Opportunities extended project qualification and beyond
- 1. Opportunities Extended Project Qualification and beyond presented by John Iona @LIASA-SLYSIG Conference 2016
- 2. Session Objectives Plan for the session • Have an overview of what EPQ is. • Know how EPQ was run at OAE. • Have an understanding of the assessment objectives. • To see how this informs supporting information literacy in the curriculum.
- 3. What is EPQ? A stand-alone qualification aimed at allowing students to demonstrate their skills including planning, researching, time-management and evaluation. Offered with AQA and Edexcel.
- 4. Levels available Extended Project – Level 3 (A2-level equivalent) – A* = 70 UCAS points – A = 60 – B = 50 – C = 40 – D = 30 – E = 20 Higher Project – Level 2 (GCSE grades A*-C) Foundation Project – Level 1 (GCSE grades C-G)
- 5. Know how EPQ is run at OAE.
- 6. Competencies • RSA Opening Minds curriculum – learning – citizenship – relating to people – managing situations – managing information • Information competency model development Competences for Relating to People Leadership – students understand how to relate to other people in varying contexts in which they might find themselves, including those where they manage, or are managed by, others; and how to get things done. Teamwork – students understand how to operate in teams and their own capacities for filling different team roles. Coaching – students understand how to develop other people, whether as peer or teacher. Communication – students develop a range of techniques for communicating by different means, and understand how and when to use them. Emotional intelligence – students develop competence in managing personal and emotional relationships. Stress management – students understand and are able to use varying means of managing stress and conflict
- 8. What do students do? Choose an area of interest. Draft a title and aims of the project Plan the project. Research the topic. Carry out the project to deliver the outcome. Deliver a presentation. Provide evidence of all stages of project development and production for assessment. Sound familiar?
- 9. Is marriage obsolete in modern, secular, British society? Are Premiership footballers overpaid? Nature versus nurture: Is evil born or raised? Is there such a thing as true love? Is there a correlation between the world’s population and global warming? Is freedom of information more important than a celebrity’s privacy?
- 10. What do students do? Choose an area of interest. Draft a title and aims of the project Plan the project. Research the topic. Carry out the project to deliver the outcome. Deliver a presentation. Provide evidence of all stages of project development and production for assessment. Sound familiar?
- 11. Project Evidence and Outcomes EDEXCEL HPQ Level 2 AQA EPQ Level 3 Project Proposal Form Project Activity Log Project outcome • Report/write-up (2,500 words) • Artefact, performance, product etc. and a written report (1,000 words) Evaluation Project Production Log Project outcome • Report/write-up (5,000 words) • Artefact, performance, product etc. and a written report (2,000 to 5,000 words) Presentation
- 13. EDEXCEL HPQ Level 2 @ OAE YEAR SUMMARY 2011-12 Ten, mostly high-achieving, year 11 students. Weekly triple-lesson (150 minutes). 2012-13 Forty-one year 11 students, of various abilities, across three classes. One triple-lesson per week, per class. Four teachers supervised 4-6 pupils each (20 in total). 2013-14 Eighteen year 11 students, of various abilities, across three classes. One double-lesson (100 minutes) per week, per class.
- 14. EDEXCEL HPQ Level 2 @ OAE YEAR DELIVERING THE COURSE 2011-12 Three-week pilot project. Model the process – researching London/UK riots and present arguments for potential causes. Teach skills through the year at key points. Supervise each student, guiding them through the process. 2012-13 Six-week pilot project. Front-load teaching of skills. Top-up teaching sessions integrated further into the year. 2013-14 Straight into course. Skills sessions taught through the year. Pupil folders to structure course work… take a look!
- 15. HPQ L2 Student Project Folder • Weekly targets and tracker • Activity Log • Assessment guide • Planning worksheets • Time-planning calendar • Project Proposal Form (and model) • Research Record Sheet • Guides to Evernote and World Book Online bibliography creator • Referencing and bibliography guide and template • Write-up planning guide • Review template Spend a few minutes looking through the example. Any comments or questions?
- 16. AQA EPQ Level 3 @ OAE YEAR SUMMARY 2012-13 10 high-achieving year 12 students. Part of AQA Baccalaureate. Run by Assistant Principal with support from Librarian. 2013-14 Co-ordinate, plan and deliver. 19 mixed-ability year 13 students. Top-up qualification for students who dropped a course from year 12 who needed UCAS points for course applications. Challenging approach (for me anyway!)
- 17. AQA EPQ Level 3 @ OAE YEAR DELIVERING THE COURSE 2012-13 Key sessions to support pupils including: beginning research; how to access and use Library resources (catalogue/VLE); recording research; using Evernote and Noodle Tools; using sources and referencing/ footnoting; bibliography templates. Students came to the Library independently for support with research. Marking and moderating. 2013-14 Timetabled, double-lesson (100 minutes) per week. Deliver the teaching element. Meet with students to guide and advise.
- 18. Next … Understand the course/assessment = Leverage for raising attainment = Key to showing importance
- 19. AssessmentAssessment Objectives – AQA EPQ Level 3 AO1 Manage 20% (10/50) Identify, design, plan, and carry out a project, applying a range of skills, strategies and methods to achieve objectives. AO2 Use Resources 20% (10/50) Research, critically select, organise and use information, and select and use a range of resources. Analyse data, apply relevantly and demonstrate understanding of any links, connections and complexities of the topic. AO3 Develop and Realise 40% (20/50) Select and use a range of skills, including, where appropriate, new technologies and problem-solving, to take decisions critically and achieve planned outcomes. AO4 Review 20% (10/50) 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.
- 22. How do I do approach this? Taught element – Skills Delivery Planning • mind-mapping • identifying a topic • initial research • forming a research question • project planning; planning and managing time. Researching • planning research • using Library resources • evaluation of sources and reliability • recording research • using research to plan. Report-writing • planning and structuring an academic report • quoting and referencing sources • plagiarism • creating a bibliography. Review • reflective writing • self-evaluation • planning a presentation • public speaking.
- 23. What have I got from EPQ? • Raised the profile (to an extent) of the Library and Librarian among ALT, staff and pupils. • Collaboration with, and management of, teaching staff. • Insight into information literacy skills within a course/qualification.
- 24. What else have I got from EPQ? • Responsibility for managing, planning and delivering a course. • Understand the planning of a course and lessons to an exam board specification. • Engagement with assessment objectives. • Marking and assessing.
- 25. Look for ammunition for starting conversations with staff (and students) “I can help to guide/teach your students in these key areas…” “I can help you identify what the progression might look like…” “We can structure and scaffold their work in these areas…” “Can I see the assessment criteria…?”
- 27. Look for ammunition for starting conversations with staff (and students) “I can help to guide/teach your students in these key areas…” “I can help you identify what the progression might look like…” “We can structure and scaffold their work in these areas…” “Can I see the assessment criteria…?”
- 28. More information? • EDEXCEL and AQA both publish resources and guides for staff and students. • The exam boards have pages with more information, specifications etc. on the following URLs: – http://www.edexcel.com/quals/project/Pages/default.aspx – http://www.aqa.org.uk/subjects/projects • There are some very useful resources from Universities, listed at: http://www.aqa.org.uk/subjects/projects/aqa-certificate/EPQ-7993/why- choose/support-from-higher-education-institutions – Manchester University at http://www.manchester.ac.uk/connect/teachers/students/post- 16/extended-project/resources/ – Southampton Uni guide to research http://www.learnwithus.southampton.ac.uk/extendedProject/ • Two very good free e-books of resources at http://getrevising.co.uk/pages/extended_project_resources • CILIP ILG TeenTech Awards Supporting Materials http://www.teentech.com/teentech- awards/supporting-materials/
- 29. Any questions? Presented by John Iona. Blog: Jionalibrarian.wordpress.com Email: [email protected]