Teacher Resource Bank

Extended Project Qualification (Level 3) The AQA Extended Project Process

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Teacher Resource Bank / Extended Projects Qualification / The AQA Extended Project Process / Version 1.0

Section 2 THE AQA EXTENDED PROJECT PROCESS

Introduction Assessment and accreditation of the AQA Extended Project Qualification is based upon the supervised completion by candidates of an evidenced process in which they have had the opportunity to: Identify,design, plan and complete an individual project (or task within a group project), applying organisational skills and strategies to meet stated objectives; Obtain and select information from a range of sources, analyse data, apply relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of the topic; Select and use a range of skills, including new technologies where appropriate, to solve problems, to take decisions critically, creatively and flexibly, and to achieve planned outcomes; Evaluate outcomes including own learning and performance and select and use a range of communication skills and media to convey and present evidenced outcomes and conclusions. Specification 1.3

This process and its supervision is outlined in general terms in QCA guidance, Introduction to the Extended Project thus

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Teacher Resource Bank / Extended Projects Qualification / The AQA Extended Project Process / Version 1.0

In order to ensure appropriate completion and the required assessment evidence for accreditation by AQA the sequence of these cycles can be represented via the table on the left (to view a full colour version of this diagram please click here) In this flow chart the magenta rectangles represent elements for which required evidence includes completion of relevant sections of the Production Log & Assessment Record that can be downloaded from the AQA website. The blue elements represent the completed project for which appropriate evidence of completion must be submitted. At these and intermediate stages it is expected that appropriate contact and facilitation is maintained by the supervisor.

This initial stage in which students are choosing the topic areas of their projects is the only part of the overall project process that may be readily conducted as a group activity and/or without the necessary involvement of the supervisor. The nature and requirements of the extended project as offered in your centre must be introduced. Students then need the opportunity preferably over some time rather than immediately to consider a range of possibilities and perhaps do some preliminary investigation into the availability of suitable resources in an intended area of study. You may already have paired students with their supervisor at this stage for example, by allocating students to particular group tutors or faculty/subject staff but many centres have found it beneficial to allocate supervisors after the student has identified general topic area of the project or even to ask students to approach staff and negotiate their willingness to supervise. Before moving on to the next stage each student must have a named supervisor who will oversee the student through the remainder of the project process.

Project approval is a required formal process that must be conducted by the centre coordinator following the guidance provided by AQA - City and Guilds. There are three stages, each of which is recorded on a pro-forma that becomes apart of the students Production Log & Assessment Record Additional guidance is provided in the Coordinator and Supervisor notes that accompany the production log.

Copyright 2009 AQA and its licensors. All rights reserved.

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Teacher Resource Bank / Extended Projects Qualification / The AQA Extended Project Process / Version 1.0

Part A Project Proposal by the student The student completes a project proposal (Part A) based upon the thinking that they have started in the previous stage and further discussion and negotiation with their supervisor as necessary. It is not expected that this will necessarily be a fully formed description if the student has an absolutely clear picture of their intended outcome it is likely that their proposal is insufficiently challenging as they are not even aiming to discover anything they do not already know but it must be clear enough for the supervisor to confirm that the proposed project is suitable in demand for the EPQ. The student also signs a declaration at this stage that they are aware that all work which they submit for assessment for the EPQ must be their own unless appropriate reference and acknowledgement is made. Part B Acceptance of the Project Proposal by the supervisor The supervisor receives the project proposal (Part A) and discusses this with the student who may amend the details as necessary in light of that discussion. When the supervisor is confident that the proposal meets all the requirements they complete Part B to confirm that the proposal is appropriate for an extended project and that they are willing to supervise. An important part of this form is a declaration by the supervisor that no part of the work is to be submitted for another accredited award. If the work is a clear extension from other coursework in an A level subject, for example then it is advisable to record in some detail what has already been done for the other accreditation and to ensure that a copy of the work submitted elsewhere is kept so that it is available at the time of final EPQ assessment. The supervisor forwards their acceptance of the proposal to the centre coordinator. Part C Approval of the Project Proposal by the centre coordinator Final approval of the project proposal lies with the centre coordinator following guidance from AQA - City and Guilds. They may make comments or suggestions that are recorded and become part of the students production log. They may require re-submission if any part of the proposal or the supervisors acceptance is unclear or unsuitable or they may add additional requirements. If the centre coordinator adds additional requirements then they must be met and the supervisor should ensure that they are understood and complied with by the student.

With discussion and guidance from their supervisor where necessary the student makes necessary initial plans and commences the foundation work for their project. This nature of this work will vary depending upon the particular project but it is highly likely to include background research in the area that they are working and it will include the use and development of necessary (new) skills academic library research, particular laboratory or technical techniques, research technique or methodology in the chosen area etc.

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Copyright 2009 AQA and its licensors. All rights reserved.

Teacher Resource Bank / Extended Projects Qualification / The AQA Extended Project Process / Version 1.0

Having thoroughly explored their chosen area and perhaps begun to shape their final product student and supervisor meet formally for a mid-project review. At this stage the aims and objectives that may have been relatively open at the start should be clarified and agreed. For example, a fairly general possible essay title will be focused to a more detailed research question; an intended performance will have timing/structure/content detailed. It is permissible at this point to make even quite large changes to the initially proposed and approved project as long as those changes demonstrably grow and develop from the initial work that the student has completed. It will often be helpful at this point also to agree what final assessment evidence may be most useful so that its availability can be planned. For many projects the end product will be sufficient in itself, but it would be advisable for some projects to ensure that certain evidence of skills use along the way is made or kept. Examples would include early drafts of creative writing, videos of direction/rehearsal notes that result in a final performance, photographs of use of certain techniques in a workshop or laboratory. It will be usual to agree/set at this point so that they form part of the students overall time management the process and date of internal submission for assessment and the format and date of their presentation.

With clear aims and objectives negotiated and agreed with their supervisor the student proceeds to complete their project product. This will certainly include a written report and guidance on the oversight of drafts of such writing is in Instructions for conducting coursework available from your examinations officer or www.jcq.org.

The final product (or evidence of some parts if they are ephemeral such as a performance) are submitted to/collected by the supervisor. This will be required for assessment and must be stored securely until required by AQA - City and Guilds moderators or released after results (and the appeals period) following the instructions available at www.aqa.org.uk

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Teacher Resource Bank / Extended Projects Qualification / The AQA Extended Project Process / Version 1.0

The student should complete a review of their project. This is the final part of their project management and should be an evaluation of their project product measured against the aims and objectives agreed at mid-project review (or earlier in their initial proposal if unchanged).

On completion of their project students are required to give a presentation. This may take a wide range of forms at the discretion of the centre coordinator, for example: a viva interview by supervisor and an accompanying member of staff a full conference presentation to large numbers with accompanying multi-media) a two-hour poster session accompanying an exhibition stand

Whatever the form, the student should prepare for a general intelligent non-specialist audience. They should be encouraged to explore and use any technical concepts or vocabulary that they have become familiar with in the course of their project, but in doing so they must be ready to explain to the non-expert. It is a requirement that the supervisor record (in outline notes) responses to questions that explore the topic of the project and the decisions made in the process of the project which require the student to demonstrate live the depth of their understanding of their project and the project process.

The student completes the requirements of the EPQ by standing back and reflecting upon the whole process and what they have learned. The students production log is now completed and submitted to the supervisor, including the formal signed declaration that all work submitted is that of the candidate unless clearly referenced otherwise.

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