1. The Extended Project Qualification Dr John L. Taylor Director of Critical Skills, Rugby School EPQ Chief Examiner Director, Perspectives on Science jlt@rugbyschool.net

2. The Extended Project Qualification: What is it? ‘A single piece of work, requiring a high degree of planning, preparation and autonomous working. The projects would differ by subjects, but require persistence over time and research skills to explore a subject independently and in real depth’. 14-19 White Paper (DfES, February 2005, p.60)

3. The Extended Project Qualification: What is it?  Equivalent to half an A Level (UCAS points & demand on students)  100% Internal Assessment with External Moderation  Graded A* to E  Requires taught element (around 40 hours) and around 80 hours project work  Course delivery over 1 or 2 years  Outcomes may be dissertation, investigation, performance or artefact  The EPQ includes a 10 minute presentation to an audience including teacher-assessors, with a question and answer session

4. What do HEIs think of the EPQ? Bristol: “The University recognises that some A Level students may also choose to offer the Extended Project. In such cases some admissions tutors may make two alternative offers, one of which involves success in the Extended Project (e.g. either AAA at A Level or AAB at A Level plus Extended Project).” Cambridge: “We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help you develop independent study and research skills and ease the transition from school/college to higher education.” Newcastle: “We value the skills of research and independent learning that the Extended Project is designed to develop. We welcome applications from students offering the Extended Project alongside A levels. As the Extended Project is optional it is not a requirement for application. If you offer an Extended Project, it will be taken into account. Your offer may be varied as a result, in recognition of the level of study skills you will have developed.”

5. What do HEIs think of the EPQ? Oxford: “Where applicants have undertaken the Extended Project (EP), the University will not make this a condition for an offer (as the EP is not a compulsory element of post-16 study) but recognises that the EP will provide an applicant with the opportunity to develop research and academic skills relevant for study at Oxford. Candidates are encouraged to draw upon their experience of undertaking the project when writing their personal statement, particularly if the topic is allied to their chosen degree course.” UCL: “UCL welcomes the introduction of the Extended Project into the curriculum, recognising that it will develop many of the skills necessary for successful study at university. For students presenting A-levels, UCL will be accepting a pass in the Extended Project as an alternative to the need to offer a pass in a fourth subject at AS level.”

6. “The Extended Project is widely welcomed in principle and in prospect. A large majority of departmental admissions tutors expect to recognise it as a positive attribute when selecting among applicants with similar levels of achievement (both high fliers and those at the borderline). Tutors also welcome its potential to enhance study skills, to align with undergraduate modes of study and to provide additional diagnostic evidence when selecting among applicants” (Research Report, Jan 08, p.29) University of Bath; Birkbeck, University of London; Durham University; University of East Anglia; University of Essex; University of Exeter; Goldsmiths, University of London; Royal Holloway, University of London; Lancaster University; University of Leicester; Loughborough University; Queen Mary, University of London; University of Reading; University of St Andrews; School of Oriental and African Studies; University of Surrey; University of Sussex; University of Warwick; University of York

7. Successful EPQ Implementation: Key points for teachers Students need to be taught to learn independently The taught course basis for the EPQ is an essential platform for success Teachers need to learn to provide the scaffolding, then move to a facilitatory role

8. The Perspectives on Science Model  A Project course in History, Philosophy and Ethics of Science  From 2004 – 2008 a free-standing pilot AS qualification  Evaluated in 2008 by Levinson et al, Institute of Education  A prototype for the extended project dissertation  National launch in 2008 as a Designed Programme for the EPQ  2009: Perspectives style resources developed for EPQs across other subject areas

9. The Perspectives Project Project Officers: Dr John Taylor, Rugby School Dr Elizabeth Swinbank, University of York Sponsors: Wellcome Trust, Royal Society, PPARC Development team: Academics, Teachers Academic Advisory Committee

10. TopicTheme Skills Development (40 hours) Research Methods Philosophical Thinking Ethical Reasoning Project Development (80 hours) Project Proposal /Planning Research Writing/ Editing Presentation Perspectives Course Structure

11. Timetabling Models One year One term for skills acquisition/ project proposals One term for research and writing Assessment / presentations around Easter Two yearOne year for introductory phase; project proposal drafting and initial research during summer term Two further terms for research and writing Assessment / presentations around Easter ExtensionOne year or two on reduced teaching time. Either a compressed full course or in some cases straight into research with background development left up to the student. Recommended only if you have fantastically motivated and highly organised students

12. Teaching Models Cross-curricular team involvement Pros – teaching teams allow for growth in numbers - best use of subject specialisms - helps fill up staff timetables so popular with Deputy Heads Cons – challenging to set up - dependent on significant centre support. Single supervisor leading group Pros – Simplicity of organisation. - Possibility of starting projects ab initio. Cons – may need specialist support for some project outcomes - risk that projects will degenerate into single subject coursework exercises.

13. Introducing Research Methods

14. Introducing Philosophical Thinking

15. Developing Ethical Reasoning

16. Facilitating Research “Better a guide at the side than a sage on the stage”

17. The Project Proposal Student’s choice of research question A rationale for the project An identification of areas of research to be addressed Plan of activities

18. The origins of the universe The human mind The beginning and ending of life The mechanistic universe Genetics Animal welfare Scientific revolutions Exploring Research Fields

19. “Can the Kyoto Protocol be defended using a philosophical and ethical approach?” “Should the UK’s Law on Abortion be changed?” “Is there a life after death?” “Is Schizophrenia Genetic?” “Should the amount of funding in Autism Research be raised to the amount received by Cancer Research?” “Are Darwinism and Marxism Related?” Sample titles from the 2006 cohort

20. Dissertation Structure: Abstract Introduction Literature Review Discussion Conclusion / Evaluation Project Development

21. Presentation of the Project Building confidence Ensuring authenticity Celebrating success

22. From Perspectives on Science to Perspectives on Everything… Perspectives on Science (Heinemann, 2007) Level 3 Extended Project (Edexcel Pearson, 2009)

23. New Research Fields Technology Business Artistic Expression Environment Professional Values Culture  Chosen to complement GCE courses / Principal Learning  Combinations of fields can be used to create taught courses to help extend learners into new areas and across traditional boundaries  Guidance on all types of project (dissertation, investigation/ field study, performance, artefact)

25. EPQ Outcomes: Shaping aspiration Hugh completed his Dissertation on the mind/body problem in May 06. His work led him to explore the overlap between science and philosophy. In Feb 09 he wrote, “I'm currently studying Neuroscience at King's in London and this year have started a module called ''Neuroscience and The Mind'' which is also bridging the gap between science and philosophy. To tell you the truth I am loving it!! And I'm also doing quite well in it…”

26. Preparation for HE “Part of my coursework was sent with my Oxbridge application and I think it was a strength of my application...Philosophical discussions of both Kuhn and Marx formed a large part of my interviews and I was prepared for the rigorous debate by the Perspectives on Science course. Not only do I believe that the course aided my application, but now that I am at Cambridge I genuinely feel that Perspectives opened up new spheres of inquiry and angles of approach which I would not necessarily have explored otherwise.” Jess (Perspectives student 2004 – 2006. Jess switched to study HPS at Cambridge)

27. The Last Word “I am really enthusiastic about the course. I think it’s probably the most enjoyable teaching I’ve ever done in my whole teaching career. I think it’s because for once the students and I are actually exploring knowledge, for the love of exploring knowledge, rather than trying to prove that Ohm’s Law is still Ohm’s Law. “ Perspectives Pilot teacher, quoted in Levinson et al (2008) A Research Study of the Perspectives on Science AS-level Course, p29

28. The Extended Project Qualification Dr John L. Taylor Director of Critical Skills, Rugby School Chief Examiner, Edexcel Project Qualifications Director, Perspectives on Science Project jlt@rugbyschool.net Photos courtesy of the Wellcome Trust