Personal Project
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg RSL Awards.
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. Each is non-examination assessment out of 80 marks, marked by the centre and moderated by RSL: a digital portfolio marked against three integral skills and a reflection on personal effectiveness. Digital demand is higher than in the WJEC Personal Project because all evidence must be submitted digitally, including video or audio of any practical outcome. Digital work sits in building the portfolio, planning tools, online research and reliability, referencing sources and AI, and presenting ideas creatively.
- Corff dyfarnu
- RSL Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 60
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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.
Y sgiliau digidol yn y cymhwyster hwn
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Building a digital portfolio
At every level learners plan and develop their project and evidence it in a digital portfolio, which may hold written research and commentary, annotated images, vlogs, voice recordings or filmed presentations, plus a recording or photographs of any practical outcome. Section A is marked entirely from this portfolio, so producing it is required of every learner, though the mix of text, images, audio and video is the learner's choice. At Level 2 the portfolio can be a substantial multimedia record of up to 1500 words or 15 minutes.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a simple digital scrapbook for a class topic in a slide or document tool, adding a photo with a caption and a short paragraph on each page.
- Blwyddyn 8
- Pupils keep a digital learning journal for a half term project, combining typed notes, annotated screenshots and a one minute voice recording explaining their progress.
- Blwyddyn 9
- Pupils build a portfolio for a mini project that mixes a short written commentary, annotated images and a two minute video, keeping it within a set word and time limit.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level Assessment Method, Section A, pages 9 and 10; Level One Assessment Method, pages 19 and 20; Level Two Assessment Method, pages 32 and 33
“Learners must plan and develop a personal project and produce a digital portfolio”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
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Saving, editing and submitting digital evidence
All evidence at every level must be produced and submitted in digital formats such as video files, audio files, word processed documents and photographs. Learners must store their work securely, back it up regularly and not share it, including on social media, and video of a practical outcome longer than 15 minutes must be edited down to show completion of the project. These are conditions of the assessment; the detailed recording rules in the General administration section are mainly for tutors.
DCF: Cyfnewid a rhannu gwybodaeth, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils save a piece of work into a named folder in their school cloud storage, then make a second copy as a backup and explain why.
- Blwyddyn 8
- Pupils record a short spoken explanation on a tablet, trim the start and end so it is under one minute, and save it with a clear file name in their project folder.
- Blwyddyn 9
- Pupils edit five minutes of filmed group work down to a two minute clip that shows the key moments, keep the earlier version in version history and export it in a common file format.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Assessment Information, task setting, page 43; Submission of evidence, page 45; Entry Level Assessment Method, page 10; Level One and Level Two Assessment Method, pages 21 and 33; Best practice for recording live evidence, page 57
“tutors and learners must ensure that assessment evidence is produced in a digital format”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
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Planning and scheduling with digital tools
The content at every level requires learners to know tools and technology that support planning and scheduling, and Section A Criteria One marks their goals, schedule, resources and the changes they make to the plan. Entry Level learners create a schedule, Level 1 learners add activities and timescales, and Level 2 learners add availability of resources and show how they monitored progress. The schedule is assessed, but using a digital planner rather than paper is the learner's choice.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plan a two week homework task in a shared online checklist, listing each step with a date and ticking it off as they finish.
- Blwyddyn 8
- Pupils build a simple timeline in a spreadsheet for a class research task, with each activity, how long it should take and a deadline, then colour each row as they complete it.
- Blwyddyn 9
- Pupils plan a four week mini project in a digital planner with milestones, resources and when each is needed, update it weekly and note one change and the reason for it.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level Content, Planning and Organising, page 7; Level One Content, page 17; Level Two Content, page 29; Section A Criteria One mark schemes, pages 13, 24 and 37
“Identifying tools and technology to support planning and scheduling”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Cam cynnydd 5
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
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Researching online and checking reliability
Learners gather 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, saying whether each is primary or secondary and checking whether it is reliable. Section A Criteria Two marks this, and the specification warns that AI chatbots can give convincing answers that contain incorrect or biased information. Websites are named as one research resource, so online searching is likely but not required.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol, Hunaniaeth, delwedd ac enw da
Paratoi disgyblion
- Blwyddyn 7
- Pupils search for facts about a local landmark, bookmark three websites and say who wrote each one and whether it looks trustworthy.
- Blwyddyn 8
- Pupils refine their keywords to research a topic such as fast fashion, then sort the results into reliable and unreliable using a checklist on author, date and purpose.
- Blwyddyn 9
- Pupils ask an AI chatbot a question about their topic, check each claim against two other sources and write a short note on which parts were accurate and which were not.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level Content, Critical Thinking and Problem Solving, page 8; Level Two Content, page 30; Level Two Assessment Method, Section A, page 32; Resources, pages 16, 28 and 41; Artificial Intelligence, page 48
“Knowing a variety of methods for exploring and accessing information for specific purposes”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Cam cynnydd 5
Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.
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Referencing sources and AI use
Every learner must reference the sources they use, and when they use AI they must give the tool, the query, the date the output was generated and a screenshot, and explain how they used the output. Failing to reference sources, including AI, is treated as plagiarism and malpractice. This is a condition of every submission rather than a mark scheme criterion, and no formal referencing style such as Harvard is required at any level.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a sources list to the end of a fact file, noting the website name, page title and the date they visited for each fact.
- Blwyddyn 8
- Pupils rewrite a paragraph they found online in their own words, add the source underneath and discuss why copying it would be plagiarism.
- Blwyddyn 9
- Pupils use an AI tool to suggest project ideas, then record the tool, their exact prompt, the date and a screenshot, and write two sentences on how they used or rejected the output.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Assessment Information, task setting, page 43; Authenticity, page 45; Plagiarism and referencing, page 47; Artificial Intelligence, page 48; Referencing, page 53
“reference the AI source used, the query that was posed, and the date the output was generated”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Cam cynnydd 5
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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Presenting ideas creatively and justifying choices
Learners share ideas with others and present them in a creative way, explaining why they chose that presentation, with Level 1 and Level 2 learners choosing methods for a specific purpose, such as making an audience think or feel a certain way. Section A Criteria Three marks this, with thoughtful justification at the top band. The format is open, so this is digital work only when a learner presents through video, slides, audio or other digital media; RSL's starting points list a video montage, showreel or digital slideshow among possible outcomes.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a five slide presentation on a hobby, choosing images, a readable font and colours, and say why they chose them.
- Blwyddyn 8
- Pupils turn their research into a digital poster for a Year 6 audience, then write a short note explaining how the layout and images suit that audience.
- Blwyddyn 9
- Pupils present a mini project as a short edited video designed to make viewers feel a particular way, and justify their music, shots and pacing in a voice over.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level Assessment Method, Section A, page 9; Level One Assessment Method, page 20; Level Two Assessment Method, page 33; Section A Criteria Three mark schemes, pages 14, 26 and 39
“Presenting ideas in a creative way, using skills, methods and techniques for thinking innovatively”
Cam cynnydd 3
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Cam cynnydd 5
Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
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Gathering feedback and improving the work
Learners must seek peer feedback throughout the project, update their plans in response to it, and reflect on the feedback in Section B; Level 2 learners also judge how effective their method of obtaining feedback was. Section B and Criteria One mark this. Feedback can be gathered face to face, so digital comment tools are optional.
DCF: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils share a draft poster in the class online space and leave one comment and one question on a partner's work.
- Blwyddyn 8
- Pupils collect peer comments on a shared document, accept or reject each suggestion and write one sentence on why.
- Blwyddyn 9
- Pupils gather feedback on a project draft through a short online form, make two specific changes and note whether the form was a good way to get useful feedback.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Delivery Guidance, pages 15, 28 and 41; Level Two Assessment Method, Section A and Section B, pages 32 and 34; Section B mark schemes, pages 15, 27 and 40
“Learners must seek peer feedback throughout the development of their project”
Cam cynnydd 3
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Cam cynnydd 5
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
Da gwybod
- There are three separate qualifications, each 60 GLH and 60 TQT (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 by October, and "it is vital that diagnostic assessment is undertaken to ascertain the correct level for each learner" (page 46). Unlike WJEC, the Level 1 or Level 2 award is not decided by the total mark.
- Time is split: "Preparation time should take between 20 and 30 hours, and the assessment time should take between 30 and 40 hours" (page 5).
- Every piece of evidence is digital: "All evidence must be submitted digitally" (pages 9, 19 and 32), in formats including "video files, audio files, word processed documents and photographs or digital images" (page 45). Schools need recording equipment and IT for every learner.
- Evidence limits are enforced: "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). The portfolio limit is 1000, 1200 or 1500 words (or 10, 12 or 15 minutes) by level.
- AI may be used if it is referenced. Misuse means using it "to create original work that is then submitted as though it is the learner's own" (page 48), and learners must give the AI source, the query, the date and "a screen shot of the content" (page 53).
- Work is supervised: the evidence must be "produced under tutor-supervision" (page 45), and "Tutors must meet with learners a minimum of four times" during the project (page 45).
- Permitted support is set out for each level, and "Failure to record, and take into account when marking, assistance that goes beyond what is permitted, is a form of malpractice" (page 44).
- Group projects are allowed, but each learner "must have a clearly defined role within the group" and produce an individual portfolio and reflection (page 45).
- Learners must keep work safe and private: the proposal "Is stored securely, reminding learners to regularly backup their work" and "Is not to be shared with others (including on social media)" (page 43). In recordings, "Each learner must identify themselves at the start of each recording" (page 57).
- Assessment is "available once per year, in the summer exam series", with a January resubmission window for learners graded Unclassified, and it is "available in English and Welsh, or a combination of the two languages" (page 51).
- 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.
Cysylltiadau â chymwysterau eraill
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. The differences are structural. RSL has three separate qualifications, so the level is chosen at registration, where WJEC awards Level 1 or Level 2 from the total mark; RSL marks four criteria out of 20 where WJEC marks 20 learning outcomes; RSL requires all evidence to be digital within fixed word or minute limits, where WJEC accepts any format with a suggested 2,000 words; and RSL asks for AI references with query, date and screenshot but no formal referencing style, while WJEC rewards Harvard style referencing at the top band. Planning and SMART goals overlap with the WJEC Skills for Work unit Personal Development Planning. RSL's starting points are themed on the creative industries, so projects often build on GCSE Digital Media and Film, GCSE Music, GCSE Drama or the WJEC VCSE Performing Arts and VCSE Creative and Media Production, and Technology.
Ffynhonnell: RSL Personal Project Qualifications, Entry Level to Level 2 syllabus specification, last updated 01/09/26, for qualifications from September 2027.