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The digital skills in this qualification

1. Building a digital portfolio

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

   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: Creating digital content

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

2. Saving, editing and submitting digital evidence

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

   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: Storing and sharing, Creating digital content

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can manage files and folders locally or online, e.g. move files to a folder.

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   Progression step 4

   • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

3. Planning and scheduling with digital tools

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

   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: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 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.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can independently create and plan work before beginning a digital task.

   Progression step 4

   • I can select and effectively use a variety of planning techniques.

   Progression step 5

   • I can plan my digital work effectively and with increasing complexity.

4. Researching online and checking reliability

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

   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: Sourcing, searching and planning digital content, Identity, image and reputation

   Getting pupils ready

   Year 7

   Pupils search for facts about a local landmark, bookmark three websites and say who wrote each one and whether it looks trustworthy.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can adjust keywords and search techniques to find relevant information.

   • I can begin to reference sources used in my work, and consider if content is reliable.

   • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   Progression step 4

   • I can search a variety of sources using relevant search techniques with increased complexity.

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

5. Referencing sources and AI use

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

   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: Digital rights, licensing and ownership, Sourcing, searching and planning digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 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.

   Year 8

   Pupils rewrite a paragraph they found online in their own words, add the source underneath and discuss why copying it would be plagiarism.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can understand that copying the work of others and presenting it as my own is plagiarism.

   • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

   • I can begin to reference sources used in my work, and consider if content is reliable.

   Progression step 4

   • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   Progression step 5

   • I can refer appropriately to sources of information used in my digital work.

6. Presenting ideas creatively and justifying choices

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

   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: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make a five slide presentation on a hobby, choosing images, a readable font and colours, and say why they chose them.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can use software tools to enhance the outcomes for specific audiences.

   • I can explain reasons for layout and content of my own work and the work of others.

   • I can ensure my output is appropriate for specific purposes.

   Progression step 4

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   Progression step 5

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

7. Gathering feedback and improving the work

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

   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: Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils share a draft poster in the class online space and leave one comment and one question on a partner's work.

   Year 8

   Pupils collect peer comments on a shared document, accept or reject each suggestion and write one sentence on why.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

   Progression step 4

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   Progression step 5

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

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