teacher’s guide extended project - ocr · extended project teacher guide 2 2016 starting out:...
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PROJECTTeacher’s Guide
EXTENDED PROJECTH856For first teaching in 2015
QualificationAccredited
www.ocr.org.uk/extendedproject
Guide 1 PlanningVersion 2
Teacher GuideExtended Project
2 © OCR 2016
Starting out: This guide is designed to be used by teachers, and also shared with students studying for the Extended Project Level 3.
Choosing a topic • Selectingthetopicandplanningtheprojectthoughtfully
iskeytocreatingasuccessfulextendedproject.
• Thetopicmustbeselectedasindependentlyaspossibleby the learner, and negotiated and checked by the teachertoensurethattheprojecthasthepotentialtomeetalllearningoutcomes.
• TheprojectcouldbeanextensionofanALevelsubjectthatparticularlyintereststhelearner,oradevelopmentofapersonalexternalinterestoractivity.
Mindmapping:• Apossiblestartingpointcouldbeforstudentsto
createapersonalskillsauditintheformofamindmap,exploringalltheiracademicandpersonalinterests.Thiscouldincludeimagesaswellaswords.Itshouldbekeptgenerallytogeneralthemes(eg:film,ceramics,economics,science).
• Thiscouldthenbesharedwithpeersoratutor,andpossibleideaslistedanddiscussed.Timeshouldbetakentoexpandmindmapstocoverwhattheyarestudying,personalinterests,ambitionsandprogressionchoices.
• Agoodexampleofafreemindmapwebsite:https://www.text2mindmap.com/
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ALTERNATIVEENERGY
Teacher GuideExtended Project
3 © OCR 2016
Leave room for development:• Researchingseveralideasbeforesettlingonthefinalideaisadvisable,andwhereappropriate,thespecificsforafinal
productshouldbekeptvague,toallowfordevelopmentsandlearningtotakeplaceduringtheresearchanddevelopmentphaseoftheproject.
Final outcomes:• Thefinaloutcomedoesnothavetobedecidedatthisstage.Cross-disciplinaryoutcomesshouldbeconsidered:e.g.a
illustrated children’s book about an historical event.
• Ideallythefinaloutcomewillbedeterminedbytheresearch,asapossiblesolutionwillsuggestitselfthroughthetypeofresearchmaterialused.
Possible outcomes:Manydifferentapproachestothefinaloutcomecanbetaken:
Someexamplesare:
• Artefact/Design:asculpture,costumesforaplay,designforastagesetorvehicle
• Report:documentingabusinessventureorscienceexperiment
• Performance:concert/debate/sport/event
• Dissertation:criticalanalysisoftheworkofafilmdirectororhistoricalfigure.
Group work:Groupprojectscanofferanexcitingopportunityforstudentstoworkcollaborativelyutilisingtheirindividualskills,strengthsand knowledge.
Ifgroupworkisinvolved,eachlearnershouldhaveaspecificroleinthegroupwiththeirownaimsandobjectives,whichfeedintothegroup’saims.Thiswillenableeachmemberofthegrouptohavetheopportunitytoreachthehighestgradesandtosatisfyotheraspectsoftheassessmenttothebestoftheirability.Theteachershouldatthispointaddresstheissueofwhetherandhoweachprojectcanbeaccuratelyassessedinrelationtothespecifiedcriteria.
Negotiation:Eachlearnershouldarrangeameetingwiththeirteacherforanindividualinterviewtoestablishwhattypeoftopicwouldsuitthemandtoagreethetopicthattheywanttopursue.TheteachershouldensurethattopicareaswillenablelearnerstoaccessthehighestbandsofassessmentintermsofmeetingtheAssessmentOutcomes.
Going out of comfort zones:Ifasubjectischosenthatoverlapswithsubjectsalreadystudied,thestudentshouldconsiderhowtheyaregoingoutoftheircomfortzoneandlearningnewskillsduringtheEPQ.
Develop new skills:Someofthemostinterestingprojectsproduced,enablestudentstodevelopnewskillsaswellasextendingexistingones.Theycouldproducea‘practical’outcomefromtheirinterestin‘academic’subjectse.g.:film,app,websiteoranimationormagazinebasedontheirareaofinterest.
Level of quality:ThequalityofthefinaloutcomeshouldnotbecomparedtothatofsomebodystudyingaLevel3qualification.E.g.astudentillustratingabookforthefirsttimewouldnotbeexpectedtoreachthesamestandardassomebodystudyingartAlevel’.
However,thelevelofskillsdemonstratedduringtheprojecte.g.research,evaluation,projectmanagementetc.mustbeatLevel 3.
Teacher GuideExtended Project
4 © OCR 2016
Project planning:
Setting aims and objectives Initialplanningmayincludemorethanoneideaifthestudentisnotsureofwhichprojectwouldbemostsuccessful. The reflective journal should contain notes setting outclearaims–generalthemesandtheformthattheoutcomemighttake.
Written proposal:StudentsshouldusethefirstpartoftheProjectProgressionRecordtorecordtheirproject’sthemeandtowritearationaleexplainingwhattheyhopetogainfromcompletingtheirproject.Averificationoftopicformshouldalsobecompletedexplainingtheaimsandoutcomesoftheprojectproposed.The language and vocational language should be clear to anon-specialist,butitmaybenecessaryforthestudenttodiscusstheirproposalwithspecialiststafftodetermineifitisasuitabletopicfortheproject.
Timewillbetakeninthetaughtskillssessionstoexpandandexplaintheprocessofwritingasuitableprojectproposal,andpastexamplesmaybeshowntoillustratethis.
Itisreallybeneficialtostudentsiftheyareabletosetthemselvessomeclearobjectivesatthebeginningoftheproject.Althoughthesemightchangeanddevelop,itenables the student to evaluate against their initial intentions anddocumenthowthesehavedevelopedduringtheproject.
Planning the project:Oncethetitleandaimsandobjectiveshavebeendecided,studentscanbreakdowntheirover-archingtasksintosmaller,interimtargets,andtoseehowandwhentheseneedtotakeplace.
Identifying skills and resources needed:Astheplanisproduced,itshouldbecomeclearwhatspecialistskillsaregoingtobedevelopedoverthecourseoftheproject(eg:illustrationskills,analysingdata,academicwritingetc.)
Studentsshouldhighlighttheseintheirplan,andconsiderhowtheyaregoingtodeveloptheseskills.Thiscouldincludeusingon-lineguidesorbooksortheymightwanttoapproachteacherswithspecialistknowledge,orcontactexternalexperts.Theymightalsoattendexternalworkshopsand events to broaden their knowledge base.
Teacher GuideExtended Project
5 © OCR 2016
Other skills that may need to be taught:• ICTskillstohelpsupport,analyseandpresenttheproject.
• Howtomakenotestodocumentmeetings,eventsorrehearsals.
• Practicalskillsandhealthandsafetyeg:goodworkshoporlaboratoryworkingpractices.
• Ethicalandprofessionalguidelinesforundertakingsurveysorresearchaswellassafeguardingconsiderationswhenworkingwithmembersofthepublicandotherinstitutions.
• Riskassessmentsforevents,performances,experimentsorpracticalwork.
• Theexpectedformatofanacademicresearchreport.
• Evaluationofresearchsources
• Harvardreferencing
Timeline and time planning:Adetailedtimeplanwillenablethestudenttocreateasuccessfulproject.Althoughthetimescalesandexactactivitiesmaychangeovertime,thiscanbedocumentedinthejournal,inresponsetoreflectionandevaluationofprogress.
Teachers,toenablestudentstodevelopprojectmanagementskillsfortheirproject,willdelivertimemanagementandtargetsetting sessions.
Makingthetimeplanveryspecificfromthestartwillhelpthestudenttoshowthattheyhavemanagedtheprojectwell.Itistemptingtobevaguewhenwritingatimeplan,butmoresuccessfulprojectstendtohaveprecisetimelines,evenifthesearechangedastheprojectprogresses.
Evaluation of objectives:Objectivescouldbenumberedsothattheycanbereferredtoinevaluationswrittenthroughouttheprojectinthereflectivejournal.
Newobjectivescanbeaddedtothetimelineasrequiredduringtheproject.
Summary of Guide One• Completeapersonalskillsaudit
• Mindmapideas
• Discusswithtutor
• Filloutprojectproposalformincludingaimsandobjectives
• Writeatimeplan
• Identifyskillsthatareneededfortheproject
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