EXTENDED PROJECT QUALIFICATION (EPQ)
What is the Extended Project Qualification?
The Pearson Edexcel L3 Project Qualification is designed to stretch, challenge and motivate aspirational A Level students.
Students have the opportunity to research and produce an extended essay (or dissertation) that adds depth or breadth to one of the subjects they are already studying at A Level. Alternatively, students have the freedom to explore other areas of academic curiosity as a taster and springboard for higher education and careers in areas such as (but not limited to) medicine, engineering or architecture.
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Benefits of the EPQ
The EPQ provides students with the opportunity to:
- demonstrate super-curricular engagement with a favourite academic subject
- demonstrate genuine academic interest in a subject not being offered at A Level
- develop independent research, critical thinking and project management skills
- achieve additional UCAS points
- learn invaluable transferable skills for higher education and the workplace
UCAS Points and University Applications
The EPQ carries up to 28 UCAS points, depending on what grade you achieve. Students can use their EPQ to demonstrate independent supra-curricular skills in their applications and interviews. Effective engagement with the EPQ can be a great way for students to differentiate themselves, particularly when applying to highly competitive universities.
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How does it work?
- Students work with a tutor-mentor as well as working independently to plan, manage, complete and evaluate a single piece of work.
- Students submit an objective for the project and their rationale for the choice.
- A plan has to be provided for the delivery of final outcome.
- Students conduct the required research and analysis for their project.
- Finally, they will submit their project along with what they learned through the process.
Dissertation examples
Could electroshock therapy be the most effective method of treating depression? Should museums return all their historical artefacts to their country of origin? Is corporate and commercial law the most effective way to fight against climate change? How did the 2008 financial crisis make house buying impossible for the majority of millennials? What are the positive effects of machine learning on healthcare? Can zero carbon housing ever really exist?
Assessment
Students are assessed on their ability to plan, manage, complete and review their project. The project is marked internally by teachers at school and then sent to Pearson to be moderated. There are four assessment objectives that students are evaluated on: managing the project; using resources; development and realisation of outcomes; and a review of all aspects of the project.
Duration
120 guided learning hours over one year as well as personal time as needed. Of these, 40 hours are recommended for the taught element.
Who is the EPQ for?
The EPQ is for students that possess a natural intellectual curiosity - they are not simply academic and great at passing exams, these are the students that actively seek out opportunities to further their learning in their interest areas.
For students who want to apply to a course that you cannot study at A Level - medicine, engineering, architecture, dentistry - the EPQ gives them an opportunity to showcase their interest.
This is for students who already know what they would like to study and the project allows them to identify a particularly relevant, cutting edge or controversial topic in that area as a point of differentiation.
Meet the Teacher
Aoraki EPQ Coordinator
My name is Dr. Tim Holden and I am an ex-pat Brit living on the beautiful Hibiscus Coast north of Auckland. I am delighted to be joining Crimson Global Academy as a permanent member of staff in 2024 following two stints as a part-time tutor, and it is an exciting prospect to become involved in such an innovative form of secondary education. Indeed, I am confident that CGA will be leading the way in the growing universe of online teaching where learning has more pace, attention to detail, and is far more student-centred than possible in mainstream education.
Prior to teaching I had a fulfilling University science career in Liverpool, England, progressing from technical roles into research which culminated in being awarded a PhD in the field of behavioural ecology. After training as a secondary science teacher in 2002 then teaching in England the time felt right for an overseas adventure. After emigrating to New Zealand in 2006 I taught Biology and Science at Westlake Boys High School on Auckland’s North Shore. This included the Cambridge International and NCEA Biology syllabuses along with New Zealand Scholarship, and I undertook the role of Biology HOD for six years along with TIC of several sports including Orienteering and Target Shooting.
My Pacific coast environment is greatly departed from my urban Liverpool roots, and I have taken full advantage of our wonderful outdoors. Leisure activities such as my life-long passion for fishing, along with kayaking, boating, SCUBA diving and hiking provide a great balance to life and a constant reminder that hard work, along with some risk-taking, can bring great rewards for anyone.
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Meet the Teacher
Greenwich EPQ Coordinator
My name is Jonathan Finnerty and I am a Social Sciences teacher at CGA. I studied Social Sciences with a specialisation in Geography at The University of Waikato and I have been a secondary school teacher for over 14 years. Within those years, I have been fortunate enough to teach in multiple countries at highly acclaimed schools that are recognised for delivering excellence in education. I have held several academic leadership roles, including Head of Geography, and have gained valuable experience at creating secure and supportive learning environments that develop globally minded and resilient individuals. Additionally, I have held several pastoral leadership roles, including Assistant Boarding House Master and this experience has allowed me to inspire pupils with a love for learning, encourage independence of thought, insist on good manners and get them to appreciate the positive effect that their actions can have on others. I love teaching Social Sciences, especially Geography and hold a deep passion towards teaching topics that focus on sustainability and geopolitics. Beyond the classroom, I enjoy travelling and watching sports.
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