Foundation, Higher and Extended

Project Quick Guides –
Foundation, Higher and Extended
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Introduction
Hello and welcome to the Project Quick Guides.
This series of Quick Guides has been written in response to questions that are frequently
asked by teachers; those who are new to delivering the qualifications and those who have
been doing so for some time.
Some of the guides cover the questions that you asked us when you first got started and
some try to deal with more complex issues regarding delivery. They are all designed to help
you and your students get the most out of the project experience.
From Delivery Model Guidance to the Production Log and its purpose, we have made sure
that the guides are immediately useful and to the point. This should make the Project Quick
Guides a useful ‘one-stop shop’ for any teacher delivering the projects. Please remember
that these quick guides are designed to support the project specifications. The specification
is the first place that you should look for guidance on the delivery and assessment of the
projects.
Don’t forget that you can contact your project adviser with questions about delivery and
management of the process.
I’d also love to hear from any of you who might have ideas for issues/topics that could be
covered in future quick guides or to answer any questions that aren’t answered here. Please
email me or a member of the team at [email protected]
Happy project-ing!
Suzanne Oates
Qualifications Developer – Projects
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Contents
The roles
1–
Quick Guide to being a Centre Coordinator
4
2–
Quick Guide to being a Supervisor
5
Delivery
3–
Delivery Model Guidance
6-7
4–
Extend and Develop
8
5–
Quick Guide to the Taught Element
9
6–
The Production Log and its purpose
10-12
7–
Quick Guide to providing evidence of the project outcome
13
8–
Quick Guide to the Presentation
14-15
Types of project/ approach
9–
Quick Guide to Group Projects
16-17
10 –
Quick Guide to Artefacts
18-20
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1. Quick Guide to being a Centre Coordinator
What is a Centre Coordinator?
For the Project Qualifications one of the key roles is that of the Centre Coordinator. This
person is responsible for delivering the qualifications within a particular school, college or
consortium.
The key areas of responsibility are:

Developing staff understanding of the requirements of the qualification.

Devising, timetabling and delivering the Taught Skills element (delivery may be
delegated to other colleagues or outsourced to other experts but it must be centrally
organised to ensure consistency for all students).

Final sign off of all project proposals – it is imperative that you refer to the 7 point
checklist in the specification to ensure that all students have devised effective proposals
that will allow them access to the full range of marks.

Ensuring that the AQA marking standard is understood by all supervisors and that it is
maintained within your centre. This includes attending standardisation meetings,
communicating the standard to supervisors who are marking the projects and then
arranging internal moderation of the marking of each supervisor.
There are also some important administrative tasks that must be completed by the centre
coordinator to ensure submission of the projects for external moderation runs smoothly.
These are:

Making your exams officer aware of candidates who should be entered for the Projects
(entry for the AQA Bacc/Diploma does not automatically enter candidates for the projects
and these entries must be made separately).

Setting internal deadlines in order that all AQA deadlines for submission can be met.

Submitting marks and a sample of work to an external moderator (instructions on this will
be issued prior to each entry series).

Ensuring that every supervisor and the Head of Centre have signed the Centre
Declaration Sheet which must be submitted to the external moderator alongside the
requested sample of work.
It is important that you register your centre and provide AQA with your details in order that
we can put you in touch with a Project Adviser and inform you of upcoming meetings and/or
developments. The Centre Coordinator is the only person who should contact AQA or the
Adviser directly and all questions should be escalated via the Centre Coordinator.
We provide training for Centre Coordinators, either on or off-site through our department for
Continuing Professional Development. Please contact either your Project Adviser or the
projects team ([email protected]) for further information.
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2. Quick Guide to being a Supervisor
What is a project supervisor?
The supervisor/student relationship can be the key to success in the projects. The supervisor
performs a key role in helping candidates through a new and challenging programme of
study. As a supervisor you will be required to:

Field initial ideas from students and take them through the initial planning stage of their
project.

Advise them on ways in which they can improve and focus their initial ideas to ensure
they can achieve the best result possible.
NB: There is a 7 point checklist in the specification which should be used to guide you in
your advice to students when they are choosing their title and when you are commenting
on proposals.


Provide details of the Taught Skills programme on the Production Log. You may or may
not be involved in the delivery of these Taught Skills depending upon the set-up in your
centre.
Comment on the suitability of the Project Proposal.
NB: Page 7 of the Production Log asks you to comment on the suitability of the project
proposal. You must use the checklist that appears in the specification.

Explain how the project will extend and develop from a student’s main course of study in
the Production Log. It is important that dual accreditation be avoided and this is how you
provide the evidence that the project has extended from a student’s other areas of study
where there is overlap.

Hold the Planning review, Mid-project review and End of project review with the student.
Offer advice and guidance to help them progress without directing the course the
project takes. You will probably also hold additional meetings as and when the student
requires support.

Organise and attend the presentation and keep a comprehensive log of the nature of the
audience, the nature of the presentation, the delivery of the presentation and of the
questions asked/responses given. This will form the basis of the marks awarded for this
session and it is imperative that this record is fulsome as it is often the only evidence the
external moderators have of the presentation.
NB: You can also encourage students to include additional relevant information
supporting the marks awarded for the presentation, such as Power Point slides

Mark the work of your students and ensure that you are marking to the same standard as
your colleagues by following the system of internal standardisation and moderation that
has been set up by the Centre Coordinator.
NB: As a supervisor you do not need to be a subject specialist in the chosen area of
project research. Indeed, it is often better for a supervisor to have no specialist subject
knowledge so that candidate and supervisor embark on the learning journey together.
We provide training for Supervisors, either on or off-site through our department for
Continuing Professional Development.
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3. Delivery Model Guidance
EPQ Delivery Models
There are some key points to consider when launching the EPQ and deciding on a model of
delivery that is right for you and your students.
Thirty of the 120 Guided Learning Hours (GLH) for this course form the Taught Skills
programme. Students should all undertake the vast majority of the Taught Skills programme,
though some students may require some additional specialist teaching, depending on their
area of research (for example how to use laboratory equipment safely). Please see the
Quick Guide to the Taught Element for more advice on this.
In order to ensure that you have enough time to deliver aspects of the Taught Element at the
most appropriate time (e.g. Time Management Skills are covered before students embark on
their projects), you need to find the model that works for you.
There are a number of delivery models that are employed by schools and colleges. Below,
you will find outlines of the common delivery models, along with the advantages and
disadvantages of each. You can speak with your project adviser or us to discuss further.
Model 1
Start September of Year 12
Submit May Year 12
Advantage: Less likely to experience staff changes than in other models
Disadvantage: Candidates will have a lot of pressure as EPQ completion and AS exams
compete for time
Disadvantage: Candidates may lack the maturity demanded by a level 3 qualification.
Model 2
Start September of Year 12
Complete Before end of Year 12 after AS
Submit November of Year 13
Advantage: Less likely to experience staff changes than in other models
Advantage: Candidates can complete write-up and presentations post AS
Disadvantage: Candidates may lack the maturity demanded by a level 3 qualification.
Model 3
Start September of Year 12
Submit November of Year 13
Advantage: Candidates have long summer vacation in which to realise their ‘product’
Disadvantage: Supervisors may change jobs and/or responsibilities and this could affect the
EPQ assessment process
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Model 4
Start June of Year 12
Submit November Year 13
Advantage: Concentrated period of Taught Skills post AS exams followed by summer
vacation
Disadvantage: Candidates have less “thinking” time in which to try out potential research
topics
This model can be improved by introducing the idea of EPQ earlier in year 12 but starting
formal delivery post AS
Model 5
Start September of Year 12
Submit May of Year 13
Advantage: Time pressure removed, could set internal deadline, supervisors not pressured
by November submission date
Disadvantage: Possible staff changes more likely
Model 6
Start June of Year 12
Submit May of Year 13
Advantage: No competition with AS exams
Advantage: Candidates will have greater maturity
Disadvantage: Competition with A2 exams (but this can be overcome by using an internal
centre deadline)
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4. Quick Guide to ‘Extend and Develop’
What does Extend and Develop mean?
The phrase ‘Extend and Develop’ is taken from the Production Log. On page 7 of the log,
the Supervisor is asked to comment on the ‘development/extension outside the main
course(s) of study’.
The purpose of the Project Qualifications is to allow candidates to explore a new area of
study that is not covered in one of their other qualifications. A topic covered in the syllabus
for another qualification is not the best starting point for a project as students may be
tempted to rely on course textbooks and class assignments for their research. Such an
approach would not allow a student to produce a project that demonstrates sufficient
independent research, analysis and evaluation.
If, however, a student is inspired by a topic that is merely ‘touched on’ in the syllabus for
another qualification, this could provide an excellent springboard for a project, extending and
developing knowledge, understanding and subject specific skills beyond the confines of the
particular subject specification.
If you are supervising a project that you are unsure extends and develops from material
covered in an A Level, you should check with someone who delivers that subject in your
centre to confirm that the proposed project is appropriate.
A well-devised project proposal should cause students to look beyond the material they are
studying in school or college and give them a real chance to show their ability to work
independently.
If you have any questions about Extend and Develop, please do not hesitate to contact your
subject adviser, or the projects team at [email protected]
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5. Quick Guide to the Taught Element
What is the Taught Element?
For each level of AQA project there is a requirement that centres will deliver 30 hours of Taught
Skills to students. While this element is not assessed, it is important that students are furnished with
a range of skills in order to achieve success in their project qualification. 30 hours constitutes one
quarter of the level 3 specification and half of the levels 1 and 2 specifications so it is clear that it is
important.
What skills might you teach?
There is a range and variety of core skills which you may use this opportunity to develop with your
students. Skills that will be needed by all candidates, irrespective of their chosen product, include:
 Devising an appropriate title
 Time Management
 Research Methods
 Evaluation of Sources
 Collecting and analysing material
 Effective report writing
 Referencing (including creating a bibliography)
 Avoiding plagiarism
 Presentation Skills
 Reflection and Evaluation
There may also be other skills which are specific to the project a particular student is undertaking
(e.g. lab/editing skills/data handling skills/ethical guidelines) which may form part of the programme.
Who is responsible for delivering the Taught Skills?
The Centre Coordinator has the ultimate responsibility for delivering the projects, including the
Taught Element. The Coordinator should devise a programme which is common to all students,
where appropriate. Any member of staff, or outside expert, can deliver the lessons or produce
support material but overall responsibility lies with the Centre Coordinator. If you have a small cohort
it may be possible to timetable Taught Skills sessions that all students can attend at the same time.
If you are starting with a large cohort or are expanding the provision of the projects it is important
that this is centrally organised, even if it is ultimately delivered by a number of different people. The
Taught Skills element should be delivered to students like any other subject/specification with
themes being explored in a comparable way.
What support is there to help me deliver these skills?
There are a number of ways in which you can get support and advice for the Taught Skills element.
These include:
 EPQ Continuing Professional Development Taught Skills courses (either on-site or off-site)
 The Extended Project resources at ‘Get Revising’ (free resource)
http://getrevising.co.uk/pages/extended_project_resources
 Nelson Thornes have published a Supervisor Support File which is available to order through
their website.
 Your local university Outreach/Widening Participation team may be able to offer courses and
access to their library.
 Contact your project adviser for advice on delivery.
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6. The Production Log and its Purpose
What is the Production Log?
The Production Log is a 15-page document that is used to record a candidate’s journey
through the project process. The Production Log is not an ‘admin’ document but rather
provides the candidate with the ‘backbone’ of their project.
The Project Qualifications are process-based qualifications. The outcome (essay, artefact,
production) is important but the Production Log is just as important. It charts the candidate’s
progress from initial ideas, through their research to their final outcome and evaluation.
It is important that candidates are made aware of how important this document is in relation
to their final outcome and that they complete as they go along, rather than trying to fill it in
retrospectively.
Each candidate must make the Production Log their own but there are some examples of
successful projects on the Secure Key Materials (SKM) area of e-AQA.
Each page indicates who should complete it (candidate, supervisor or coordinator). A
number of the pages indicate that they should be completed by the candidate and have a
section in the middle entitles “Your supervisor’s main comments and advice”. This section
should be completed by the candidate. It is their opportunity to record and reflect on the
advice they have received. Note that students are not compelled to act on the advice they
have been given. This is their choice – they should be encouraged to explain why they are
not taking certain pieces of advice in their log.
The Assessment Criteria
It is a good idea to encourage candidates to consider the assessment criteria when
completing their production logs. This does not mean that you need to give them a copy of
the assessment criteria but candidates should be encouraged to be clear and focused in the
completion of each section of the log. The log has been designed to provide candidates with
appropriate prompts for each section. If they answer the question/respond to the statement
at the start of each section, they will be on their way to completing a good production log.
Below is an outline of each page of the log and some tips for their completion.
Candidate Record Form
Similar to Candidate Record Forms for all coursework, this should be completed by the
candidate at the end of the process. It confirms that the work they submit is their own.
Submission checklist
This is an aide-memoir for the Supervisor to complete before submitting a project to AQA.
Record of marks
This is where supervisors record the final marks awarded to candidates along with any
comments on the final project. There is also space here for recording the details of the
Taught Skills programme.
Contents
This page is to be completed by the candidate. They record their working title at the start of
their research at the top of the page and log when each element is completed. At the bottom
of the page there is a space for them to record their final title.
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Record of initial planning
It is ok if candidates have more than one idea for their project, at the beginning of the
process. If candidates complete more than one version of this page, it is acceptable for
them to submit these additional pages. (Their production log should make clear the reasons
for taking one idea forward over another, however.)
Project Proposal Part A
The candidate completes this page. They should be encouraged to be as clear and detailed
as possible when discussing the types of research they plan to undertake – we are looking
for more than ‘I will read books and look on the internet’. This is also where candidates
record what other courses they are undertaking. Please note that while candidates might be
inspired to look more deeply into a topic they have touched on during another area of study,
they should be looking to extend and develop away from those core areas of study. This is
particularly true at Level 3 (EPQ).
Project Proposal Part B
This is to be completed by the Supervisor. Here you will comment on the suitability of a title
and whether a candidate’s research plan is feasible. You will also indicate whether the
student is working as part of a group and what form the final product will take (essay,
artefact etc.).
Project Proposal Part C
This page is to be completed by the Centre Coordinator who gives the final approval for a
project to go ahead. If you are the sole supervisor and are also working as the centre
coordinator, please enlist the help of a colleague to sign projects off. They do not have to be
fully immersed in the project process but fresh take on a proposal can be helpful. They
should refer to the 7 point checklist in the specification (page 5) before approving a proposal.
Planning Review
This section provides the candidate with an opportunity to map out their next steps. They
will be able to chart their progress against this plan. Some candidates use Gantt charts or
other time management tools to help with the management of their projects. These can be
handy tools when used effectively but they aren’t necessary to a successful project –
candidates can use the production log to plot and chart their progress against their aims.
Mid-Project Review
By this stage the candidate’s title should be finalised. They will have undertaken most of
their research by this point and will be ready to start producing their outcome. Any changes
that have been made as a result of their research, conversations with their supervisors or
other input should be logged and explained. Candidates should be reminded that the project
is marked ‘holistically’ and that there may be opportunity for reflection and evaluation at any
point – if they have made a decision to refine their title (for example) then this would be an
appropriate time for them to justify that decision and reflect upon what caused them to reach
that decision.
End of Project Review
Once more this section provides candidates with an opportunity to measure how well they
have managed the project process since the Mid-Project Review. Candidates should be
reminded of the necessity of recording their own monitoring processes – have they reached
the goals they set themselves/met their own deadlines. The Supervisor may have some
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more comments or points that the candidate could choose to incorporate in their product at
this stage.
Summary
Candidates should provide an abstract/brief outline of their product. There are a number of
online resources on how to write an effective abstract which could form part of the Taught
Skills programme. Simply type “How to write an abstract” into your favourite search engine
and find the guide that will be most appropriate for your students.
Presentation Record Part A
This is an opportunity for the candidate to outline what form their presentation will take, who
will be there, the content of their presentation and any changes they make as a result of a
discussion with their supervisor after a rehearsal. See the Quick Guide to the Presentation
for more information on this important aspect of the Project Qualifications.
Presentation Record Part B
This is completed by the Supervisor. In order for AQA moderators to support the marks you
award as a result of the presentation, a record must be made which supports those marks.
We do not ask you to submit recordings of the presentations but a fulsome record of the
questions asked and answers given makes it much easier for moderators to support your
marks. Vague statements saying that ‘the candidate answered confidently’ do not help in
this process. If you wish to submit pages of notes you took during the presentation, this is
ok – as long as they can be read.
Reflection
Often candidates think that if they admit to any failings they will be penalised. This is not the
case. Honest reflection on what went well, what they have learned, what they enjoyed
coupled with what went less well, what they didn’t enjoy and what they would do differently,
are key to a successful reflection. Candidates should understand that admitting to problems
they encountered and acknowledging the ways in which they dealt with those problems are a
legitimate aspect of an effective reflection.
Remember that the Production Log belongs to the candidate. It is their document and they
are the ones who are responsible for its completion (apart from the pages indicated). They
are also responsible for the selection of any additional evidence they wish to include. Some
of the most successful projects we have seen have comprised simply a Production Log
(including presentation record) and the completed product. Additional evidence can be
useful but the judicious selection of such material could form part of the Taught Skills
programme.
What support is there to help me with the Production Log?
There are a number of ways in which you can get support and advice about the Production
Log. These include:
 Allocated Project Adviser
 AQA Projects Team
 The Extended Project resources at ‘Get Revising’ (free resource)
http://getrevising.co.uk/pages/extended_project_resources
 The Nelson Thornes Supervisor Support File
http://www.nelsonthornes.com/shop/nt/aqa-extended-project-supervisor-support-file
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7. Quick Guide to providing evidence of the project outcome
Project Outcomes
Candidates can produce a range of outcomes for their Project ‘product’. These are:



a research report (e.g. a written report of length appropriate to the level of project –
including scientific based reports)
a production (e.g. charity event, fashion show, sports events etc)
an artefact (e.g. a piece of art, a computer game, a realised design).
If candidates complete a production or an artefact then they must also complete a research
based written report (please refer to the relevant specification to confirm the length of this
report). This report should be a synthesis of the research they have completed in preparation
for creating their production or artefact. It should be academic in focus and tone and should
be fully referenced as with the long written report (as is appropriate for the level of project
being undertaken).
How can you provide sufficient evidence of Project Outcome?
If a candidate has produced a 3D artefact, which cannot be posted to the external
moderator, high quality photographic evidence of the artefact should be submitted along with
the production log. This should reflect the quality of the artefact and may also include
evidence gathered throughout the course of producing the artefact (including evidence of
experiments, mistakes made or issues which have arisen). Depending on the nature of the
artefact it may be appropriate to submit a supporting testimony from a subject expert
testifying to the quality/success of the final artefact (e.g. from a teacher of Spanish if the
artefact is a magazine article written in Spanish for a Spanish audience or from a costume
designer if the artefact is a gown produced for a particular dramatic production).
Where candidates have created a production or performance, or where evidence of an
artefact is to be submitted on CD/DVD, please ensure that the programs can be run on a
Windows operating system.
All CDs/DVDs must be clearly labelled with Centre Number, Centre Name, Candidate
Number and Candidate Name. There must be a unique CD/DVD per candidate (even if
candidates have worked on a group project).
Please draw your candidates’ attention to the invitation that is made to them to supply
additional evidence should they so wish (page 4 of the Production Log) but advise them that
such evidence needs to be both relevant and well selected. If you would like extra guidance
please contact your Project Adviser or the AQA Projects Team.
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8. Quick Guide to the Presentation
What is the Presentation?
For each level of the AQA Project Qualifications, candidates must complete a presentation. The
presentation should not only focus on the content of their project (the ‘product’), but should ideally
also cover the following:







What their project is about
The reasoning that underpins their Project Product
Their Aims and Objectives
What research has been undertaken and why
A review of their performance and achievements
Lessons they have learnt
How their product might affect their future career/education
The presentation provides candidates with an opportunity to tell the story of their project journey,
from initial project choice right through to final reflections. Candidates can demonstrate their
management, research, and evaluation skills which can provide excellent evidence that can
contribute towards the holistic assessment.
Format of the Presentation
The presentation should take the form of a verbal presentation and should be for a non-specialist
audience. The minimum number of people in the audience is two (one of whom must be the
Supervisor).There is a variety of ways that the presentation could be conducted, for example:




Viva (witnessed by at least one person in addition to the Supervisor)
Lecture
Seminar
Market Place (for large cohorts, each student has a stand and conducts their presentation to a
number of small groups)
Candidates may wish to use flipcharts, posters, PowerPoint (or other presentation software – see
over for some alternatives) or short excerpts of video material to complement their presentation. In
their log, candidates may discuss why they selected a particular format, why it was appropriate for
their particular product, and any limitations that affected their choice.
The Supervisor should ensure that there is a live question and answer session during the
presentation. The use of an identical list of questions for all candidates is not advisable. Questions
should be specific to the candidate and spontaneous. Individual targeted questioning enables the
candidate’s knowledge and understanding of issues arising from his/her project to be measured.
Supervisors may see valid evidence that does not appear anywhere in the candidate’s final package
of evidence, and use the question and answer session to put this in the public domain by asking
questions that are designed to elicit the missing evidence through the candidate’s answers.
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Evidence of the Presentation
Physical evidence of the presentation is not compulsory (for example, a video of the presentation or
Power Point slides used). However Supervisors must complete Presentation Record Part B of the
Production Log fully and in detail to give moderators a complete overview of the candidate’s
performance.
All assessment is evidence-based. If marks are awarded to credit the candidate’s responses to
questioning, a record of the questions asked and answers given must be supplied so this is visible at
moderation.
What support is there to help me with the Presentation?
There are a number of ways in which you can get support and advice about the Presentation. These
include:




Allocated Project Adviser
AQA Projects Team
Chapter 8 of the Extended Project Activity Pack at ‘Get Revising’ (free resource)
http://getrevising.co.uk/pages/extended_project_resources
Chapter 5 of the Nelson Thornes Supervisor Support File
http://www.nelsonthornes.com/shop/nt/aqa-extended-project-supervisor-support-file
Alternatives to PowerPoint
Prezi
GoAnimate
GoogleDocs
Sliderocket
Slidesnack
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9. Quick Guide to Group Projects
Group Projects
The AQA Project Qualifications allow students to undertake a project by themselves or as part of a
group.
If students are working on a group project they must still define their individual role and tasks carried
out within the group, and use this as the basis for their production log. Although the overall end
product may be the same for all students, it is important that students are assessed on their
individual contribution and not as a group.
A group should contain no more than four students and each Production Log must declare all
students involved under Project Proposal Part B.
Common mistakes
1. Submitting a photocopied Production Log for all students
It is frequently the case that students submit projects containing largely identical material to other
group members and there is little to evidence what their individual contribution has been. Students
must complete their own Production Log so that each student’s individual development can be
assessed.
In addition, Supervisors should not provide generic advice and comments for all students as each
student’s skills and abilities are different. It is possible for the students in a group to have different
supervisors which will allow the supervisor to focus on the individual when offering advice and
marking the project, rather than viewing it as a collective effort.
2. Students focussing on the group effort
It is common for students to use the phrase ‘we’ within their Production Logs and to focus on the
joint aims and end product of the team. Students who do not make their role clear put themselves at
a disadvantage. Supervisors need to ensure that students fully understand the need to focus on their
individual contribution to the group project and this should be discussed at the initial planning stage.
To provide students with the opportunity to explore how they are able to contribute individually to the
group project, supervisors should advise the group to assign individual duties and responsibilities to
each member.
3. Students collaborating to produce one written research-based report
Students need to complete a report each in order that the moderator can ascertain exactly what
each student has done. Reports that are produced as a joint effort mean that it is impossible to tell
exactly what each student has contributed. Students wishing to work as a group should be advised
that it is imperative that each of their individual contributions is explicit and identifiable in the final
outcome.
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4. Completing a group presentation
The Presentation is a key element within the Project Qualification as it allows students the
opportunity to provide evidence for all assessment objectives. A group presentation would constrain
each student’s ability to fully demonstrate their understanding of the process that they have
undertaken in completing the project, and to reflect on their own performance. It is important,
therefore, that each student produces their own presentation and has a separate question and
answer session with individual targeted questioning to draw on their unique project journey. See the
‘Quick Guide to the Presentation’ for more information on the presentation element of the Project
Qualifications.
What support is there to help me with Group Projects?
There are a number of ways in which you can get support and advice about how to tackle Group
Projects.
These include:
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Allocated Project Adviser
AQA Projects Team
Pages 22-26 of Managing Extended Projects at ‘Get Revising’ (free resource)
http://getrevising.co.uk/pages/extended_project_resources
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10. Quick Guide to Artefacts
Students undertaking an EPQ can submit either a research-based written report of around
5000 words or can opt to produce a practical project or ‘artefact’ with an accompanying
research-based written report of at least 1000 words.
We have seen a large number of excellent artefact projects during moderation. The
following guidance is designed to help you and your students avoid some of the more
common pitfalls associated with producing an artefact.
What is an artefact?
An artefact can be a physical outcome such as a book or a short film or it can be a
presentation to a specific audience or a play or it could be an event such as a fashion show
or a musical evening. In fact there is almost no limit to what can constitute an artefact, as
long as it has research at its core.
What all artefact projects have in common is that they must have a clear research
aim/purpose and be well evaluated.
Students who choose artefact projects must understand that the planned research should
form the largest part of their project and that the production of the artefact can only
commence once this detailed and wide research is completed. While the written report is
shorter for artefact projects than for other written outcomes, the projects must still be
research-based.
Common problems
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Title selection
During moderation we have seen very successful projects with titles such as:
Film posters
Produce a short stop-frame animation
Create an original scene for the musical ‘Wicked’.
These titles, in isolation, do not suggest a level of depth and analysis of research materials
necessary for success in the EPQ but they were all very well-executed and achieved A*
grades. For artefacts it is frequently the aims and objectives, set by the student, which
demonstrate clarity and focus.
When formulating titles, supervisors should encourage students to develop a proposal that
incorporates how they will measure the success of their artefact after they have created it.
One such example we saw at moderation is:
“To build a ‘High Performance’ Desktop PC and evaluate it against commercial pre-built
alternatives.”
The student who submitted this project had a clear idea of what it was that he wanted to
achieve and how he was going to measure its success.
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The following sections provide advice related to the Assessment Objectives which may be of
help to students and supervisors.
AO1 – Manage
In addition to a clear and focussed title with clearly expressed aims and objectives, students
should be encouraged to develop a detailed project plan that shows what skills they need to
acquire/develop in order to succeed.
It is important that students log what they plan to do/have done throughout the project
process. Students should be encouraged to record why they have taken
decisions/performed certain actions rather than merely describing what they have done.
Students should provide evidence of their monitoring of monitoring their own
progress/achievements against their objectives through the log. They should be encouraged
to understand that the Production Log forms the ‘backbone’ of their project (see ‘Quick
Guide to the Production Log’ for more information) and moderators need to see evidence of
progression throughout the project process.
AO2 – Use of Resources
One common mistake we see with artefact projects is the idea that practical projects do not
need to have a research focus. This is not the case. Students producing artefacts must still
have clear research aims and they should still use a wide range of resources in order to
complete their projects. Depending upon the nature of the project being undertaken, these
resources might be less conventional than for students undertaking a long research-based
report but they should still be critically analysed and assessed in the same way as for any
other project.
If, for example, a student is planning to record a song and sound quality is an important part
of the project, that student might conduct research into the equipment that is available. Such
research may take the form of the more traditional book and internet-based research or may
include interviews with people who have experience in the field or perhaps tests of various
pieces of equipment. What remains important is that, throughout this process, they analyse
and evaluate the reliability and validity of the resources they are using.
AO3 – Develop and Realise
When a student has produced an ‘artefact’ it is obviously important that they have produced
a finished product that is of a high standard, but this alone is not enough to earn the highest
marks available for this AO.
Students need to demonstrate that they have made appropriate decisions throughout the
project process – choosing the correct materials to work with, for example. They must
ensure that their final outcome is consistent with the plan they finally agreed – a project that
has not been well-managed can easily veer off in an unexpected direction and if these
changes are not documented and explained in the Production Log, students can fail to reach
the top mark band, despite having produced a high-quality artefact.
Students who produce artefacts must still complete a research-based written report. The
report that accompanies their artefact should not be a ‘write-up’ of what they have done but,
rather, should demonstrate a synthesis of the research and how the research has influenced
the design decisions that underpin the final product.
Students should ask of themselves: ‘Have I done what I said I was going to do?’
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AO4 – Review
Students should present a clear and detailed evaluation of the project as a whole. They
should use this opportunity to discuss not only the strengths and weaknesses of the artefact,
but also of their own performance throughout the project process.
The temptation to focus solely on the quality of the outcome may seem overwhelming to
students but they should be encouraged to discuss the entire project process and evaluate
the process honestly and critically.
Their conclusions and findings should be clearly articulated and ensure that they are
communicated in a way that is accessible to readers (including AQA moderators), who have
not been involved in their project process.
Further guidance and support
There are a number of ways that you can access further guidance and support if you have
students considering producing an artefact:
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There are a number of artefact projects that have been used as exemplar material for
standardisation. These can be accessed via the Secure Key Materials area of e-AQA. If
you do not have access to e-AQA, please contact your examinations officer.
Click here to book a place on our Amazing Artefacts online CPD course.
Contact your project adviser. If you do not have contact details for your adviser, please
email [email protected]
If you would like any further advice or guidance, or
would like to discuss anything included in these
quick guides, do please contact your project
adviser using the contact details you’ve been given
or the project team at [email protected] or on
0161 957 3980.
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