection must be evidenced using one method only (for example, a written essay OR a vlog)" (page 11).
- Word and time limits are strict and rise by level: the portfolio is 1000, 1200 or 1500 words, the reflection 600, 800 or 1000 words, and "if their evidence exceeds the maximum evidence limits by more than 20%, tutors will stop marking at the point at which this is exceeded" (page 10).
- Tutors may only give general feedback: "Tutors must not accept multiple submissions and offer detailed feedback to learners for improvement" (page 47), and they must not "Give specific feedback on how to improve the project outline" (page 43).
- Sources, including AI, must be referenced, but no formal style is set: "Learners must be taught how to adequately reference work that is not their own" (page 47). Unreferenced sources are "classed as plagiarism and treated as malpractice" (page 45).
- A budget appears only at Level 2 and only if there is one: "what is your budget (if any)?" (page 32).
- Assessment is "available in English and Welsh, or a combination of the two languages" (page 51), once a year in the summer series with a January resubmission window.
- The document has errors: the "Entry codes" heading on page 58 has no content, the mark schemes refer to the Assessment Information section "on page 39" when it starts on page 42, the purpose list on page 4 ends with a cut off word ("relevant to the qualification ter"), and no mark to grade boundaries are printed (page 54). Mark scheme bands are labelled "Level 1" to "Level 4", which is easy to confuse with the qualification levels.
Links with other qualifications
The RSL Personal Project covers the same ground as the WJEC Personal Project Entry Level and the WJEC Personal Project Level 1 and Level 2: both are 60 guided learning hour projects on a topic the learner chooses, built on the four integral skills, marked by the centre and moderated externally. For literacy, WJEC suggests up to 2,000 words in any format and rewards Harvard style referencing at the top band, while RSL sets fixed word or minute limits for each part, allows the whole portfolio and reflection to be recorded, and requires no formal referencing style. For numeracy, both are light, but RSL's evidence limits need some proportion work and only RSL Level 2 mentions a budget. Reading and judging sources, building arguments and reflective writing build on GCSE English Language and Literature and GCSE Cymraeg Language and Literature, and the source evaluation links with GCSE History. The SMART goals and planning overlap with the WJEC Skills for Work unit Personal Development Planning, and any budget or survey work links with GCSE Mathematics and Numeracy.
Source: RSL Personal Project Qualifications, Entry Level to Level 2 syllabus specification, last updated 01/09/26, for qualifications from September 2027.