Presentation slides from the conference run on Tuesday 25th June 2019.

1. Successful Implementation of the EPQ
jlt@cranleigh.org

2. Introducing EPQ
▪ Background
▪ Staffing
▪ Timetabling
▪ Programme planning
2

3. What is the Extended Project
Qualification?
▪ EPQ = 0.5 GCE A-level (28 UCAS pts. AS = 20 UCAS pts max)
▪ Graded A* - E
▪ Around 80 hours of project work
▪ Assessment criteria relate to quality of process / skills used rather than specified content
▪ Supervised and marked by teachers with external moderation by the awarding bodies
▪ HPQ and FPQ - smaller in scale, lower in level of demand, shorter in timespan

4. Fast growth of EPQ
4

5. Fit for Purpose?
Intellectual Curiosity
“Many were of the opinion that the number of exams taken within A levels
meant that pupils had no opportunity to gain a love of their subject and
had encouraged a “joyless little bean counter” approach to learning,
whereby they thought that learning was simply a matter of knowing the
right answer. However, it was noted by this interviewee and others that this
utilitarian approach to learning and exam-passing is something that is
embedded in the entire education system and not solely an issue in the A
level system.” (Higton et al, 2012) [my italics]
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/377930/2012
-04-03-fit-for-purpose-a-levels.pdf )

6. Praise for the EPQ..
6
“The EPQ received praise for developing many of the academic skills identified
as problems… Interviewees thought that one benefit of the EPQ was that it
encouraged reflection across a wide range of content and issues.”
“We’re very keen on the extended project, and very, very positive about it. We make
alternate offers sometimes, we might make, say, an A*AA offer excluding the extended
project, and then an A*AB offer including the extended project, and give somebody an
either/or. The extended project [provides the] thinking skills that we’re interested in.”
Admissions Staff, HEI, England (quoted in Higton et al, 2012
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/377930
/2012-04-03-fit-for-purpose-a-levels.pdf )

7. EPQ’s role in admissions choices
▪ EPQ is widely valued as part of the applicant’s overall profile.
▪ It is not currently widely used as a condition of offers, though ‘discount’ offers (pioneered by
Southampton) are becoming more common.
▪ Birmingham: “Applicants who offer the EPQ and meet our offer criteria will be made
the standard offer for their programme of choice and an alternative offer which will
be one grade lower plus a grade A in the EPQ. For example where our standard
offer is AAA, the offer would be AAA or AAB plus A in the EPQ”
▪ See also the UEA Bright Spark Scholarship programme, offering £3000 bursaries
for students with excellent research project results.
https://www.uea.ac.uk/study/undergraduate/scholarships/bright-spark-scholarship

8. The value of EPQ: Research Evidence
“Students with the EP were more likely than those without it to
obtain a good degree (odds of achieving a first class degree
increased by 1.25 and of achieving at least an upper second class
degree by 1.30).”
Gill, T and Rodeiro, C. (2014) “Predictive Validity of Level 3 Qualifications”, Cambridge
Assessment Research Report. Available at
http://www.cambridgeassessment.org.uk/Images/178062-predictive-validity-of-level-3-
qualifications.pdf

9. The value of EPQ: Research Evidence
“Regarding some of the recently introduced academic qualifications, this
research showed that having an Extended Project qualification or a
Cambridge Pre-U GPR qualification alongside AS/A levels significantly
increased the probability of attending a university in the Russell or 1994
groups. These qualifications, which require research and autonomous
working, have been praised by universities, especially competitive ones, as
they allow the development of independent research skills needed for
undergraduate study. It is therefore not surprising that they provide ‘better’
access to competitive universities.”
Rodeiro, C., Sutch, T. and Zanini, N. (2015) “Progressing to Higher Education in the UK: The
effect of prior learning on institution and field of study”, Research Matters, 20, pp.13- 21.
Available at http://www.cambridgeassessment.org.uk/Images/255867-research-matters-20-
summer-2015.pdf

10. Does the Extended Project Qualification
enhance students’ GCE A-level performance?
“Only AQA A-level and EPQ data were used in the analyses, although
permission was granted to use students’ mean GCSE prior attainment
scores. Since two thirds of the national EPQ entry is currently with AQA,
the results of the analyses can fairly confidently be considered to be
generalisable. Those results indicate that, after controlling for other
available explanatory variables – of which mean GCSE prior attainment
score is the most critical – taking the EPQ enhances the odds of achieving
a higher grade A-level (A*-B) by 29 per cent.”
Ben Jones, Centre for Education Research and Practice,
https://cerp.aqa.org.uk/sites/default/files/pdf_upload/CERP_TR_BEJ_21052015.pdf
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11. An analysis of the effect of taking the
EPQ on performance in other level 3
qualifications
“The results showed that there was a small, but statistically
significant effect, with those taking EPQ achieving better results on
average in their A levels than those not doing so.
Paper presented at the British Educational Research Association Conference, University of Leeds,
September 2016 Tim Gill http://www.cambridgeassessment.org.uk/Images/346553-an-analysis-of-the-
effect-of-taking-the-epq-on-performance-in-other-level-3-qualifications.pdf
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12. How should EPQ be timetabled and
staffed? What are the issues and
challenges?
12

13. Staffing and timetabling
▪ Take-away or timetabled?
▪ How much contact time per week?
▪ One year, four terms or two year programme?
▪ Optional or mandatory EPQ?
▪ Specialist or generalist supervision?
13

14. An EPQ / HPQ Programme
1) The taught course (6 weeks)
• Teaching for independence
• Designed to stimulate inquiry, teach skills in reason and argument and suggest
possible project topics.
• 6 to 7 lessons exploring open questions
2) A pilot project (2 weeks)
• A small-scale project, involving selection of a question, some research,
training in skills such as referencing and a final presentation.

15. An EPQ / HPQ Programme
3) The project itself (18 weeks)
▪ Plan 2 weeks
▪ Research 6 weeks
▪ Development 8 weeks
▪ Re-draft & review 2 weeks

16. The principles of project learning
1. Independent learning is not an innate skill
2. Deeper learning begins with an open question
3. Project learning = supervised trying
4. Supervise Socratically
5. Scaffold the project process
6. Write from the start
7. Evaluation not narration
8. Let responsibility for learning pass to the student

17. Finding the path
Open minds with open questions
Deepen learning through project work
Photo by Garrett Sears on Unsplash

18. Food for thought
Philosophical questions
Do these work well for getting you thinking?
How could you use these?

19. Fertile
Accessible
Controversial
Engaging
Photo by Andre Mouton on Unsplash
Thought starters

20. The ladder of logic
Response
Counter-argument
Argument
Statement
Photo by Malte Baumann on Unsplash

21. Conversation: the seedbed of thought
What are the challenges facing the teacher who
wishes to encourage classroom discussion as a
mode of learning?

22. Managing classroom discussion
▪ Consider room layout
▪ Teacher or student centred?
▪ Quiet & vocal students
▪ Variety of formats
▪ And the point is?
Photo by Hunter Newton on
Unsplash

23. The seedbed of
independent
learning is
conversation.
It grows to
fruition through
project work.
Photo by Ales Me on Unsplash

24. Photo by Jo Szczepanska on Unsplash
Plan
Research
Develop
Review
Photo by Helloquence on UnsplashPhoto by Jeff Sheldon on Unsplash
Photo by Noémi Macavei-Katócz on Unsplash
The project process

25. Opportunities for Project Work
▪ EPQ, HPQ
▪ CPS Foundation Project
▪ School Philosophy Certificate Programme

26. Establishing a project programme
▪ Plan a taught course (addressing project skills & stimulus ideas)
▪ Timetabled time is needed for progress
▪ Utilize gaps & connections (e.g. RS, PSHE lessons, dovetail with
other subjects)
▪ Have a project co-ordinator
▪ Cloud based supervision (eg Google Classroom)

27. BREAKOUT:
Planning a taught course EPQ
programme
Discuss:
Skills to be developed
Ideas to be explored
Activities for facilitating choice of question

28. The pilot project
▪ A short pilot project is an excellent context for teaching research skills
▪ Ask for a mini - research review (4 sources), together with a presentation
▪ Start with possible topics, then narrow to a specific question (e.g. ‘The
Mind’ > ‘Is the mind the same as the brain?’)
▪ Teach how to write up their research using Google Docs

29. Fertile
Accessible
Controversial
Engaging
Photo by Andre Mouton on Unsplash
Choosing a good title

30. Photo from Pixabay

31. Write it
& cite it
Photo by Leone Venter on Unsplash

32. Strength
through
structure
Photo by Cody Hiscox on Unsplash

33. A model project structure
▪ Abstract
▪ Introduction
▪ Literature Review
▪ Discussion / Development
▪ Conclusion
▪ Evaluation

34. YouTube Link: goo.gl/qTMsEP

35. Version History

36. Project tracker

37. Junior Stage Project Work:
The Foundation Project
@ Cranleigh Prep School

38. Adapting Foundation Level to Suit Needs of
Pupils
What do we want to achieve?
▪ Improving pupils’ ability to work independently
▪ Improving their skills in English: reading, writing, and speaking
& listening.
▪ Improving their IT skills: working using google docs, google
forms, and google platform*
▪ Input from TS

39. How are we achieving this?
▪ Timetabling: within English lessons, staffing
▪ Collaborative work with IT
▪ Clear identification of skills targeted: structure of course and
timeframe
▪ Continuous review: dovetailing with English Scheme of work
(Discursive writing Unit)

40. Staff Feedback

41. Structure
Weeks Section Hours These
are all
approximate
Activities
Week
1
Sep 3-9
Introduction to the
course and the skills
required
35 m ∙ Explanation of the nature of the project and the key skills required (IT:
using google docs ‘References, research skills using various sources;
validity of resources; safe use of the internet; plagiarism; backing up the
work).
Week
2
Sep 10-16
How to choose a good
topic?
35 m ∙ The aim of this session is to look at the various options available in
terms of topics and discuss which ones would be most suitable and
why. Worksheet 1
Week 3
Sep 17-23
What makes a good
question?
35 m ∙ How to form a question that will allow a debate? Follow on from
examples in worksheet 1: build on that knowledge. Looking at
discursive writing titles from past papers in English and other subjects.
Worksheet 2: Write your question
Week 4
Sep 24-30
Writing the
Introduction
∙ You will write your introduction using ‘google docs’. In the introduction,
you will be outlining what you want to research and why.
Week
5
Oct 1-7
Research using the
internet
35 m ∙ Using the internet safely: finding one article on your chosen topic.
Reading the article. Highlighting key areas of interest. Making a note of
where the article came from (website and webpage). When was it
published? Who wrote it? Fill in worksheet 3
By now your titles should be formed and approved by your mentors.
Week 6
Oct 8-14
Finding resources:
using the library and
internet
35 m ∙ Liaising with Mrs Fenton in the library to help with resources for
projects.
∙ Worksheet 4: resources
Week 7
Oct 15-23
Short week: School
ends Tuesday
∙ This is a good time to do any catch up work if you have a lesson!
Weeks 7-8 Long leave
Weeks
9+10 Oct
29-Nov 11th
Summarising and
Paraphrasing
70m ∙ Learning the difference between writing a summary and paraphrasing
work. Worksheet 5: Summarising and paraphrasing-
Weeks
11+12
Nov 12-25
Questionnaires and
interviews
70m ∙ Looking at the different types of questions
∙ Worksheet 6: Types of Questions
∙ Using Survey Monkey
Weeks
13+14
Nov 26-Dec
9th
Writing the
Methodology section
70 m ∙ Introduction to writing your methodology.
∙ Planning
∙ Writing your methodology
∙ Worksheet 7: Methodology

42. Teacher Feedback
▪ “I feel FPQ is invaluable to the children and a wonderful
way/foundation for future project work and dissertations they
will need to undertake”
▪ “The flexibility the children are allowed is also great - I love the
way it lends itself to not to being teacher led (I believe we
should be assisting their learning/researching).” PGW

43. Teacher Feedback
“The impact of the extended project on the children has been very positive. They
have all selected different topics which interest them, ranging from plastics in the
ocean, to shark fin soup to the impact of Artificial Intelligence. In class and in their
own time, they have read an extensive amount of research about their area of
interest, which they have summarised in their own words and considered. They
then prepared questionnaires so that they could carry out their own research.
Finally, they have analysed their own research data and compared it against the
original research. They have learnt a range of skills throughout the process
including critical thinking, evaluation, planning, research and decision making. The
class have been engaged with this independent learning process and will, at the
end of the year, have a piece of work of which they will be rightly proud.” K.S

44. More Teacher Feedback
▪ Much more productive this year.
▪ Google docs has been a revelation - great to get them working
on this programme and becoming more familiar with how it
works: docs/questionnaires/research/citing evidence etc.
▪ Marking-accessing google docs to monitor on weekly basis and
keep a record.
▪ Able to use the expertise of the pupils: they can become the
experts
▪ Learning experience for staff as well. J.M

45. FOSIL

46. Successful mentoring
46

47. Mentoring: what are the challenges and
how can we meet them?
47

48. The law of project momentum
The likelihood of dropping EPQ is inversely proportional to the
student’s momentum
48

49. The mentor’s main role
▪ Help students maintain momentum …
… by enabling them to take the next step.
49

50. Breakout:
Review some of the Projects.
Discuss topics, themes, titles and structure

51. Successful titles
• The student finds it interesting.
• It is linked to their aspirations for future work or study, if these exist.
• It is at an appropriate level of demand.
• There are accessible research sources.
• It leads into meaningful investigation.
• The question is open
• …..in other words, the features of a successful title are the same as the
features of a successful discussion topic: F A C E

52. Sample project titles: discuss…
▪ How has formula 1 changed over the past 10 years?
▪ Can I build a drone?
▪ Performing Macbeth
▪ What is consciousness?
▪ Can I improve my sporting performance?

53. Beginning the project itself
▪ Write a project proposal / plan
▪ Keep a regular activity log
▪ Begin with the research review
▪ Show them how to create a plan of research, review sources, create
citations and add source evaluations (in footnotes).
▪ Write from the start
▪ Regular deadlines (e.g. proposals, first draft of research, first draft of
discussion/ development, first draft of whole project, final hand-in).

54. Practical Projects
▪ Students doing practical projects usually just want to make their artefact, sing their
song, dance their dance.
▪ They need to appreciate that a project is a process
▪ Initial exploration – what do they want to do? Who is it for? What is the point?
▪ Research – usually sketchbook / publisher doc. Look at sources of inspiration, technical
research, documentary research into ideas
▪ Development – this needs to be investigative & experimental, not linear
▪ Review – think about the end-user / audience
54

55. Project Scaffolds
Dissertations
▪ Abstract
▪ Introduction
▪ Literature Review
▪ Discussion
▪ Conclusion
▪ Evaluation
▪ Bibliography
55
Practical Projects
▪ Abstract
▪ Introduction
▪ Research Review
▪ Sketchbook
▪ Project development
▪ Process review
▪ Bibliography

56. Maintaining progress
▪ With project work, momentum is everything.
▪ The great advantage of working in this way is that there is natural differentiation –
students find their own level and most work under their own steam.
▪ This gives you time to engage in meaningful conversation about their ideas and the
direction of their work.
▪ Create a spreadsheet in a shared area and keep weekly comments, including any
targets set.
▪ Have a cohort-wide set of milestones.
▪ Put in place contingencies for those who miss the deadlines.
▪ Screen work through a plagiarism checker such as Turnitin.

57. Maintaining progress
Look for:
▪ A good range of sources with source evaluation
▪ Use of sub-headings to structure the work.
▪ Use of some academic sources (e.g. from Google Scholar, JSTOR, EBSCO)
▪ Use of signposting to help narrative flow.
• (e.g. ‘In this research review, I will examine sources which suggest that
the London Olympics was an economic success, and then go on to
look at others suggesting much money was wasted. First, though, I will
give an explanation of how much it actually cost…’)

58. Dialectic: the heart of a project
▪ Remind students to include a discussion section, in which they use the Point,
Argument, Counter-Argument, Response structure.
▪ Emphasize that the arguments should be evidence-based and that the evidence
should come from their research.
▪ If they are struggling to identify their point of view, or supporting arguments, try a
peer interview.
▪ It may help to have chapters but if so ensure that there is review of literature and
dialectical discussion (both sides of the argument) in each chapter.
▪ ‘What are you trying to argue?’ is a really good question to ask.
▪ The best dissertations have a thread which runs through the entire work.

59. Thinking about the reader
▪ Conclusions: Succinct summary of the argument.
▪ Introduction: Setting the scene, drawing the reader in; signposting…
▪ The evaluation: Reflective, honest, perceptive. What could have been added?
Where are the gaps? What has been learned?
▪ Oral presentation / peer review.

60. Case studies
▪ Artistic Althea wants to do some painting for her FPQ. What do
you advise?
▪ Businesslike Bea wants to start a company. What do you advise?
▪ Clever Charlie is doing an HPQ. He is interested in genetic
engineering. What do you advise?
▪ Dramatic Dave has the lead role in Charlie and the Chocolate
Factory. Can this be his EPQ?
60

61. The principles of project learning
1. Independent learning is not an innate skill
2. Deeper learning begins with an open question
3. Project learning = supervised trying
4. Supervise Socratically
5. Scaffold the project process
6. Write from the start
7. Evaluation not narration
8. Let responsibility for learning pass to the student

62. Successful Implementation of the EPQ
jlt@cranleigh.org