Transcript EPQ and universities - University of Leeds

EPQ and universities
Suzanne Oates and Dr Abigail Harrison-Moore
What is the EPQ?
• Comprise a single piece of work, of the student’s choosing,
that shows evidence of planning, preparation, research and
autonomous working
• Equivalent to:
– half the size of an A level study programme and graded A* to E
• Carries UCAS points (up to 70)
• Provides and extension from core studies
• Written research report of 5000 words or practical project
including a research report of around 1000 words
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Purpose of the EPQ
The Project qualifications were developed with the intention of:
• Strengthening the programmes of study for young people by
testing a wider range of skills
• Providing a ‘tool kit’ of skills that better prepares students for
employment and studying at a higher level
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What does the EPQ entail?
• 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
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What does the EPQ entail?
• Select and use a range of skills, including new technologies
(where appropriate), to:
– solve problems
– take decisions critically, creatively and flexibly
– achieve planned outcomes
• Evaluate outcomes - including own learning and performance
• Select and use a range of communication skills & media to
convey and present evidenced outcomes and conclusions
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The written research report
• All learners must submit for assessment a written report of:
– between 1000 and 5000 words for EPQ
• The exact length of the written report will depend on the
nature of the project, the subject area or topic chosen and
the other evidence provided
• The report should be of sufficient length to explore the
issues, using appropriate terminology, style and form of
writing
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Production Log
Provides documentation and evidence of:
• Appropriate supervision (prevention
of plagiarism, avoidance of dual
accreditation, record of skills taught,
record of advice given and acted upon)
• Skills development and use
• Decision making
• Thought and reflection
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Universities and the EPQ
Why do the EPQ? The University View…
Demonstrates key skills that are fundamental for success at University:
writing, research, referencing, independent thought, criticality etc…
Very useful for the personal statement section of the UCAS application:
demonstrates motivation, passion, independence of thought, engagement
etc.
Very useful for interviews, which are increasingly a key part of applications,
and other written assessments for entry.
Helps us judge student potential. May make a difference at confirmation.
The Criteria for an A* Grade that we most
appreciate....
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Independently identify your project & produce an effective design & thorough plan.
Carry out project in highly organised fashion,
Demonstrate excellent independent working skills , show clear evidence of
responding very effectively to guidance given.
Use a wide range of resources critically,
Analyse data effectively and apply findings to good effect.
Show clear links between sources of information and the themes of your project. Fully
explore the complexities of your topic.
Identify problems and/or issues, fully explore and address them.
Carry out full, in-depth evaluations, showing a high level of insight into how you
conducted the project and the limitations of the resources at your disposal.
Select and use a range of communication skills to present outcomes and conclusions
clearly, in an appropriate format with excellent supporting evidence.
Show a deep and extensive knowledge of the project area of study through your
responses to questions.
What other universities are saying…
Cambridge
"We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help
you develop independent study and research skills and ease the transition from school/college to higher
education.“
Newcastle
"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."
Oxford
"Where applicants have undertaken the Extended Project (EP), the University will not make this a condition for an
offer (as the EP is not a compulsory element of post-16 study) but recognises that the EP will provide an applicant
with the opportunity to develop research and academic skills relevant for study at Oxford. Candidates are
encouraged to draw upon their experience of undertaking the project when writing their personal statement,
particularly if the topic is allied to their chosen degree course."
Leeds, Bristol, Manchester, UCL, and other Russell Group Universities have welcomed the EPQ, as has the 1994
Group
Case Study: Using Primary Sources Critically
Workshop
Framing your Research with a Critical Question
What is my question for today?
– How did designers, architects and artists respond to/react against the
industrial revolution? Why and how did they think they could change
England through design?
– How can we use a wide range of primary sources effectively to ask and
answer this question?
• Remember the requirement of an A* grade includes:
• Use a wide range of resources critically,
• Analyse data effectively and apply findings to good effect.
• Show clear links between sources of information and the
themes of their project. Fully explore the complexities of the
topic.
Structure of Event
• Introduction
• Session in Brotherton Special Collections on
using archives and reading across sources
• Session in SAB Gallery on art as a primary
source
• Session in History and Philosophy of Science
Collection on using objects as primary sources
• Conclusion and activity.
Heckmondwike Grammar School
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‘A State selective grammar school providing a free education appropriate to the needs of pupils in
the top 25% of the ability range’
Located between Batley and Dewsbury in area that has suffered due to demise of manufacturing
business
Have run EPQ for a number of years as part of AQA Bac.
117 year 12 students attended primary Sources Day with EPQ Co-ordinator who is also the
school Librarian.
59 of 117 students would be first generation to attend university
57 had never been to UoL before.
All but 3 felt more positive about UoL afterwards and all but 6 stated an intention to go to
university.
All but 4 said that after the day ‘they definitely understood how to use primary sources and wanted
to use them in their EPQs’
‘It showed a huge variety of sources that we could use to start our own EPQ. We don't have to use one type of source.
It was amazing seeing all those resources’.
‘I got to understand the depth you have to go into and have gained an understanding of how to look at documents’.
‘I understood the difference between primary and secondary sources, I got an idea of where to start my research’.
‘It made you think about everything you look at carefully and how important each word of text could be’.
‘It was interesting to see how paintings can be evidence and can show different things’.
‘Consider times, media, symbolism’.
‘Not doing epq on arts topic, but helped to improve critical thinking skills’.
‘I learnt I could possibly use art’.
‘It explained how sources differs over time periods’.
‘Gave me ideas on using art as a vector to discover more views on my epq’.
‘I hadn’t considered using art before…’
Skills for undergraduate study?
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90 hours’ independent learning
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Critical analysis of sources/critical thinking/provenance
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In-depth study of a highly-focused and specialised area of interest
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Effective research methodology
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Time management
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Extended report writing
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Referencing
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Presentation/communication skills
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Any questions?