Project Qualificatio

nExtended Project Student Guide

Voice Over Presentations

What is the Project?

A new standalone qualification

Sits alongside GCE or GCSE

A compulsory part of the new Diploma

Can be used for reporting purposes

Has UCAS points atlevel 3

Has been built on a successful pilot

Can be used as a replacement for AEA

Is 100% internally assessed – no external exam

What are the levels for the Project?

Available at 3 levels:

Level 2Higher

Equivalent to ½ GCSE and graded A*-C

Benefits of offering the Project

• Participation and engagement

• Stretch and challenge

• Progression and development

• Personalised learning and assessment

• Motivationand recognition

Why offer the Project?

By undertaking Project learners will:

Develop independent learning skills

Learn how to be an effective group member

Improve oral and written communication skills

Develop investigative skills

Learn how to be a critical thinker

Become confident in project management

What do learners do?

• For a topic of their choice learners will be able to– 1. choose, plan and

manage a project– 2. use research

information and apply it to a project

– 3. select and apply skills to complete a project

– 4. review a project and own performance, and analyse the project outcomes

• The topic can either complement current studies or be based on future interests

Final outcome

Level 2 outcomes

• Project• Artefact

Process the same for all units

What learners are required to do

Levels 2 Foundation & Higher

Conduct research using appropriate techniques

Produce a plan to achieve intended outcome

Identify a question which has an intended outcome

Select an appropriate topic - either individually or as part of a group

Carry out the project using tools and techniques safely

See the project through to completion

Share the outcome using appropriate communication methods

Sample Project titles

Has the introduction of organic foods changed the way we shop and eat?

Explore the use of public transport in your local area – could it be improved?

Should human cloning be allowed?

Should children be forced to exercise?

Do food labels affect how people shop?

Level 2 Written reports

Working with a title

Should children be forced to exercise?

Level 2 Written reports

• How?

• What?

• Where?

• When?

• Why?

Sample Project titles

Design and make a mask for a character in a play or film that is based on an animal or fantasy creature

Produce a range of coordinated surface pattern designs for use in a ‘themed’ restaurant

Take an existing everyday object and redesign it to make it more effective, marketable, attractive, fashionable, environmentally friendly, etc

Design and make the prototype for a mural panel, or piece of public sculpture that commemorates an event from local history

Level 2 Artefact

Summary of approach

Teach the essential skills of;

Research

Project management

Presentation

Evaluation

Then work with learners to…

Develop the ‘research question’

Create process to review, track and monitor progress

Exploration of ideas through..Stimulus case studies

Facilitate research, development and evaluation by learners

Assessment

Teacher assessed and externally moderated

Objectives:

AO1 Manage

AO2 Use resources

AO3 Develop and realise

AO4 Review

Assessment

Assessment Objective Marks available

Weighting

AO1 ManageIdentify, plan and carry out a project, applying a range of skills and methods to achieve objectives

7 17.5%

AO2 Use resourcesResearch, select, organise and use information, and select and use a range of resources. Interpret data and apply findings

9 22.5%

AO3 Develop and realiseSelect and use a range of skills, including, where appropriate, new technologies and problem solving, to achieve planned outcomes

17 42.5%

AO4 ReviewEvaluate project outcomes and own learning and performance. Use communication skills to present evidences project outcomes and conclusions in an appropriate format.

7 17.5%

Total 40 100%

What learners are required to do

1. Be able to choose, plan and manage a project

Identify possible risks and how to overcome them

Plan activities and agree deadlines during the project

Identify objectives for the project

Describe why they have chosen the project and skills and knowledge they want to improve

Keep records of activities undertaken, using the original project plan

What learners are required to do

2. Be able to research information and apply it to complete a project

Evaluate the reliability of sources

Research information from a range of sources and different types of source

Keep records of the relevant information obtained

What learners are required to do

3. Be able to select and apply skills to complete a project

Meet project objectives

Use a range of skills including appropriate technologies, working with others and problem solving to complete project

Share the outcomes

What learners are required to do

4. Be able to review a project and own performance, and analyse the project outcomes

Review their own performance

Review the results of the project

Draw own conclusions

Analyse results

Share the review and evaluation of learning and performance

Assessment evidence requirements

• Written Outcome (which should include evidence of research carried out, analysis and evaluation) or Sketchbook

• Project Proposal Form

• Activity Log

Recommended format fordissertations and investigations

Discussion/Development/ Analysis

Conclusion/Evaluation

Bibliography

Appendices:

• Project Proposal Form, Activity Records, Raw Data

Abstract/Project Outline

IntroductionResearch Review

Performance evidence requirements

Written report valuable in supporting development of L3 skills.

Creative idea - the 'big' pictureIntroduction

General backgroundperformance ideas & content specific material

Research

Critical reflection on key decisions and performance processes

Development

Review of success of performanceEvaluation

All the sections should relate to the overarching creative ideaThe activity log should link into this too, summarising the line of actionPerformances should be recorded on audio or video, with clear identification of candidates at the outset.

Artefact sketchbooks: evidence requirements

Evidence submitted should show how the AOs have been met:

Through Project Proposal Form, Sketchbook, log and written evaluation

Activity log/diary may be represented by development sheets:

should not exceed A1, (maximum of 3 sheets)

one project sketchbook (either A4 or A3 size)

The final outcome should be represented by no more than five photographs which show:

The outcome from different 3-dimentional viewpoints

The construction and materials used

The use of colour, texture or surface qualities

The actual size of the piece

The proposed scale if the work is made as a finished maquette

Assessing the presentation

• The learner should prepare and deliver a presentation to an audience

• The assessor must complete an Observation Record

• The minimum audience comprises the assessor

• Audience can be expanded, as appropriate, and include: – other tutors – members of the community – representatives from

employment sectors– other learners.

Assessing presentations

The presentation should be a summary of the project, followed by a question and answer session

It may be produced and/or delivered by any means suitable

Oral presentations (including the question and answer session) should last approximately 10 minutes

Presentational aids, such as PowerPoint slides, OHP, wall displays and printed handouts may be used, as may notes or prompt cards

Different methods of presenting, such as by video or DVD may also be used, but the assessor should still pose questions to the learner

Assessing presentations: observation records

The Observation Record:

Is completed by the tutor-assessor

Relates directly to AO4 in the marking grid

May confirm achievement or provide specific feedback to the learner

May be accompanied by supporting/additional evidence

Will record the tutor-assessor’s comments

Will be included in the learner’s portfolio

Will be signed and dated by the tutor-assessor and the learner

Will also include the learner’s comments

Should note how effectively visual aids or handouts were used

Case study material

Subject fields include:

Business

Technology

Environment

Artistic Expression

Professional Values

Culture

Artistic Expression

ProjectQualificati

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BibliographyHarvard Referencing

•As a student, it is important that you identify in your assessment when you are using the words or ideas of another author. 

•The most accepted way of acknowledging the work of another author is to use a referencing system. It is important that you show the reader where you have used someone else’s ideas or words. 

•Failure to properly reference using the Harvard system may make the reader think that you are cheating by claiming someone else’s work as your own. 

•In the academic environment, we call this plagiarism and it is seen as a very serious offence.  Please remember that plagiarism is not just when you directly copy words from another student’s or expert’s work. 

•Plagiarism also occurs when you re-word someone else’s ideas in your own work and you do not give credit to the original source.  

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Bibliography

Harvard Referencing

•In order to have an accurate record of what you have researched and therefore an accurate reference, it is important that you write down the details of your sources as you study. 

•When taking notes, use a separate page for each new book, journal article, or electronic source. 

•At the top of each page, clearly record the following information for future reference.  

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Bibliography

Harvard Referencing

For books, record: (Surname first. Initials)

•The author’s or editor’s name (or names) (Bloggs, F.)

•The year the book was published (2011)

•The title of the book (In italics) (This is hilarious)

•If it is an edition other than the first (2nd. Edition)

•The city the book was published in (London)

•The name of the publisher (RCS Press)

Bloggs, F. (2011) This is Hilarious, 2nd Edition, London: RCS Press.

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BibliographyHarvard Referencing

For journal articles record:

•The author’s name or names

•The year in which the journal was published

•The title of the article

•The title of the journal

•The page number/s of the article in the journal

•As much other information as you can find about the journal, for example the volume and issue numbers

Bloggs, F. (2011) ‘Trapped in RCS: How to get out’, The Escape Journal, vol. 3, August, pp. 103-107.

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Bibliography

Harvard Referencing

For electronic resources, try to collect the information on the left if it is available, but also record:

•The date you accessed the source (8th September 2011)

•The electronic address or email (www.ifoundithere.com)

•The type of electronic resource (email, discussion forum, WWW page, etc)

Bloggs, F. (2001) Re: Information on course structure, e-mail to M. Self (m.self@rcs.ac.uk), 12 Jul. [13 Jul 2001].

Bloggs, F. (2001) Life at RCS, [Online], Available: http://www.rcs.freeme.com/letsgo.htm [24 Aug 2001].

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BibliographyHarvard Referencing

Book with one authorAdair, J. (1988) Effective time management: How to save time and spend it wisely, London: Pan Books.

Book with two authorsMcCarthy, P. and Hatcher, C. (1996) Speaking persuasively: Making the most of your presentations, Sydney: Allen and Unwin.

Book – second or later editionBarnes, R. (1995) Successful study for degrees, 2nd edition, London: Routledge..

Book with an editorDanaher, P. (ed.) (1998) Beyond the ferris wheel, Rockhampton: CQU Press.

If you have used a chapter in a book written by someone other than the editor

Byrne, J. (1995) ‘Disabilities in tertiary education’, in Rowan, L. and McNamee, J. (ed.) Voices of a Margin, Rockhampton: CQU Press.

Books with an anonymous or unknown authorThe University Encyclopedia (1985) London: Roydon.

ProjectQualificati

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Bibliography

Harvard Referencing

Dhann, S. (2001) Referencing - The Harvard System [Online], Available:http://education.exeter.ac.uk/dll/studyskills/harvard_referencing.htm [30 Aug 2011]

ProjectQualification

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