Lesson 1: intro to EPQ olibelas.weebly.com (Angry Little Troll) • What is the EPQ? • AOs • Roles and responsibilities of mentors and supervisors • Parts and stages of project • Dual accreditation • Provisional calendar • Dual accreditation • Marking & moderation What is the EPQ? • Extended Project Qualification • Half an A Level, graded at A2 • Began life as A Level “dissertations.” • Usual route is “traditional” academic (an extended essay of approx. 5,000 words) • “Artefact” route also an option (e.g., make a film, put on a play, build a bike etc.; shorter essay or “write up”) • Individual and group projects allowed – Group projects: Each group member must have a clearly defined role; the role and the difference it makes must be evidenced in the Production Log and “write up.” AOs & Weighting •Despite different weighting of AOs, EPs are marked “holisitically.” •More to follow (after standardization & moderation inset)... Mentors & Supervisors: Roles and Responsibilities Mentors • Subject-specific/expert advisers • No marking responsibilities • Primary commitment is time • Secondary commitment – check you’re not being misunderstood/misquoted Mentors & Supervisors: Roles and Responsibilities Supervisors • Non-subject-specific role – guidance of overall direction, rather than directly shaping content of project • Checking that Production Logs are being kept, & that students are keeping records of all meetings • Checking that students are able to stick to the calendar of deadlines • Completing relevant sections of the Production Log • Advising and flagging any (potential) problems • Signing off the stages of the project; not signing off poorly planned/conceived projects • Reading and feeding back on one draft (summer term) • Assessing supervisee’s overall performance, final project, and presentation • Taking part in (some) moderation Parts of Project Parts of Project • Production Log • Completed project/artefact • Presentation • Additional evidence: e.g., research log/diary Supervisors ensure that projects are viable and ontrack & assess their supervisees’ projects; they do not teach, draft, re-/write the project. Dual Accreditation (see p. 6, Production Log) • Projects must not substantially overlap with, or simply repeat, any parts of their AS/A2 courses. • Projects can extend and depart from modules, units, etc. • E.G.: The Great Gatsby – AS coursework text – Can’t do a dissertation on Gatsby. – Can do a dissertation on other works by Fitzgerald (inspired by Gatsby), and/or American literary modernism, – Can do an investigation into fashion in 1920s/30s America, with end product a flapper dress The Good, the Bad, and the Ugly… The Good The Bad • • • • • • Uni.: very positive about the EPQ It strengthens UCAS applications Talking point in interviews DOES give you a head-start on generic research skills; big advantage first term/year of uni. A chance to pursue interests beyond the (narrow/narrowe?) scope of A Level • • • Added pressure – must be “juggled” with AS (and start of A2) Emphasis is on you; failure to meet deadlines/arrange meetings with supervisors etc. = no longer on the course The logbook: must be kept up to date; more marks lost for poor logbooks than anything else Marking is “conservative”: don’t treat this as “Mickey Mouse” course The Ugly • Taught skills: absolutely essential, but (sometimes/ often?) dull… Still interested? • • • • How are you finding AS? How’s your tracking? How organized are you? How independent are you? • EPQ: an outstanding addition to UCAS applications; excellent way of pursuing your interests and gaining A Level credit for them. • NOT a substitute: AS must come first. Task 1 • Initial Proposal (1) • Note: at this early stage, everything is subject to change; you are not “locked” into your initial proposal. • Size 12 font (standard font: Times New Roman, Calibri etc.) • 1.5 spacing between lines. • Name and form to appear in header. • 1 side, outlining ideas for project: – What do you want to investigate? – How do propose to carry out your investigation? – What resources will you need? (E.g., books, articles; workshop; scientific apparatus [specify]) – Any early ideas as to what the thesis/conclusion of your project might be? • Short bibliography, indicating early reading/research. No Wikipedia references. Initial Proposal (1) • To be handed in, in hard copy, to Mr. Belas by 27th January 2014. If you cannot find me, ask a teacher to put the work in my pigeon hole. • Any problems, come and find me. I’m always open to discussion, but not to missed deadlines. Session 2 EPQ • Review of the EPQ? • The planning and development process • Developing initial ideas • Calendar for the rest of the academic year You will need… • A research diary/notebook • A folder for all notes, essays, ideas etc. • An electronic copy of the Logbook (http://olibelas.weebly.com/epqresources.html) • All Logbooks to be done electronically. Planning and Development Process • Record of initial planning (based on initial proposal): To be done with me over the next 2-3 weeks • Project Proposals A-C: Formal proposal of project; more focussed project defined • Planning Review: Reflections on and development of project, following proposal process • Mid-Project review: research mostly done; writeup/demonstration/performance underway/near completion • End-of-project-review: Reflection on project and any “last-minute” changes • Presentation: Presentation on your EPQ process as a whole (not just a lecture on your essay itself) We aim to be finished by Dec./Jan. of next academic year • Record of initial planning (based on initial proposal): By 4th April (last day of term) • Project Proposals A-C: A to be with supervisor by Friday June 13th • Planning Review: By Friday 4th July The “1-strike” rule The Logbook • Logbook records need to be specific and detailed. • They should reflect decisions you have made following advice from your supervisor – i.e., don’t begin sentences with “My supervisor has told me to…”; rather, “My supervisor has asked whether…”, or “… has suggested I think about…” • Between each stage, you should aim to keep research/reading on “tick-over.” – Thursday sessions can be used for this, too. • Use Google Books and “Look Inside” feature at Amazon. • I can help source some academic essays. Previous titles: what might their aims and objectives have been? • Concrete or asphalt for motorway surfaces? • Design and make a dress inspired by the development of women’s freedom from society’s restraints. • To what extent has the economic development of Mauritius aided the government in meeting its economic objectives? • How has English affected the German language? Is this leading to its decline as a world language? • Is the banning of plastic bags in Lyme Regis making Lyme Bay a greener place? Getting ideas flowing… • While some of you may have an idea of what you want to for your project, others may not OR you may not have a clear idea YET… • If possible, arrange yourself into similar/same subject groups. Take turns sharing your project ideas and brainstorm possible avenues that the person might take to complete their project… • Try to start thinking about questions you’d like to investigate; or hypotheses/theories you’d like to prove/disprove; or objectives/challenges you’d like to meet (e.g., a high-quality, low-cost electric guitar; recreate the Aurora Borealis in lab conditions) • Group for initial planning next week.