Project Qualification

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Project Qualification
Extended Project Student Guide
Voice Over Presentations
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What is the Project?
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What are the levels for the Project?
Available at 3 levels
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Benefits of offering the Project

• Participation and engagement
• Stretch and challenge
• Progression and development
• Personalised learning and assessment
• Motivationand recognition

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Why offer the Project?
By undertaking Project learners will
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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

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Final outcome
Process the same for all units
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What learners are required to do
Select an appropriate topic - either individually
or as part of a group
Identify a question which has an intended outcome
Produce a plan to achieve intended outcome
Conduct research using appropriate techniques
Carry out the project using tools and techniques
safely
See the project through to completion
Share the outcome using appropriate communication
methods
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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?
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Working with a title
Should children be forced to exercise?

• How?
• What?
• Where?
• When?
• Why?

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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
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Summary of approach
Teach the essential skills of
Then work with learners to
Research
Develop the research question
Project management
Create process to review, track and monitor
progress
Presentation
Evaluation
Facilitate research, development and evaluation
by learners
Exploration of ideas through..
Stimulus case studies
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Assessment
Teacher assessed and externally moderated
Objectives
AO1 Manage
AO2 Use resources
AO3 Develop and realise
AO4 Review
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Assessment
Assessment Objective Marks available Weighting
AO1 Manage Identify, plan and carry out a project, applying a range of skills and methods to achieve objectives 7 17.5
AO2 Use resources Research, select, organise and use information, and select and use a range of resources. Interpret data and apply findings 9 22.5
AO3 Develop and realise Select and use a range of skills, including, where appropriate, new technologies and problem solving, to achieve planned outcomes 17 42.5
AO4 Review Evaluate project outcomes and own learning and performance. Use communication skills to present evidences project outcomes and conclusions in an appropriate format. 7 17.5
Total 40 100
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What learners are required to do
Describe why they have chosen the project and
skills and knowledge they want to improve
Identify objectives for the project
Plan activities and agree deadlines during the
project
Identify possible risks and how to overcome them
Keep records of activities undertaken, using the
original project plan
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What learners are required to do
Research information from a range of sources and
different types of source
Evaluate the reliability of sources
Keep records of the relevant information obtained
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What learners are required to do
Use a range of skills including appropriate
technologies, working with others and problem
solving to complete project
Meet project objectives
Share the outcomes
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What learners are required to do
Analyse results
Draw own conclusions
Review the results of the project
Review their own performance
Share the review and evaluation of learning and
performance
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Assessment evidence requirements

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

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Recommended format fordissertations and
investigations
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Performance evidence requirements
Written report valuable in supporting development
of L3 skills.
Creative idea - the 'big' picture
Introduction
Research
General background performance ideas content
specific material
Development
Critical reflection on key decisions and
performance processes
Evaluation
Review of success of performance
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.
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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
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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.

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Assessing presentations
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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-assessors comments
Will be included in the learners portfolio
Will be signed and dated by the tutor-assessor
and the learner
Will also include the learners comments
Should note how effectively visual aids or
handouts were used
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Case study materialSubject fields
includeBusinessTechnologyEnvironmentArtis
tic ExpressionProfessional ValuesCultureArti
stic Expression
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Bibliography
ProjectQualification

• 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 elses ideas or
  words. 
• Failure to properly reference using the Harvard
  system may make the reader think that you are
  cheating by claiming someone elses 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
  students or experts work. 
• Plagiarism also occurs when you re-word someone
  elses ideas in your own work and you do not give
  credit to the original source.  

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Bibliography
ProjectQualification

• 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.  

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Bibliography
ProjectQualification

• Harvard Referencing
• For books, record
• (Surname first. Initials)
• The authors or editors 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
  (2nd. Edition)
• The city the book was published in
  (London)
• The name of the publisher
  (RCS Press)

Bloggs, F. (2011) This is Hilarious, 2nd Edition,
London RCS Press.
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Bibliography
ProjectQualification

• Harvard Referencing
• For journal articles record
• The authors 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.
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Bibliography
ProjectQualification

• 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 (8th 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_at_rcs.ac.uk),
12 Jul. 13 Jul 2001. Bloggs, F. (2001) Life at
RCS, Online, Available http//www.rcs.freeme.co
m/letsgo.htm 24 Aug 2001.
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Bibliography
ProjectQualification
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, 2nd 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.
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Bibliography
ProjectQualification
Harvard Referencing
Dhann, S. (2001) Referencing - The Harvard System
Online, Available http//education.exeter.ac.uk
/dll/studyskills/harvard_referencing.htm 30 Aug
2011
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ProjectQualifications