Extended Project Qualification EPQ. Where will you be in 3 years 7 years ? 5 years.

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  • Extended Project QualificationEPQ

  • Where will you be in3years7years?5years

  • UniversityWorkWhere do you want to be?

  • What is the EPQ?This is and extensions piece of work to youre A-Levels and the topic you chose to do your research project on reflects an interest outside of what you learn in your studies.

    Want to know more..?

  • EPQ: What will it involve?You will:1.CHOOSE A TOPIC TO STUDY2. COMPLETE A PRODUCTION LOG TO DOCUMENT THE PROJECT PROCESS3. PLAN, RESEARCH AND CARRY OUT YOUR PROJECT4. BE GUIDED AND MONITORED BY YOUR SUPERVISOR5. PREPARE A PRESENTATION ON THE OUTCOME (IN YEAR 13)

  • What will the EPQ consist of?A completed set of record sheets that form the Production Log.Regular mentor meetings.Your project:A written report (1000*-5000 words) A piece of art / DT (an artefact)A recording or a performanceA presentation (10 mins compulsory)

  • AQA Extended Project Process

  • EPQ: Whats in it for me?University:The EPQ carries a UCAS tariffA*=70A=60B=50C=40This is the only qualification you can achieve, and be rewarded for, an A*!Forms key part of your personal statement.Makes good discussion at a university interview.In the workplace:Students achieving an EPQ qualification have an advantage over their peers when applying for employment and at interview.

    Employers recognize EPQ as giving students the opportunity to develop essential skills.

  • But why?This new opportunity allows you to choose to explore a further aspect of a subject youre studying, or another subject, or simply a topic that you have an interest in. This can be music technology, dance, art, photography, a time or period of history, something in the news, a special interestyou must then analyse the findings against your questions and be reflective.

  • EPQ: Bringing you the skills to succeedExtend your planning, research and presentation skillsDevelop & improve your own learning and performance as critical, reflective and independent learnersApply decision-making, and where appropriate problem solving skillsLearn to apply these skills creatively, and so take the initiative. A chance to show enterprise.Become more confident as e-learners, using technology to enhance your studies

  • Independent learning skills ~Tutor time delivery ~Develop and apply decision makingShow problem-solvingShow initiative and enterpriseQuestioning and data interpretationPlanning, research, critical thinking,Analytical views and evaluation.ReferencingPresentation skillsCommunication skills

  • What universities say?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.

    University of Newcastle

  • BirminghamBristolCambridgeCardiffEdinburghGlasgowImperial College LondonKings College LondonLeedsLiverpool

    Russell Group: Top 20 London School of Economics Manchester Newcastle Nottingham Queens Belfast Oxford Sheffield Southampton Warwick

  • Role of SupervisorsGuidance on topic choice and title.Setting targets for next meetingChecking of logA record of mentoring discussion will be kept and forms part of the project.Either face to face or via emailMarking

  • Where to look?AQA website Level 3 Extended projectEPQ companion (5 copies in Library)Student Shared Area:Student Shared Area\6th Form\EPQIn here you will find:Independent Study Skills (Tutor time)AQA marking and guidance documents

  • Dual AccreditationWhat this means is you can not submit the same piece of work for your EPQ and one of your A-Level subjects.

  • Gantt Chart

  • Gantt chart?A graphical representation of the duration of tasks against the progression of time.Used for effective time managementLays out the order in which the tasks need to be carried out.

  • The Gantt chart is constructed: A horizontal axis representing the total time span of the project, broken down into increments (days, weeks, or months)A vertical axis representing the tasks that make up the project.Excel can be used to create electronic versions (not essential though) How to make a Gantt Chart

  • What is the purpose of the Gantt Chart

    Detail your project developmentCommunicate your outlineAnnotate & account for changes you makeDemonstrate evidence of Problem solving and decision making

  • Example

  • AssessmentProcess NOT Content

  • AO2: Use Resources

    A03:Develop and RealiseA01: ManageProject Management in EPQCourtesy of the University of ManchesterEPQ journey

  • Assessment Objective AO1AO1Manage

    Identify, design, plan, and carry out a project, applying a range of skills, strategies and methods to achieve objectives.

    Up to 10 marks

    20%

  • Assessment Objective AO3AO2Use Resources

    Research, critically select, organise and use information, andselect and use a range of resources. Analyse data apply relevantly and demonstrate understanding of any links, connections and complexities of the topic.

    Up to 10 marks

    20%

  • Assessment Objective AO2AO3Develop and Realise

    Select and use a range of skills, including, where appropriate, new technologies and problem-solving, to take decisions critically and achieve planned outcomes.

    Up to 20 marks

    40%

  • Assessment Objective AO4AO4Review

    Evaluate all aspects of the extended project, including outcomes in relation to stated objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced project outcomes and conclusions in an appropriate format.

    Up to 10 marks

    20%

  • Grade Boundaries

    A*=45A=40B=35C=30D=25E=20

  • So what next?...Over February Half term:Think about an area of study and 3 varied topics you are interested inThink of a research titles to accompany your choice of topics MAKE THEM SPECIFIC TITLES.Complete a Gantt Chart to show the timeline of your project and the potential process you will follow.Designate your preferred assessment method.You will then be assigned a mentor based on your topic for an initial meeting after the ASPIRE trip.

  • Key datesMAKE CONTACT WITH SUPERVISOR: By 5th MarchINITIAL MEETING WITH SUPERVISOR: By 12TH March

    (RTC will formally approve titles after review with supervisors by 14th March)

    TITLE AGREED BY SUPERVISOR: Monday 19th MarchINITIAL PLANNING REVIEW: W/B 26th MarchMID-TERM REVIEW: W/B 2nd JulyEND OF PROJECT REVIEW: W/B 17TH SeptemberFINAL DRAFT: Friday September 28th PRESENTATIONS: W/B 1st OctoberMODERATION: W/B 8th OctoberSEND TO AQA: Friday 26th October

  • Group MeetingsMeetings will take place fortnightly as agroup to feedback on process anddevelopment. This will be in the form of a 2minute presentation to the group and youcan use your production log to guide you.

    TIME: Lunchtime (1.20 2.10)DAY: Wednesday week BLOCATION: L5START DATE: 28th March

  • GOOD LUCK!

    Please give UOM credit here, this slide comes from them.

    Its worth considering that working hard on preparing pupils for the research process will have knock-on benefits for all aspects of the EP in fact I guess what Id suggest and what this slide roughly represents is that the different elements of the EP qualification are interconnected.

    Providing pupils with the right approach to the research element of the EP will also help with its realisation and the review process.

    Pupils need to be supported through the transition to coping with a genuine research project. If they are not well prepared, they will struggle to develop and realise their project (element A03), where this successful realisation rests on selecting and responding critically to resources.

    In terms of A04, the reviewing stage, if learners grasp that the research process is messy and indeterminate, involving open-ended enquiry and many potential answers and approaches, they will be much better able to talk confidently about the process underpinning their EP. Learners who understand that false leads, abandoned lines of enquiry or questions that have been revised multiple times do not demonstrate errors but conversely signal good scholarship will not be ashamed to talk truthfully about their research journey. Learners who do not understand the skills and attitudes that underpin genuine research will struggle to admit its twists and turns and so struggle to write a decent review.

    The fact that pupils must review the process they have undergone means that its important to highlight to learners as they go along what skills or capacities they are developing: this will help to provide them with the vocabulary for self reflection and evaluation required not only for the A04 review element of the EP, but also for application to HE. Many HE courses explicitly state that they are seeking independent learners with good planning skills and enquiring minds. Learners need to be able not only to exercise these abilities but also to articulate that they have them, if they are to do well at the EP and if they are to maximise on the benefits it provides for them in accessing HE.

    In terms of considering A01 the management element of the EP this is clearly something that pupils will need ongoing supervisory support with, and perhaps it is something that schools & colleges should be placing greater emphasis on.

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