level 3 extended project qualification 7993 …...freestanding epq september 2013 to may 2017 first...

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PROJECT QUALIFICATIONLEVEL 3 EXTEN

DED

2013/2017

lEvEl 3 EXtEnDEDPROJECT QUALIFICATION(7993)

SpecificationFreestanding EPQ September 2013 to May 2017First entry november 2013

Level 3 Extended Project Qualification (EPQ) 2013 onwards.

Qualification Accreditation Number 600/9534/9

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If you have questions about teaching or adopting this specification in your centre look at Ask-AQA at: www.aqa.org.uk/ask-aqa

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Level 3 Extended Project Qualification Specification (version 1.0)

Contents

1 Introduction 21.1 Why choose AQA? 2

1.2 What is the Extended Project? 2

1.3 What are the Learning Outcomes of the Extended Project Qualification? 3

1.4 What is involved in an Extended Project? 3

2 Teaching, Supervising and Assessing theExtended Project Qualification 4

2.1 Aims 4

2.2 The Taught Element of the Extended Project Qualification 4

2.3 Supervising the Project Process 5

2.4 Assessing the Extended Project 6

3 Integrating Personal, Learning and Thinking Skills,Functional Skills and Key Skills 13

3.1 Personal, Learning and Thinking Skills 13

3.2 Functional Skills 13

3.3 Key Skills 14

4 Administration 154.1 Entries 15

4.2 Private Candidates 15

4.3 Access Arrangements and Special Consideration 15

4.4 Language of the Assessment 15

4.5 Awarding Grades and Reporting, Results 15

4.6 Re-sits and Shelf-life of Results 15

4.7 Supervision and Authentication of Coursework 16

4.8 Malpractice 16

Appendices 17A Grade Descriptions 17

B Spiritual, Moral, Ethical, Social, Cultural and other Issues 18

C Overlaps with other Qualifications 19

This specification will be published annually on the AQA Website (www.aqa.org.uk). The version on the Websiteis the definitive version of the specification.

Vertical black lines indicate a significant change or addition to the specification published for 2008 onwards.

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1 Introduction

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1.1 Why choose AQA?It’s a fact that AQA is the UK’s favourite exam boardand more students receive their academicqualifications from AQA than from any other board.But why does AQA continue to be so popular?

• SpecificationsThese are designed to the highest standards sothat teachers and learners can be confident thatan AQA award provides an accurate measure ofwhat the learner has achieved.

• SupportAQA will include free of charge introductorymeetings for Project qualifications in its extensiveprogramme of support meetings for newqualifications. Subsequent meetings will be madeavailable free or at reasonable cost. Thesesupport and training meetings explain thespecification, suggest practical strategies to helplearners produce successful projects and helpstaff development in new roles.

• ServiceWe are committed to providing an efficient andeffective service and are at the end of the phonewhen you need to speak to someone about animportant issue. We will always try to resolveissues the first time you contact us but, shouldthat not be possible, we will come back to you (bytelephone, e-mail or letter) and continue to workwith you to find the solution.

• EthicsAQA is a registered charity with no shareholders topay. We exist solely for the good of education. Anysurplus income is ploughed back into educationalresearch and our service to you, our customers.We don’t profit from education, you do.

If you are an existing AQA customer, we thank you foryour support. If you are new to AQA, then we lookforward to welcoming you.

1.2 What is the Extended Project?The Extended Project is a Level 3 qualificationintroduced in September 2008. It can contribute toprogrammes of study in two ways:

• As a stand-alone qualification. Learners maychoose to take the Extended Project Qualificationas an extension from studies for any otherqualifications at Level 3 (GCE, BTEC, NVQ, otheracademic or vocational qualifications includingModern Apprenticeships).

• As part of a Diploma course. The ExtendedProject is a compulsory part of the genericlearning component of all Diploma qualifications atLevel 3.

The Extended Project will develop and extend fromone or more of the learner’s study areas and/or froman area of personal interest or activity outside theirmain programme of study. It will be based on a topicchosen by the learner(s) and agreed as appropriateby the centre.

Delivery of the Extended Project Qualification incentres will involve some teaching of the necessaryskills, supervision and assessment of the learner’sprogress. It will involve extended autonomous workby the learner. It will require in total 120 guidedlearning hours.

Learners are required, with appropriate supervision, to:

• choose an area of interest

• draft a title and aims of the project for formalapproval by the centre

• plan, research and carry out the project

• deliver a presentation to a specified audience

• provide evidence of all stages of projectdevelopment and production for assessment.

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1.3 What are the Learning Outcomes of the ExtendedProject Qualification?

The learner will:

• identify, design, plan and complete an individualproject, applying a range of organisational skillsand strategies to meet agreed objectives

• obtain, critically select and use select informationfrom a range of sources; analyse data, applyit relevantly and demonstrate understanding ofany appropriate linkages, connections andcomplexities of the topic

• select and use a range of skills, including newtechnologies where appropriate, solve problems,take decisions critically, creatively and flexibly, toachieve planned outcomes

• evaluate outcomes both in relation to agreedobjectives and own learning and performance.Select and use a range of communication skillsand media to present evidenced outcomes andconclusions in appropriate format.

The centre appoints a Centre Coordinator who will beresponsible to AQA for the quality control andmanagement of the supervision and assessmentprocess. Each learner has an appropriate member ofstaff appointed as their Supervisor. The Supervisorwill oversee, guide and facilitate the learnerthroughout and assess the learner’s achievementbased upon thorough knowledge.

Learners develop an initial idea for a project they maywish to carry out and discuss their ideas with theirsupervisor. Learners initially carry out some researchto enable them to develop their ideas sufficiently tomake a formal project proposal that includes theirproject aims, initial plans and likely format in which topresent their project. They complete a ProjectProposal Form.

The supervisor evaluates the Project Proposal againstthe aims of the Extended Project. If the proposedproject meets the aims of the Extended Projects, s/heshould endorse the Proposal.

The Centre Coordinator comments on the projectproposal and

• approves the project without recommendations,or

• makes recommendations, or

• requests a resubmission of the Project ProposalForm.

This form is then included in a Production Log andAssessment Record.

On completion the learners must give a presentationwhich should be for a non-specialist audience usingmedia appropriate to the type of project. This couldtake a number of forms including slides for a largeaudience, contributing to a poster session orexhibition, or a witnessed one-to-one ‘viva’presentation to the supervisor. The presentation mustinclude a live question and answer session overseenby the supervisor.

Learners complete the Production Log as they carryout their projects. It records the following keyinformation:

• planning review meeting between the learner andthe supervisor following project approval

• mid-project review with the supervisor

• end-of-project review with the supervisor

• summary and evaluation of the project

• a record of the presentation

• reflection on the complete project process

The completed Production Log, the Project product,including a written element and any other evidence,and the presentation are assessed together by thesupervisor at the end of the process.

Supervisors’ assessments are standardised andmoderated internally by the Centre Coordinatorbefore submission for external moderation by AQA.

1.4 What is involved in an Extended Project?

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2 Teaching, Supervising and Assessingthe Extended Project Qualification

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2.1 AimsThe Extended Project Qualification offersopportunities for learners to:

• make a significant contribution to the choice anddesign of an extended project and takeresponsibility either for an individual task or for adefined task within a group project

• develop and improve their own learning andperformance as critical, reflective and independentlearners

• develop and apply decision-making and, whereappropriate, problem-solving skills

• extend their planning, research, critical thinking,analysis, synthesis, evaluation and presentationskills

• where appropriate, develop confidence in applyingnew technologies in their studies

• develop and apply skills creatively, demonstratinginitiative and enterprise

• use their learning experiences to support theiraspirations for higher education and/or careerdevelopment

• transfer skills developed as part of their extendedproject to other areas of study.

Centre CoordinationEach centre is required to appoint an appropriatelyqualified Centre Coordinator who will be responsibleto AQA for all Extended Project Qualificationsubmissions from the centre.

AQA provides required training. This role includes:

• developing staff understanding of therequirements of the Extended Project Qualificationand the Centres relevant assessment policies andprocedures

• quality assuring the assessment activitiesundertaken

• quality assuring standards of internal assessments

• meeting administrative requirements (both internaland external)

• reviewing and evaluating assessment practice,including feedback from AQA.

2.2 The Taught Element of the Extended Project QualificationThe Extended Project Qualification will requireteaching of the necessary skills. It is expected that upto a quarter of the total available time i.e. 30 guidedlearning hours, will be spent on this taught element.The remaining time is allocated for the learner’sindependent work and the individual supervision andguidance received. Teaching of the skills for theExtended Project should be agreed by the supervisoras appropriate to the needs of the learner and theirchosen project. It is likely to include:

• any skills or techniques that will be required for thesafe and effective execution of the project whichare not part of the candidate’s course of study.e.g. safe laboratory or workshop technique,professional codes of practice, ethical guidelines,research methodology.

• ICT skills that will enhance the production of thereport and/or the development of the projectcovering research, analysis and execution

• research skills including the ability to search for anidentify suitable sources of information and priorresearch or relevant work already undertaken

• project management skills including time,resource and task management

• in the case of a performance, production orartefact, the format and content of rehearsalnotes, initial sketches or other working documentsin the stages of production

• the format and structure of accepted academicforms of research report to include abstract,introduction, background research, furtherresearch content with all sources cited,discussion, conclusion, references, including theevaluation of sources

• Personal, Learning and Thinking Skills, FunctionalSkills and Key Skills (see Section 3).

Work completed by the learner as directed within thistaught element will not form part of the evidence forassessment. Individual exercises carried out by thelearner as part of this taught element cannotcontribute directly to the assessment for theExtended Project Qualification although they mayinform the supervisors’ assessment of the learner’sdecision making in choice and use of newlydeveloped skills.

The Extended Project Qualification (EPQ) will require the teaching of relevant planning, organisational, projectmanagement, study and presentation skills and a piece of independent work undertaken by the learner. Thiswork will be guided and overseen by the learner’s Supervisor, monitored by the Centre Coordinator andinternally by the centre.

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2.3 Supervising the Project ProcessThe centre will allocate a supervisor to each learner.The number of learners allocated to each supervisorshould take into account the supervisor’s othercommitments. The supervisor should normallyundertake the following:

• agree the project title and proposal and completethe supervisor’s sections in the Production LogAssessment Record for each learner

The supervisor assesses the potential project againstthe following checklist.

1. Is the topic to be researched, or the activity ortask to be carried out, suitable for the ExtendedProject?

2. Does the title of the project and proposed actionallow the learner to investigate and to access thehigher-level concepts and skills in the learningoutcomes and assessment objectives, i.e. plan,research, analyse, evaluate and explain, ratherthan simply describe and narrate?

3. Are the title and proposed action clear andfocused on an issue which can be managedwithin the timescale, available resources and wordtotal?

4. Do the title and proposed action indicate that thelearner will be capable of investigating andresearching the topic or carrying out the activity ortask independently?

5. Is there a danger that the learner will be unable toapproach the project impartially and in a balancedway?

6. Is the learner likely to face difficultiesunderstanding the themes and issues associatedwith the project topic?

7. Does the project topic either complement anddevelop the main learning programme and/orsupport the learner’s progression anddevelopment?

• meet with each learner to discuss the learner’sinitial idea and how they intend to develop theproject

• meet with each learner for regular reviewsincluding at least:

• a mid-term review with each learner

• an end-of-project review with each learner

• confirm that a presentation by each learner tookplace and provide a record of the questioning

• endorse each learner’s Production Log andAssessment Record by signing the appropriatesections including a declaration that the evidencesubmitted for assessment is the unaided work ofthe learner

• make the assessment of the work of thecandidate following any standardising and internalmoderation procedures required by the CentreCoordinator.

The supervisor must also confirm that no work to besubmitted for the Extended Project Qualification isalso to be submitted, or has been submitted, for anyother accredited qualifications.

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2.4 Assessing the Extended Project

2.4 1 Assessment Evidence

The evidence for assessment will comprise thefollowing:

• the completed Production Log and AssessmentRecord including the Project Proposal Form,Presentation Record and Candidate Record Form

• The project product including a written report andany other evidence, as appropriate, depending onthe topic or subject area chosen.

Individual Projects may contributeto a Group ProductIf a learner’s project contributes to a group endproduct then the defined individual contribution mustbe pre-approved by the centre supervisor. Learnersworking as a group must submit individualassessment evidence. Evidence presented forassessment must show how the individual learner hasmet the assessment objectives and performancecriteria.

Completed Production Logand Assessment RecordThe Production Log and Assessment Record willdocument the planning and progress of the project,including decision-making and the learner’sreflections on the process:

• Formal proposal and approval

• initial idea and outline plan for the project

• record of research carried out and resources used

• record of advice and support offered and actiontaken as a result

• note of any changes made to plan and reasonsfor the change

• a review of the completed Project Product

• a record of the presentation with supervisorconfirmation of relevant questioning

The presentation should be for a non-specialistaudience and use media appropriate to the type ofproject. The presentation may involve the use offlipcharts, posters, OHP transparencies, PowerPointor short excerpts of video material. The presentationshould include live response questions fromsupervisors.

• reflection on the process of full project

All substantive advice given to the learners should berecorded by them in the Production Log andAssessment Record and confirmed by the Supervisor.

The Production Log and Assessment Record can bedownloaded from www.aqa.etc.

Appropriate Evidence of Project ProductDepending on the subject area or topic chosen, avariety of evidence may be submitted for assessment.Evidence can be provided in any form appropriate tothe type of project chosen, and may include:

• an artefact, model or construction

• a CD/video/DVD of performances or activities

• an audiotape/multimedia presentation

• a journal of activities or events

• a slide or PowerPoint presentation

• a photographic record of the project

All Project products must include a written report ofbetween 1000 and 5000 words. The exact length ofeach written report will depend on the nature of theproject, the subject area or topic chosen and theother evidence provided.

A project which consists solely of written work shouldbe approximately 5000 words, for example a researchreport of an investigation, exploration of a hypothesisor an extended essay or academic report inappropriate form. Projects where the majority of theevidence is provided in other formats should include areport which is at least 1000 words.

The written report or record is likely to contain thefollowing:

• references to sources of and range of informationaccessed

• historical literature, or other background research

• details of the design, knowledge, understandingand skills used

• a conclusion to include an evaluation of theconclusions or outcomes

The written report should be of sufficient length toexplore the issues. It should use an appropriateterminology, style and form of writing.

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2.4.2 Marking CriteriaAssessment criteria statements are provided in threemark bands for each objective and should beregarded as hierarchical (i.e. each criterion assumesthat any lower criteria are also met and that aspectsof any higher criteria may be met in part).

When assessments are made, the criteria should beused to judge which mark best fits the candidate’swork on their Extended Project.

The mark should be awarded on the basis of thegeneral level of the candidate’s work in relation to thecriteria statements for each level (i.e. an isolatedexample of performance at a different level should notbe used to raise or lower the overall assessment).

The work will clearly meet the criteria given in theappropriate level descriptor for the lowest availablemark at that level as appropriate to the particularproject. Higher marks at each level may be usedwhere work is judged to meet the criteria readily,consistently and across different elements of theproject.

The zero mark band should be awarded in the eventof a candidate failing to demonstrate anyachievement in the objective at Level 3.

Clear identification of the topic to be investigatedor researched and clear evidence of appropriateaims and objectives for the proposed project title.

Detailed project plan, with clear evidence ofmonitoring progress of project work against theagreed objectives.

Some identification of the topic to be investigatedor researched and some evidence of appropriateaims and objectives for the proposed project title.

Project plan, with some evidence of monitoringprogress of project work against the agreedobjectives.

Limited identification of the topic to beinvestigated or researched and limited evidence ofappropriate aims and objectives for the proposedproject title.

Brief project plan, with little evidence ofmonitoring progress of project work against theagreed objectives.

No relevant response.

7–10marks

4–6marks

1–3marks

0 marks

AO1 Manage• identify the topic

• identify project aims andobjectives

• produce a project plan

• complete the work applyingorganisational skills andstrategies to meet statedobjectives

Assessment Objectives Mark band Assessment Criteria

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Evidence of detailed research involving theselection and evaluation of a wide range ofrelevant resources.

Critical analysis and application of the resourceswith clear links made to appropriate theories andconcepts.

Evidence of some research involving the selectionand evaluation of a range of relevant resources.

Some analysis and application of the research,with links made to appropriate theories andconcepts.

Evidence of limited research involving limitedselection and evaluation of resources.

Little or no analysis and application of theresources, with few links made to appropriatetheories and concepts.


7–10marks

4–6marks

1–3marks

0 marks

AO2 Use resources• obtain and select from a

variety of resources

• analyse data

• apply information relevantly

• demonstrate understandingof appropriate links


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Candidates take appropriate decisions andappropriate data is collected and thoroughlyanalysed. The project plan is fully implementedand the outcome is fully realised to a highstandard and consistent with a candidate’s finallyagreed plan.

There is clear evidence of appropriate changes toor development of the initial project plan or title oraims and objectives, with clear and appropriatereasons for any changes.

Candidates communicate their findings fluently inan appropriate format, synthesising informationfrom a variety of sources and present them withina logical and coherent structure which addressesclosely the nature of the task.

Candidates take decisions and some appropriatedata is collected and adequately analysed. Theproject plan is implemented and the outcome issufficiently realised to an acceptable standard andconsistent with a candidate’s finally agreed plan.

There is some evidence of appropriate changesor development of to the initial project plan or titleor aims and objectives, with reasons for anychanges.

Candidates communicate clearly their findings,showing some ability to synthesise informationfrom different sources and present them in astructured manner appropriate for the task.

Candidates take few decisions and a little data isinsufficiently analysed. The project plan isimplemented in a limited way and the outcome isrealised in a limited manner and not alwaysconsistent with a candidate’s finally agreed plan.

There is little or no evidence of appropriatechanges or development of to the initial projectplan or title or aims and objectives, with onlylimited reasons for any changes.

Candidates communicate their findings bydrawing on a limited number of sources andpresent them in a manner not always appropriatefor the task.


14–20marks

7–13marks

1–6marks

0 marks

AO3 Develop andRealise

• problem-solving

• decision-making

• creative thinking

• to achieve plannedoutcomes


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Detailed and careful evaluation of the strengthsand weaknesses of the completed project inrelation to the planning, implementation andoutcomes, and the candidate’s own learningduring the project.

Material is consistently relevant, well-structuredand appropriately presented. Candidates clearlycommunicate their findings and conclusionswhich are based on sound evidence andjudgement.

Some evaluation of the strengths andweaknesses of the completed project in relationto the planning, implementation and outcomes,and the candidate’s own learning during theproject.

Material is sometimes relevant, well-structuredand appropriately presented. Candidatescommunicate their findings and conclusionswhich are based on some evidence andjudgement.

Limited evaluation of the strengths andweaknesses of the completed project in relationto the planning, implementation and outcomes,and the candidate’s own learning during theproject.

Material is not always relevant, well-structured orappropriately presented. Candidatescommunicate some of their findings andconclusions which are based on little or noevidence and judgement.


7–10marks

4–6marks

1–3marks

0 marks

AO4 Review• communication skills

• convey and presentevidenced outcomes andconclusions

• evaluate own learning andperformance


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2.4.3 Assessment Objectives (AOs)

All candidates are required to meet the following Assessment Objectives. The Assessment Objectives areweighted as indicated below:

Assessment Objectives Weighting

ManageIdentify, design, plan, and carry out a project, applying a range ofskills, strategies and methods to achieve objectives.

Use ResourcesResearch, critically select, organise and use information, and selectand use a range of resources. Analyse data apply relevantly anddemonstrate understanding of any links, connections andcomplexities of the topic.

Develop and RealiseSelect and use a range of skills, including, where appropriate, newtechnologies and problem-solving, to take decisions critically andachieve planned outcomes.

ReviewEvaluate all aspects of the extended project, including outcomes inrelation to stated objectives and own learning and performance.Select and use a range of communication skills and media topresent evidenced project outcomes and conclusions in anappropriate format.

AO1

AO2

AO3

AO4

20%

20%

40%

20%

2.4.4 StandardisationAQA will hold standardising meetings. Centresentering candidates for the first time must send theirCentre Coordinator to the meetings. Attendance isalso mandatory in the following cases:

• where there has been a serious misinterpretationof the specification requirements;

• where the nature of the projects agreed by acentre has been inappropriate;

• where a significant adjustment has been made toa centre’s marks in the previous examination.

Otherwise attendance is at the discretion of centres.At these meetings AQA will provide support in usingthe marking criteria.

Centre Coordinators must standardise marking withinthe centre to make sure that all candidates at thecentre have been marked to the same standard. The

Centre Coordinator should sign the CentreDeclaration Sheet to confirm that internalstandardisation has taken place.

Internal standardisation and moderation may involve:

• all supervisors assessing some trial pieces of workand identifying differences in marking standards;

• discussing any differences in marking at a trainingmeeting for all supervisors;

• referring to reference and archive material such asprevious work or examples from AQA’sstandardising meetings;

• sampling and appropriate adjustment by theCentre Coordinator

but other valid approaches are permissible.

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2.4.5 ModerationAQA’s appointed moderators will normally carry outtheir work by post. Projects involving a performancewill normally be moderated by the scrutiny of a videoor DVD or digital recording. Where an artefact orartwork has been produced, moderation will takeplace using good quality digital recordings orphotographic records. AQA reserves the right to visitschools/colleges by arrangement to sample stages ofthe project process, such as the project proposal orpresentation stage, particularly where there has beena serious misinterpretation of the specificrequirements and/or where the nature of projectspreviously agreed by a centre have beeninappropriate.

Following the re-marking of the sample work, themoderator’s marks are compared with the centremarks to determine whether any adjustment isneeded in order to bring the centre’s assessmentsinto line with standards generally. In some cases it

may be necessary for the moderator to call for thework of other candidates in the centre. In order tomeet this possible request, centres must retain undersecure conditions and have available the courseworkand the CRF of every candidate entered for theexamination and be prepared to submit it on demand.Mark adjustments will normally preserve the centre’sorder of merit, but where major discrepancies arefound, we reserve the right to alter the order of merit.

The candidates’ work will be returned to the centreafter moderation has taken place. The centre willreceive a report with, or soon after, the despatch ofpublished results giving feedback on theappropriateness of the tasks set, the accuracy of theassessments made, and the reasons for anyadjustments to the marks.

AQA reserves the right to retain some candidates’work for archiving or standardising purposes.

Supervisors must show clearly how the marks havebeen awarded in relation to the marking criteriadefined in the specification. This annotation will helpthe moderator to see as precisely as possible wherethe supervisor considers that the candidates havemet the criteria in the specification.

Work could be annotated by either of the followingmethods:

• key pieces of evidence flagged throughout thework by annotation

• summative comments on the work, referencingprecise sections in the work.

The total mark for each candidate must be submittedto AQA and the moderator on the mark forms

provided or by Electronic Data interchange (EDI) bythe specified date. Centres will be informed whichcandidates’ work is required in the samples to besubmitted to the moderator.

The centre must retain the work of all candidates,with Candidate Record Forms (CRFs) attached, undersecure conditions, from the time it is assessed, toallow for the possibility of an enquiry about results.The work may be returned to candidates after thedeadline for enquiries about results. If an enquiryabout a result has been made, the work must remainunder secure conditions in case it is required by AQA.

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3.1 Personal, Learning and Thinking Skills

The Extended Project Qualification provides significant opportunities for applying and developing Personal,Learning and Thinking Skills (PLTS). Achievement of the PLTS should be included, as appropriate, by thesupervisor in the annotation of the project.

This list below is indicative of the way the Extended Project supports PLTS giving learners an opportunity to be:

Independent enquirers• identifying questions to ask

• exploring issues

• analysing and evaluating information received

• supporting their conclusions using reasonedarguments based on evidence

Creative thinkers• assimilating new experiences into previous

learning

• planning their communications

• trying out alternative solutions

Reflective learners• thinking about and reviewing their experiences

and learning

• deciding on particular communications methodsfor a particular purpose

• assessing their performance and achievements indifferent areas

• inviting feedback from others, and dealing withpraise and constructive criticism in a positivemanner

Self-managers• managing their own work

• organising their time and resources

• showing initiative and perseverance

• responding appropriately to change

• seeking advice and support when needed

Effective participators• taking part in activities, such as discussing issues

and trying to influence others

• participating in role play

• negotiating and weighing up diverse views

• persuasively presenting a case for action.

In the case of a project contributing to a groupproduct learners may also demonstrate team workingbut such evidence will not form part of the submittedassessment evidence for individual achievements ofthe Extended Project Qualification.

Team workers• communicating effectively within a team

• working with others to reach agreement ondifferent issues.

3.2 Functional Skills

Depending on the project chosen by the learner, there may be opportunities for developing and generatingevidence of the following Functional Skills at Level 2. Achievement of the Functional Skills should be included,as appropriate, by the supervisor in the annotation of the project.

Mathematics• Understand routine and non-routine problems in a

wide range of familiar and unfamiliar contexts andsituations

• Identify the situation or problem and themathematical methods needed to tackle it

• Select and apply a range of mathematics to findsolutions

• Use appropriate checking procedures andevaluate their effectiveness at each stage

• Interpret and communicate solutions to practicalproblems in familiar and unfamiliar routinecontexts and situations

• Draw conclusions and provide mathematicaljustifications

EnglishSpeaking and listening

• Make a range of contributions to discussions andmake effective presentations in a wide range ofcontexts

3 Integrating Personal, Learning and Thinking Skills, Functional Skills and Key Skills

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Reading

• Compare, select, read and understand texts anduse them to gather information, ideas, argumentsand opinions

Writing

• Write documents, including extended writingpieces, communicating information, ideas andopinions, effectively and persuasively

ICTUse ICT systems

• Select, interact with and use ICT systemsindependently for a complex task to meet a varietyof needs

• Use ICT to effectively plan work and evaluate theeffectiveness of the ICT system used

• Manage information storage to enable efficientretrieval

• Follow and understand the need for safety andsecurity practices

• Troubleshoot

Find and select information

• Select and use a variety of sources of informationindependently for a complex task

• Access, search for, select and use ICT-basedinformation and evaluate its fitness for purpose

Develop, present and communicate information

• Enter, develop and format informationindependently to suit its meaning and purpose,including:

– text and tables

– images

– numbers

– graphs

– records

• Bring together information to suit content andpurpose

• Present information in ways that are fit for purposeand audience

• Evaluate the selection and use of ICT tools andfacilities used to present information

• Select and use ICT to communicate andexchange information safely, responsibly andeffectively including storage of messages andcontacts lists

3.3 Key SkillsAchievement of the Key Skills should be included, asappropriate, by the supervisor in the annotation of theproject. An Extended Project may depending uponthe topic, generate evidence of the following KeySkills.

CommunicationC3.1a

C3.1b

C3.2

C3.3

Application of NumberN3.1

N3.2

N3.3

Information TechnologyICT3.1

ICT3.2

ICT3.3

There will also be opportunities for the acquisition anddemonstration of ability in the wider Key Skills of:

Improving own learning and performanceLP3.1

LP3.2

LP3.3

Problem solvingPS3.1

PS3.2

PS3.3

The Key Skill of Communication is an intrinsic part ofthe presentation of the project.

Copies of the Key Skills Units may be downloadedfrom QCA’s website:http://qca.org.uk/qca_6455.aspx

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4.1 EntriesPlease refer to the current version of EntryProcedures and Codes for up to date entryprocedures.

If you are entering the Extended Project Qualificationas a free-standing qualification or as part of aDiploma course, you must use entry code 7993.

4.2 Private CandidatesThis specification is not available to privatecandidates.

4.4 Language of the AssessmentWe will provide this specification in English only.

4.5 Awarding Grades and Reporting ResultsThe Extended Project Qualification will be graded ona six grade scale: A*, A, B, C, D, E. Candidates whofail to reach the minimum standard for grade E will be

recorded as U (unclassified) and will not receive aqualification certificate.

4.6 Re-sits and Shelf-life of ResultsCandidates may re-sit this qualification any number oftimes within the shelf-life of the specification.

Candidates will be graded on the basis of the worksubmitted for assessment.

4.3 Access Arrangements and Special ConsiderationWe have taken note of the provisions of the DisabilityDiscrimination Act (DDA) 1995 in developing andadministering this specification.

We follow the guidelines in the Joint Council forQualifications (JCQ) document: Access Arrangementsand Special Consideration: Regulations andGuidance Relating to Candidates who are Eligible for

Adjustments in Examination GCE, AEA, GCSE, EntryLevel & Key Skills. This is published on the JCQwebsite:http://www.jcq.org.uk/access_arrangements/or you can follow the link from our websitehttp://www.aqa.org.uk/admin/p_special_3.html

4 Administration

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4.7 Supervision and Authentication of CourseworkIn order to meet the requirements of the currentGCSE, GCE, GNVQ and AEA Code of Practice andthe Diploma operating rules published by QCA, AQArequires:

• candidates to sign the Candidate Record Form(CRF) page in the Production Log andAssessment Record to confirm that the worksubmitted is their own, and

• supervisors to confirm on the CRF page that thework assessed is solely that of the candidateconcerned and was conducted under theconditions laid down by the specification.

The completed CRF for each learner must beincluded in the candidate’s Log and Access Record.All supervisors who have assessed the work of anylearner entered for each component must sign thedeclaration of authentication. Failure to sign theauthentication statement may delay the processing ofthe learner’s result.

In centres where supervisors are familiar withcandidates’ work the supervisor should be sufficiently

aware of a learner’s standard and level of work toappreciate if the project submitted is beyond theability of the learner. Where this is not the case,Centre Coordinators should make sure that theproject is completed under closer supervision.However, in all cases the initial planning, guidance,mid-term and final reviews will ensure that thesupervisor is confident that the project is thecandidate’s own work. This will be recorded in theProduction Log and Assessment Record.

If it is believed that a learner has received additionalassistance and that this is acceptable within theguidelines for the specification, the supervisor shouldaward a mark which represents the learner’s unaidedachievement. The authentication statement should besigned and information given on the relevant form.

If the supervisor is unable to sign the authenticationstatement for a particular candidate, then thelearner’s work cannot be accepted for assessment.

4.8 MalpracticeCentre Coordinators/Supervisors should informcandidates of the AQA Regulations concerningmalpractice.

Learners must not:

• submit work which is not their own;

• lend work to other learners;

• allow other learners access to, or the use of, theirown independently-sourced source material (thisdoes not mean that candidates may not lend theirbooks to another candidate, but candidatesshould be prevented from plagiarising otherlearners’ research);

• include work copied directly from books, theinternet or other sources withoutacknowledgement and attribution;

• submit work typed or word-processed by a thirdperson without acknowledgement.

These actions constitute malpractice, for which apenalty (eg disqualification from the qualification) willbe applied.

If malpractice is suspected, the Examinations Officershould be consulted about the procedure to befollowed.

Where suspected malpractice in projects is identifiedby a centre after the learner has signed thedeclaration of authentication, the Head of Centremust submit full details of the case to AQA at theearliest opportunity. The form JCQ/M1 should beused. Copies of the form can be found on the JCQwebsite: http://www.jcq.org.uk/

Malpractice in projects discovered prior to the learnersigning the declaration of authentication need not bereported to AQA, but should be dealt with inaccordance with the centre’s internal procedures.AQA would expect centres to treat such cases veryseriously. Details of any work which is not thelearner’s own must be recorded on the CRF in theProduction Log and Assessment Record or otherappropriate place.

17


A

A Grade Descriptions

The following descriptions indicate the level of attainment characteristic of the given grade at Level 3. They givea general indication of the required learning outcomes at each specific grade. The descriptions should beinterpreted in relation to the content outlined in the specification; they are not designed to define that content.

The award will depend in practice upon the extent to which the candidate has met the Assessment Objectives(see Section 2.4.3) overall. Shortcomings in some aspects of the project may be balanced by a betterperformance in other aspects.

Grade A*Learners identify their project and produce aneffective design and thorough plan. They carry outtheir project in a highly organised fashion, showingexcellent independent working skills and clearevidence of responding very effectively to guidancegiven. They use a wide range of resources critically,analyse data effectively and apply findings to goodeffect. They show clear links between sources ofinformation and the themes of their project and fullyexplore the complexities of the topic. Problemsand/or issues are identified, fully explored andaddressed. Learners select and use a range of skillsincluding, where appropriate, new technologies, toachieve high quality outcomes that fully realise theintentions of the project and to draw conclusions.Learners carry out full, in-depth evaluations, showinga high level of insight into how they conducted theirproject and the limitations of the resources at theirdisposal. They select and use a range ofcommunication skills to present outcomes andconclusions clearly, in an appropriate format withexcellent supporting evidence. Learners show a deepand extensive knowledge of the project area of studythrough their responses to questions.

Grade CLearners identity and design their project. Theyproduce a plan that enables them to achieve theoverall objectives and to demonstrate some higherlevel organisational skills. They are able to workindependently in carrying out the project and respondto guidance given. Learners use a range of resources,analyse data and apply findings. They show linksbetween sources of information and the themes ofthe project and explore some complexities of thetopic. Some problems and/or issues are identifiedand addressed. A range of skills are employed andthe intended outcomes are generally achieved to acompetent standard. In their evaluations, learnersreflect effectively on the final outcome and on theirstrengths and weaknesses in carrying out theirproject. They use a range of communication skills toclearly present outcomes and conclusions in anappropriate format with sound supporting evidence.Learners show a good knowledge of the project areaof study through their responses to questions.

Grade ELearners identify their project and produce aworkable plan. They show some organisational skillsin completing the project. There is some evidencethat they have responded to guidance given.Learners use a limited range of resources, analysesome of the data and apply findings. Some links aremade between the sources of information and thethemes of the project. Learners use a range of skillsto partially realise the intended outcomes. They givesome thought to the way the final outcomes haveemerged and to their own strengths and weaknessesin carrying out their project. Communication skills areused to present outcomes and conclusions withsome supporting evidence. Learners demonstratesome knowledge of the project area through theirresponses to questions.

Appendices

18


B

B Spiritual, Moral, Ethical, Social, Cultural and other IssuesThe Extended Project provides learners with manyopportunities to develop their understanding of moral,ethical, social and cultural issues. The skills ofplanning, self-management of learning, collecting andanalysing data and reviewing and evaluating learningwill enhance the learner’s personal aspirations andcareer development.

European DimensionAQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspecification.

Avoidance of BiasAQA has taken great care in the preparation of thisspecification to avoid bias of any kind.

19


C

C Overlaps with other QualificationsThe specification has been designed to allowmaximum flexibility for centre and learners.

The subject content allows the opportunity forlearners to pursue integrated critical, practical ortheoretical study within the context of an ExtendedProject. There is some overlap in skills and/or subjectcontent with GCE courses. However the approach to,and the context of, the skills and content in thespecifications are distinctly different from those ofGCE AS/A courses.

aqa.org.uk

Copyright © AQA and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX. July 2013

Level 3 Extended Project Qualification (EPQ) 2013 onwards.

Qualification Accreditation Number 600/9534/9

To obtain free specification updates and support material register with Ask-AQA: www.aqa.org.uk/ask-aqa/register

Support meetings will be available throughout the life of the specification: http://events.aqa.org.uk/ebooking

Further copies available from: AQA Logistics Centre, Unit 2, Wheel Forge Way, Ashburton Park, Trafford Park, Manchester M17 1EH

If you have questions about teaching or adopting this specification in your centre look at Ask-AQA at: www.aqa.org.uk/ask-aqa

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level 3 extended project qualification 7993 …...freestanding epq september 2013 to may 2017 first...

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