Extended Project Qualification Level 3

QCA Implementation plan 2006–2009 Developing an extended project Sept 2008 the extended project ready for teaching

DfES All projects should demonstrate `extension’ of the students’ knowledge and understanding and should not be a repetition of a task that could be assessed as part of another qualification. Students who have undertaken an extended project will have had the opportunity to develop independent research and study skills, become motivated by studying something in more depth, have improved personal, learning and thinking skills. (DfES, Briefing for HE)

Higher Education We would want the project to develop in the student independent thinking, independent research skills, analytical skills, critical thinking skills, extended argumentation skills and essay writing skills, as well as basic presentation skills – the balance between these depending, of course, on the subject of study. If implemented and delivered properly, such a project would be enormously beneficial to students… (University of Cambridge response to 14-19 Education White Paper)

Media In response to criticism that A levels do not develop enough independent learning and study skills, a new extended project is being introduced. This will be a single piece of work, requiring a high degree of planning , preparation and independent work. “It's often at the interface of things that ideas emerge”, says Guy [John Guy, principal Farnborough Sixth Form college]. “One of the problems with the education system is that we fail to encourage young people to make these links, not only within subjects but between subjects. The extended project will allow the student to go beyond the syllabus ”. (Guardian 6 March 2007 & 18 July 2007)

QCA briefing A levels, GCSEs and an extended project The aim is to develop an extended project to challenge 16- to 19-year-old students and test a range of their skills. The project will be a single piece of work requiring evidence of planning, preparation, research and autonomous working.

www.aqa.org.uk/qual/bacc.php

AQA Specification The EPQ will develop and extend from one of more of the learner’s study areas and/or from an area of personal interest or activity outside their main programme of study provide stretch and challenge to learners at Level 3 provides higher education institutions with evidence of a learner's ability to plan, research evaluate and reflect on a project and to use a range of skills appropriate to study in higher education.

learners have a significant input develop and improve their own learning and performance as critical, reflective and independent learners develop and apply decision making and, where appropriate, problem solving skills extend their planning, research, critical thinking, analysis, synthesis, evaluation and presentation skills develop, where appropriate, as e-confident learners and apply new technologies in their studies develop and apply skills creatively, demonstrating initiative and enterprise use their learning experiences to support their personal aspirations for higher education and career development

EP as a free-standing qualification Learners may choose to take the Extended Project Qualification as an extension from studies for other qualifications at Level 3, for example GCE, BTEC, NVQ, other academic or vocational qualifications including Modern Apprenticeships. Alternatively the Extended Project Qualification may explore an area of personal interest or activity outside the main programme of study.

EP as part of a Diploma The Extended Project at Level 3 is a compulsory part of the generic learning component of Diploma qualifications at Level 3. If taken as part of the Diploma, the project topic must either complement and develop the Principal Learning component of the Diploma or support the learner’s progression and development.

120 Guided Learning Hours teaching relevant skills (30+ glh) mentoring and supervision of the learner’s progress. extended independent work by the learner choose an area of interest draft a project title draft aims of the project plan, research and carry out the project provide evidence of all stages of project production deliver a presentation to a specified audience

30+ glh Teaching determined by the supervisor as appropriate skills or techniques that will be required for safe and effective execution ICT skills research skills project management skills Personal, Learning and Thinking Skills, Functional Skills and Key Skills

The EP Product The format of the end product should be appropriate to the topic/subject/task undertaken and may comprise one or more of the following written report (5000 words) written report (1000 words) plus journal slides/power point presentation CD/video/DVD of performances or activities Audiotape/multimedia presentation photographs artefacts

Production Log essential element in overall qualification assessment individual log even if the product is a group product completion of all the set pages is a minimum, additional pages provide documentation and evidence of appropriate supervision (prevention of plagiarism, skills teaching, advice given and acted upon) skills development and use thought and reflection

Summary of Requirements Production Log + Project Presentation

Administration and other issues

Roles — the naming of parts Centres Coordinator Supervisor(s) AQA Subject Officer Support Officer Moderator(s) Adviser(s)

Curriculum place Diploma A Level Baccalaureate Teaching with functional skills, citizenship generic ‘project’ skills specialist individual

‘Teaching’ EP involves Supervision Presentation Assessment Coordination (and record keeping) Approvals Presentations Standardisation of assessment

Supervisor role The role of the EPQ supervisor is new mentor research supervisor skills teacher or teaching provider facilitator assessor

Supervision and Assessment

Checklist for the Approval of Titles Is the topic to be researched or activity/task to be carried out that of a valid issue? Does the title of the project and proposed action allow the candidate to investigate and to access the higher-level concepts and skills in the assessment objectives – i.e. plan, research, analyse, evaluate and explain – rather than describe and narrate? Are the title and proposed action clear and focused on an issue which can be managed within the word total/ timescale rather than end up as too long or short?

Do the title and proposed action indicate that the candidate will be capable of investigating and researching the topic or carrying out the activity/task independently and will not be tempted to derive the study/ activity/task from a small number of existing resources? Is there a danger that the candidate will be unable to approach the project impartially and in a balanced way? Is the candidate likely to face difficulties understanding the themes and issues associated with the project topic?

Coordinator response to proposal Accepted Accepted subject to the implementation of the adviser’s recommendations Resubmission required

? Standard ?

QCA Level 3 Level 3 qualifications recognise the ability to gain, and where relevant apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently, or in some areas supervising and training others in their field of work. (National Qualifications Framework)

Supervision - guidance

Assessment Objectives AO1 Manage 20% Identify, design, plan, and complete the individual project or task within a group project, applying organisational skills and strategies to meet stated objectives AO2 Use Resources/Research 20% Obtain and select information from a range of sources, analyse data, apply relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of their topic

AO3 Develop and Realise 40% Select and use a range of skills including new technologies, to solve problems, to take decisions critically, creatively and flexibly, and to achieve planned outcomes AO4 Review 20% Evaluate outcomes including own learning and performance. Select and use a range of communication skills and media to convey and present evidenced outcomes and conclusions

Criterion AO1 Manage identify the topic identify project aims and objectives produce project plan complete the work

Criterion AO2 Use resources/research obtain and select information from a variety of sources analyse data apply information relevantly demonstrate understanding of appropriate links

AO3 Develop and Realise problem-solving decision-making creative thinking to achieve planned outcomes

AO4 Review evaluate own learning and performance communication skills convey and present evidenced outcomes and conclusions

Sample L Cystic Fibrosis 7 5 9 8 29

Sample M Comics 3 2 5 12

Sample N Fair Trade 5 7 13 30

Contacts www.aqa.org.uk/over/extendedproject.php Sue Lewis subject officer 01483 477906 epq@aqa.org.uk Emma Tipple subject support etipple@aqa.org.uk www.aqa.org.uk/over/extendedproject.php