1. Project Qualification Extended Project Student Guide Voice Over Presentations

2. What is the Project? A new standalone qualification Sits alongside GCE or GCSE A compulsory part of the new Diploma Can be used for reporting purposes Has UCAS points at level 3 Has been built on a successful pilot Can be used as a replacement for AEA Is 100% internally assessed – no external exam

3. What are the levels for the Project? Available at 3 levels: Level 2 Higher Equivalent to ½ GCSE and graded A*-C

4. Benefits of offering the Project Participation and engagement Stretch and challenge Progression and development Personalised learning and assessment Motivation and recognition

5. Why offer the Project? By undertaking Project learners will: Develop independent learning skills Learn how to be an effective group member Improve oral and written communication skills Develop investigative skills Learn how to be a critical thinker Become confident in project management

6. What do learners do? For a topic of their choice learners will be able to –1. choose, plan and manage a project –2. use research information and apply it to a project –3. select and apply skills to complete a project –4. review a project and own performance, and analyse the project outcomes The topic can either complement current studies or be based on future interests

7. Final outcome Level 2 outcomes Project Artefact Process the same for all units

8. What learners are required to do Levels 2 Foundation & Higher Conduct research using appropriate techniques Produce a plan to achieve intended outcome Identify a question which has an intended outcome Select an appropriate topic - either individually or as part of a group Carry out the project using tools and techniques safely See the project through to completion Share the outcome using appropriate communication methods

9. Sample Project titles Has the introduction of organic foods changed the way we shop and eat? Explore the use of public transport in your local area – could it be improved? Should human cloning be allowed? Should children be forced to exercise? Do food labels affect how people shop? Level 2 Written reports

10. Working with a title Should children be forced to exercise? Level 2 Written reports How? What? Where? When? Why?

11. Sample Project titles Design and make a mask for a character in a play or film that is based on an animal or fantasy creature Produce a range of coordinated surface pattern designs for use in a ‘themed’ restaurant Take an existing everyday object and redesign it to make it more effective, marketable, attractive, fashionable, environmentally friendly, etc Design and make the prototype for a mural panel, or piece of public sculpture that commemorates an event from local history Level 2 Artefact

12. Summary of approach Teach the essential skills of; Research Project management Presentation Evaluation Then work with learners to… Develop the ‘research question’ Create process to review, track and monitor progress Exploration of ideas through.. Stimulus case studies Facilitate research, development and evaluation by learners

13. Assessment Teacher assessed and externally moderated Objectives: AO1 Manage AO2 Use resources AO3 Develop and realise AO4 Review

14. Assessment Assessment ObjectiveMarks available Weighting AO1 Manage Identify, plan and carry out a project, applying a range of skills and methods to achieve objectives 717.5% AO2 Use resources Research, select, organise and use information, and select and use a range of resources. Interpret data and apply findings 922.5% AO3 Develop and realise Select and use a range of skills, including, where appropriate, new technologies and problem solving, to achieve planned outcomes 1742.5% AO4 Review Evaluate project outcomes and own learning and performance. Use communication skills to present evidences project outcomes and conclusions in an appropriate format. 717.5% Total 40100%

15. What learners are required to do 1. Be able to choose, plan and manage a project Identify possible risks and how to overcome them Plan activities and agree deadlines during the project Identify objectives for the project Describe why they have chosen the project and skills and knowledge they want to improve Keep records of activities undertaken, using the original project plan

16. What learners are required to do 2. Be able to research information and apply it to complete a project Evaluate the reliability of sources Research information from a range of sources and different types of source Keep records of the relevant information obtained

17. What learners are required to do 3. Be able to select and apply skills to complete a project Meet project objectives Use a range of skills including appropriate technologies, working with others and problem solving to complete project Share the outcomes

18. What learners are required to do 4. Be able to review a project and own performance, and analyse the project outcomes Review their own performance Review the results of the project Draw own conclusions Analyse results Share the review and evaluation of learning and performance

19. Assessment evidence requirements Written Outcome (which should include evidence of research carried out, analysis and evaluation) or Sketchbook Project Proposal Form Activity Log

20. Recommended format for dissertations and investigations Discussion/ Development/ Analysis Conclusion/ Evaluation Bibliography Appendices: Project Proposal Form, Activity Records, Raw Data Abstract/ Project Outline Introduction Research Review

21. Performance evidence requirements Written report valuable in supporting development of L3 skills. Creative idea - the 'big' picture Introduction General background performance ideas & content specific material Research Critical reflection on key decisions and performance processes Development Review of success of performance Evaluation All the sections should relate to the overarching creative idea The activity log should link into this too, summarising the line of action Performances should be recorded on audio or video, with clear identification of candidates at the outset.

22. Artefact sketchbooks: evidence requirements Evidence submitted should show how the AOs have been met: Through Project Proposal Form, Sketchbook, log and written evaluation Activity log/diary may be represented by development sheets: should not exceed A1, (maximum of 3 sheets) one project sketchbook (either A4 or A3 size) The final outcome should be represented by no more than five photographs which show: The outcome from different 3-dimentional viewpoints The construction and materials used The use of colour, texture or surface qualities The actual size of the piece The proposed scale if the work is made as a finished maquette

23. Assessing the presentation The learner should prepare and deliver a presentation to an audience The assessor must complete an Observation Record The minimum audience comprises the assessor Audience can be expanded, as appropriate, and include: –other tutors –members of the community –representatives from employment sectors –other learners.

24. Assessing presentations The presentation should be a summary of the project, followed by a question and answer session It may be produced and/or delivered by any means suitable Oral presentations (including the question and answer session) should last approximately 10 minutes Presentational aids, such as PowerPoint slides, OHP, wall displays and printed handouts may be used, as may notes or prompt cards Different methods of presenting, such as by video or DVD may also be used, but the assessor should still pose questions to the learner

25. Assessing presentations: observation records The Observation Record: Is completed by the tutor-assessor Relates directly to AO4 in the marking grid May confirm achievement or provide specific feedback to the learner May be accompanied by supporting/additional evidence Will record the tutor-assessor’s comments Will be included in the learner’s portfolio Will be signed and dated by the tutor-assessor and the learner Will also include the learner’s comments Should note how effectively visual aids or handouts were used

26. Case study material Subject fields include: Business Technology Environment Artistic Expression Professional Values Culture Artistic Expression

27. Project Qualification Bibliography Harvard Referencing As a student, it is important that you identify in your assessment when you are using the words or ideas of another author. The most accepted way of acknowledging the work of another author is to use a referencing system. It is important that you show the reader where you have used someone else’s ideas or words. Failure to properly reference using the Harvard system may make the reader think that you are cheating by claiming someone else’s work as your own. In the academic environment, we call this plagiarism and it is seen as a very serious offence. Please remember that plagiarism is not just when you directly copy words from another student’s or expert’s work. Plagiarism also occurs when you re-word someone else’s ideas in your own work and you do not give credit to the original source.

28. Project Qualification Bibliography Harvard Referencing In order to have an accurate record of what you have researched and therefore an accurate reference, it is important that you write down the details of your sources as you study. When taking notes, use a separate page for each new book, journal article, or electronic source. At the top of each page, clearly record the following information for future reference.

29. Project Qualification Bibliography Harvard Referencing For books, record: (Surname first. Initials) The author’s or editor’s name (or names) (Bloggs, F.) The year the book was published (2011) The title of the book (In italics) (This is hilarious) If it is an edition other than the first (2 nd. Edition) The city the book was published in (London) The name of the publisher (RCS Press) Bloggs, F. (2011) This is Hilarious, 2 nd Edition, London: RCS Press.

30. Project Qualification Bibliography Harvard Referencing For journal articles record: The author’s name or names The year in which the journal was published The title of the article The title of the journal The page number/s of the article in the journal As much other information as you can find about the journal, for example the volume and issue numbers Bloggs, F. (2011) ‘Trapped in RCS: How to get out’, The Escape Journal, vol. 3, August, pp. 103-107.

31. Project Qualification Bibliography Harvard Referencing For electronic resources, try to collect the information on the left if it is available, but also record: The date you accessed the source (8 th September 2011) The electronic address or email (www.ifoundithere.com) The type of electronic resource (email, discussion forum, WWW page, etc) Bloggs, F. (2001) Re: Information on course structure, e-mail to M. Self (m.self@rcs.ac.uk), 12 Jul. [13 Jul 2001]..self@rcs.ac.uk Bloggs, F. (2001) Life at RCS, [Online], Available: http://www.rcs.freeme.com/letsgo.htm [24 Aug 2001]. http://www.rcs.freeme.com/letsgo.htm

32. Project Qualification Bibliography Harvard Referencing Book with one author Adair, J. (1988) Effective time management: How to save time and spend it wisely, London: Pan Books. Book with two authors McCarthy, P. and Hatcher, C. (1996) Speaking persuasively: Making the most of your presentations, Sydney: Allen and Unwin. Book – second or later edition Barnes, R. (1995) Successful study for degrees, 2 nd edition, London: Routledge.. Book with an editor Danaher, P. (ed.) (1998) Beyond the ferris wheel, Rockhampton: CQU Press. If you have used a chapter in a book written by someone other than the editor Byrne, J. (1995) ‘Disabilities in tertiary education’, in Rowan, L. and McNamee, J. (ed.) Voices of a Margin, Rockhampton: CQU Press. Books with an anonymous or unknown author The University Encyclopedia (1985) London: Roydon.

33. Project Qualification Bibliography Harvard Referencing Dhann, S. (2001) Referencing - The Harvard System [Online], Available: http://education.exeter.ac.uk/dll/studyskills/harvard_referencing.htm [30 Aug 2011]

34. Project Qualifications