WHY CHOOSE THE EXTENDED PROJECT QUALIFICATION (EPQ)? The EPQ allows students to embark on a self-directed research project under the guidance of a supervisor. By taking responsibility for the choice and design of an individual project the student: – Develops and applies decision-making and problem-solving skills. – Becomes a more critical, reflective and independent learner. – Improves planning, research, analysis, synthesis, evaluation and presentation skills. – Demonstrates creativity, initiative and enterprise. – Explores and evidences an area of interest in a discipline that she wishes to pursue at university. – Is more prepared for the rigours of academic study at a higher level. ABOUT THE EPQ: What do a study of epigenetics in cancer treatments, the impact of the rebuilding of Paris 1853-70 and a comparison of the iconoclasm of ISIS and the Suffragettes have in common? They are all titles from CLC‘s library of completed EPQs. An EPQ requires students to choose their own topic, draft their title and produce a detailed project plan before carrying out extensive research. An important part of this qualification is the completion of a reflective journal in which they will record the development of their project at various stages. Following completion of the project itself, all students present their findings to an audience of staff and students before thoroughly evaluating their experiences and the skills they have acquired. Many opt to produce a ‘long report’, a formal piece of writing of 5,000 words discussing their findings and evidence-based conclusions. Some recent examples have included: – How did the South East Asian Financial Crisis of 1998 affect development in Malaysia? – Are stem cells a realistic alternative to the use of animals in the research and testing of drugs for neurodegenerative diseases? – What are the benefits and effects of singing on the human body? – How important was OJ Simpson’s identity in affecting the outcome of his 1995 trial? – Artificial Intelligence: Modern application of Natural Language Processing (NLP) as a way of analysing information. – Could the persecution of the Rohingya people amount to Genocide? Alternatively, some opt for a more creative route and choose to produce an ‘artefact’ which is accompanied by a shorter research report of at least 1,000 words. The opportunities for an ‘artefact’ based project are endless and could include creating a website, making a model, producing a film, composing a piece of music or designing a scientific experiment. Recent examples have included: – [Her]story. A verbatim play to accurately reflect the voices of teenage girls in Britain today. – A video on the history and aspects of a cappella (including composing an a cappella arrangement). – Constructing a drone and thereby exploring its potential applications in the civil engineering industry. – A photomosaic in commemoration of CLC’s contribution to the war in a modern context. CONTENT OF COURSE: This is a free-standing qualification equivalent to half an A Level, in that it carries half the UCAS points of a full A Level and is advanced in standard. The top grade is an A*. The student is required to choose an area of interest outside of their curriculum studies, draft a title and aims of the project for formal approval, research, plan and realise the project, and deliver a presentation. They will complete a ‘log book’ which evidences the development of the project at various stages. The reflective log book, written report and presentation are internally assessed before moderation by the examination board.