aqa - baf diploma - pq spec 09 - level 2

8/9/2019 AQA - BAF DIPLOMA - PQ SPEC 09 - LEVEL 2

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Project Qualifcation(PQ2)

Level 2Freestanding PQ2 (Pilot) September 2007 to May 2008

Freestanding and Diploma PQ2 (Pilot) September 2008 to May 2009

Freestanding and Diploma PQ2 September 2009 onwards


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Level 2 Higher Project Qualification Specification (version 1.1)

Contents

1 Introduction 2

1.1 Why choose AQA? 21.2 What is the Level 2 Higher Project? 2

1.3 What are the Learning Outcomes of the Level 2 Higher Project

Qualification? 3

1.4 What is involved in a Level 2 Higher Project? 3

2 Teaching, Supervising and Assessing theExtended Project Qualification 4

2.1 Aims 4

2.2 Centre Coordination 4

2.3 The Taught Element of the Level 2 Higher Project Qualification 52.4 Supervising the Project Process 5

2.5 Assessing the Level 2 Higher Project 6

3 Integrating Personal, Learning and Thinking Skills,Functional Skills and Key Skills 13

3.1 Personal, Learning and Thinking Skills 13

3.2 Functional Skills 13

3.3 Key Skills 14

4 Administration 15

4.1 Entries 15

4.2 Private Candidates 15

4.3 Access Arrangements and Special Consideration 15

4.4 Language of the Assessment 15

4.5 Awarding Grades and Reporting, Results 15

4.6 Re-sits and Shelf-life of Results 15

4.7 Supervision and Authentication of Coursework 16

4.8 Malpractice 16

Appendices A Grade Descriptions 17

B Spiritual, Moral, Ethical, Social, Cultural and other Issues 18

C Overlaps with other Qualifications 19

This specification will be published annually on the AQA website (www.aqa.org.uk). The version on the website

is the definitive version of the specification. Vertical black lines indicate a significant change or addition to the

specification published for 2009 onwards.

This Level 2 Higher Project Qualification is administered by AQA on behalf of AQA-City & Guilds.


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1 Introduction

1.1 Why choose AQA?

Its a fact that AQA is the UKs favourite exam boardand more students receive their academicqualifications from AQA than from any other board.But why does AQA continue to be so popular?

SpecificationsThese are designed to the highest standards sothat teachers and learners can be confident thatan AQA award provides an accurate measure ofwhat the learner has achieved.

Support

AQA includes free of charge introductory meetingsfor Project qualifications in its extensiveprogramme of support meetings for newqualifications. Subsequent meetings will be madeavailable free or at reasonable cost. These

support and training meetings explain thespecification, suggest practical strategies to helplearners produce successful projects and helpstaff development in new roles.

Service

We are committed to providing an efficient andeffective service and are at the end of the phonewhen you need to speak to someone about animportant issue. We will always try to resolve

issues the first time you contact us but, shouldthat not be possible, we will come back to you (bytelephone, e-mail or letter) and continue to workwith you to find the solution.

Ethics

AQA is a registered charity with no shareholders topay. We exist solely for the good of education.Any surplus income is ploughed back intoeducational research and our service to you, ourcustomers. We dont profit from education, you do.

If you are an existing AQA customer, we thank you for

your support. If you are new to AQA, then we lookforward to welcoming you.

1.2 What is the Level 2 Higher Project?

The Level 2 Higher Project is a Level 2 qualificationintroduced in September 2008. It can contribute toprogrammes of study in two ways.

As a stand-alone qualification. Learners may

choose to take the Level 2 Higher ProjectQualification as an extension from studies for anyother qualifications at Level 2 (GCSE, VRQ, BTEC,other academic or vocational qualificationsincluding Modern Apprenticeships).

As part of a diploma course. The Level 2Higher Project is a compulsory part of the genericlearning component of all Diploma qualifications atLevel 2.

The Level 2 Higher Project will develop and extendfrom one or more of the learners study areas and/orfrom an area of personal interest or activity outsidetheir main programme of study. It will be based on a

topic chosen by the learner(s) and agreed asappropriate by the centre.

Delivery of the Level 2 Higher Project Qualification incentres will involve some teaching of the necessaryskills, supervision and assessment of the learnersprogress. It will involve extended autonomous work

by the learner. It will require in total 60 guidedlearning hours.

Learners are required, with appropriate supervision, to:

choose an area of interest

draft a title and aims of the project for formalapproval by the centre

plan, research and carry out the project

deliver a presentation to a specified audience

provide evidence of all stages of projectdevelopment and production for assessment.

AQA-City & Guilds

AQA-City & Guilds are working together to deliver the Diploma across all lines of learning. We share the same

values and commitment to education and training. AQA-City & Guilds is a registered Diploma Awarding Body.More information can be found on our website at: www.diplomainfo.org.uk

Project specifications, whether free-standing or part of a Diploma course, will be administered by AQA.


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Text

1

1.3 What are the Learning Outcomes of the Level 2 Higher

Project Qualification?The learner will:

identify, design and complete an individual project,applying a range of organisational skills andstrategies to meet agreed objectives

obtain critically and use select information from arange of sources. Analyse data, apply it relevantlyand demonstrate understanding of anyappropriate linkages, connections andcomplexities of the topic

select and use a range of skills, including newtechnologies where appropriate, solve problems,take decisions critically, creatively and flexibly, toachieve planned outcomes

evaluate outcomes both in relation to agreedobjectives and own learning and performance.Select and use a range of communication skillsand media to present evidenced outcomes andconclusions in appropriate format.

The centre appoints a Centre Coordinator who will beresponsible to AQA for the quality control andmanagement of the supervision and assessmentprocess. Each learner has an appropriate member ofstaff appointed as their Supervisor. The Supervisorwill oversee, guide and facilitate the learnerthroughout and assess the learners achievementbased upon thorough knowledge of the learnersautonomous work.

Learners develop an initial idea for a project they maywish to carry out and discuss their ideas with theirsupervisor. Learners initially carry out some researchto enable them to develop their ideas sufficiently tomake a formal project proposal that includes theirproject aims, initial plans and likely format in which topresent their project. They complete a ProjectProposal Form.

The supervisor evaluates the Project Proposal againstthe aims of the Level 2 Higher Project. If theproposed project meets the aims of the Level 2Higher Project Qualification, s/he should endorse theProposal.

The Centre Coordinator comments on the projectproposal and

approves the project without recommendations,or

makes required recommendations, or

requests a resubmission of the Project ProposalForm

This form is then included in a Production Log andAssessment Record.

On completion the learners must give a presentationwhich should be for a non-specialist audience usingmedia appropriate to the type of project. This couldtake a number of forms including slides for a largeaudience, contributing to a poster session orexhibition, or a witnessed one-to-one vivapresentation to the supervisor. The presentationmust include a live question and answer sessionoverseen by the supervisor.

Learners complete the Production Log as they carryout their projects. It records the following keyinformation:

planning review meeting between the learner andthe supervisor following project approval

mid-project review with the supervisor

end-of-project review with the supervisor

summary and evaluation of the project

a record of the presentation

reflection on the complete project process

The completed Production Log, the Project product,

including a written element and any other evidence,and the presentation are assessed together by thesupervisor at the end of the process.

Supervisors assessments are standardised andmoderated internally by the Centre Coordinatorbefore submission for external moderation by AQA.

1.4 What is involved in a Level 2 Higher Project?


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2 Teaching, Supervising and Assessingthe Project

2

2.1 Aims

The Level 2 Higher Project offers opportunities forlearners to:

develop and improve their own learning andperformance as inquisitive and independentlearners

be inspired by new areas and/or methods of study

support the experiential learning process and

provide further opportunities for learners to planand review their learning

use their learning experiences to support theirpersonal aspirations for further study and careerdevelopment

develop, where appropriate, as e-confidentlearners and apply appropriate technologies intheir studies.

2.2 Centre Coordination

Each centre is required to appoint an appropriatelyqualified Centre Coordinator who will be responsibleto AQA for all Level 2 Higher Project submissionsfrom the centre. AQA provides required training.

This role includes:

developing staff understanding of the requirementsof the Higher Project and the Centres relevantassessment policies and procedures

quality assuring the assessment activitiesundertaken

quality assuring standards of internal assessments

meeting administrative requirements (both internaland external)

reviewing and evaluating assessment practice,including feedback from AQA.

The Level 2 Higher Project will require the teaching of relevant planning, organisational, project management,study and presentation skills and a piece of independent work undertaken by the learner. This work will be

guided and overseen by the learners Supervisor, monitored by the Centre Coordinator and internally assessedby the centre.

2.3 The Taught Element of the Level 2 Higher Project Qualification

The Higher Project Qualification will require teachingof the necessary skills. It is expected that up to a halfof the total available resource i.e. 30 guided learninghours, will be spent on this taught element. Theremaining 30 glh are allocated for the learnersindependent work and the individual supervision andguidance received. Teaching of the skills for theHigher Project should be agreed by the supervisor asappropriate to the needs of the learner and theirchosen project.

The taught element is likely to include:

any skills or techniques that will be required for thesafe and effective execution of the project whichare not part of the candidates course of study.e.g. safe laboratory or workshop technique,professional codes of practice, ethical guidelines,research methodology.

ICT skills that will enhance the production of the

report and/or the development of the projectcovering research, analysis and execution

research skills including the ability to search forand identify suitable sources of information andprior research or relevant work already undertaken

project management skills including time,resource and task management

in the case of a performance, production orartefact, the format and content of rehearsalnotes, initial sketches or other working documents

in the stages of production the format and structure of accepted academic

forms of research report to include abstract,introduction, background research, furtherresearch content with all sources cited,discussion, conclusion, references, including theevaluation of sources

Personal, Learning and Thinking Skills, FunctionalSkills and Key Skills (see Section 3).

Work completed by the learner as directed within thistaught element will not form part of the evidence forassessment. Individual exercises carried out by thelearner as part of this taught element cannotcontribute directly to the assessment for the HigherProject Qualification although they may inform thesupervisors assessment of the learners decisionmaking in choice and use of newly developed skills.


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2.4 Supervising the Project Process

The centre will allocate a supervisor to each learner.The number of learners allocated to each supervisorshould take into account the supervisors othercommitments. The supervisor should normallyundertake the following:

agree the project title and proposal and completethe supervisors sections in the Production Logand Assessment Record for each learner

meet with each learner for regular reviewsincluding at least:

an initial planning review to discuss thelearners idea and how they intend to develop

the project

a mid-term review with each learner

an end-of-project review with each learner

confirm that a presentation by each learner tookplace and provide a record of the questioning

endorse each learners Production Log andAssessment Record by signing the appropriatesections including a declaration that the evidencesubmitted for assessment is the unaided work ofthe learner

make the assessment of the work of the

candidate following any standardising and internalmoderation procedures required by the CentreCoordinator

The supervisor assesses the potential project againstthe following checklist.

1. Is the topic to be researched, or the activity ortask to be carried out, suitable for a Level 2Higher Project?

2. Does the title of the project and proposed actionallow the learner to investigate and to access thehigher-level concepts and skills in the learningoutcomes and assessment objectives, i.e. plan,research, analyse, evaluate and explain, ratherthan simply describe and narrate?

3. Are the title and proposed action clear andfocused on an issue which can be managedwithin the timescale, available resources and wordtotal?

4. Do the title and proposed action indicate that thelearner will be capable of investigating and

researching the topic or carrying out the activity ortask independently and within appropriate ethicalor methodological guidelines?

5. Is there a danger that the learner will be unable toapproach the project impartially and in a balancedway?

6. Is the learner likely to face difficultiesunderstanding the themes and issues associatedwith the project topic?

7. Does the project topic either complement anddevelop the main learning programme and/orsupport the learners progression anddevelopment?

The supervisor must also confirm that no work to besubmitted for the Higher Project Qualification is alsoto be submitted, or has been submitted, for any otheraccredited qualifications.


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2.5 Assessing the Level 2 Higher Project

2.5.1 Assessment Evidence

The evidence for assessment will comprise thefollowing:

the completed Production Log and AssessmentRecord including the Project Proposal Form,Presentation Record and Candidate Record Form

The project product including a written report andany other evidence, as appropriate, depending onthe topic or subject area chosen.

Individual Projects may contributeto a Group Product

If a learners project contributes to a group endproduct then the defined individual contribution mustbe pre-approved by the centre supervisor. Learnersworking as a group must submit individualassessment evidence.

Evidence presented for assessment must show howthe individual learner has met the assessmentobjectives and performance criteria.

Completed Production Log

and Assessment RecordThe Production Log and Assessment Record willdocument the planning and progress of the project,including decision-making and the learnersreflections on the process:

formal proposal and approval

initial idea and outline plan for the project

record of research carried out and resources used

record of advice and support offered and actiontaken as a result

note of any changes made to plan and reasons

for the change a review of the completed Project Product

a record of the presentation with supervisorconfirmation of relevant questioning

reflection on the full project process.

The presentation should be for a non-specialistaudience and use media appropriate to the type ofproject. The presentation may involve the use offlipcharts, posters, OHP transparencies, PowerPointor short excerpts of video material. The presentationshould include live response questions from thesupervisor.

All substantive advice given to the learners should berecorded by them in the Production Log andAssessment Record and confirmed by the Supervisor.

The Production Log and Assessment Record can bedownloaded from www.aqa.org.uk.

Appropriate Evidence of Project Product

Depending on the subject area or topic chosen, avariety of evidence may be submitted for assessment.

Evidence can be provided in any form appropriate tothe type of project chosen, and may include:

an artefact, model or construction

a CD/video/DVD of performances or activities

an audiotape/multimedia presentation

a journal of activities or events

a slide or PowerPoint presentation

a photographic record of the project

All Project products must include a written report ofbetween 500 and 2000 words. The exact length ofeach written report will depend on the nature of the

project, the subject area or topic chosen and theother evidence provided.

A project which consists solely of written work shouldbe approximately 2000 words, for example a researchreport of an investigation, exploration of a hypothesisor an extended essay or academic report inappropriate form. Projects where the majority of theevidence is provided in other formats should include areport which is at least 500 words.

The written report or record is likely to contain thefollowing:

references to sources of and range of information

accessed historical literature, or other background research

details of the design, knowledge, understandingand skills used

a conclusion to include an evaluation of theconclusions or outcomes

The written report should be of sufficient length toexplore the issues. It should use an appropriateterminology, style and form of writing.


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2.5.2 Marking Criteria

Assessment criteria statements are provided in threemark bands for each objective and should beregarded as hierarchical (i.e. each criterion assumesthat any lower criteria are also met and that aspectsof any higher criteria may be met in part).

When assessments are made, the criteria should beused to judge which mark best fits the candidateswork on their Level 2 Higher Project.

The mark should be awarded on the basis of thegeneral level of the candidates work in relation to thecriteria statements for each level (i.e. an isolatedexample of performance at a different level should not

be used to raise or lower the overall assessment).

The work will clearly meet the criteria given in theappropriate level descriptor for the lowest availablemark at that level as appropriate to the particularproject. Higher marks at each level may be usedwhere work is judged to meet the criteria readily,consistently and across different elements of theproject.

The zero mark band should be awarded in the eventof a candidate failing to demonstrate anyachievement in the objective at Level 2.

Clear identification of the topic to be investigatedor researched and clear evidence of appropriateaims and objectives for the proposed project title.

Detailed project plan, with clear evidence ofmonitoring progress of project work against theagreed project plan.

Some identification of the topic to be investigatedor researched. Some evidence of appropriateaims and objectives for the proposed project title.

Appropriate project plan, with some evidence ofmonitoring progress of project work against theagreed project plan.

Limited identification of the topic to beinvestigated or researched. Limited evidence ofappropriate aims and objectives for the proposedproject title.

Brief project plan, with little evidence ofmonitoring progress of project work against theagreed project plan.

No relevant response.

710

marks

46

marks

13

marks

0 marks

AO1 Manage

select a topic and agreeproject aims and objectives

produce a project plan

carry out the project applying

organisational skills andusing a range of methodsand resources, to achieveagreed objectives

Assessment Objectives Mark band Assessment Criteria


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Evidence of detailed research involving theselection and evaluation of a wide range ofrelevant resources.

Clear evidence of data collation and application ofresearch skills. Clear linkage between researchand agreed objectives.

Evidence of some research involving the selectionand evaluation of a range of relevant resources.

Some evidence of data collation and applicationof research skills. Some linkage betweenresearch and agreed objectives.

Evidence of limited research involving limitedselection and evaluation of a range of relevantsources.

Limited data collation and application of theresearch skills. Limited linkage between researchand agreed objectives.


710

marks

46

marks

13

marks

0 marks

AO2 Use resources

research, collate data andselect relevant informationfrom a variety of resources

apply information in arelevant manner to achieveagreed objectives



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Candidates take appropriate decisions and selectappropriate information for the task. The projectplan and outcome are fully implemented to a highstandard and consistent with the candidatesoriginal plan.

There is clear evidence of appropriate changes to,or development of, the initial project plan or title oraims and objectives, with clear and appropriatereasons for any changes.

Candidates show evidence of the use of a widerange of research skills and a variety of sources,

communicating their findings clearly in anappropriate format that closely addresses thenature of the task.

Candidates take decisions and select someappropriate information for the task. The projectplan and outcome are implemented to anacceptable standard and consistent with thecandidates original plan.

There is some evidence of appropriate changesto, or development of, the initial project plan ortitle or aims and objectives, with some reasons forany changes.

Candidates show evidence of the use of a rangeof research skills and different sources,communicating their findings in an appropriateformat that addresses the nature of the task.

Candidates take few decisions and littleappropriate information is selected for the task.The project plan and outcome are implemented ina limited way and the outcome is realised in alimited manner.

There is little or no evidence of appropriatechanges to, or development of, the initial projectplan or title or aims and objectives.

Candidates show limited evidence of the use ofresearch skills and sources, communicating someof their findings in a format not always appropriatefor the task.


1420

marks

713

marks

16

marks

0 marks

AO3 Develop andRealise

select and use a range ofskills including appropriatetechnologies to completetasks

working with others

problem solving

achieve agreed objectives



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Detailed analysis of the strengths andweaknesses of the completed project, theplanning, implementation and outcomes, and thecandidates own learning during the project.Clear understanding of the key issues relating tothe outcome of the project.

Material is consistently relevant, well-structuredand appropriately presented. Candidates clearlycommunicate their findings and outcomes whichare soundly based upon research evidence.

Some analysis of the strengths and weaknessesof the completed project and the candidates ownlearning during the project. Some understandingof the issues relating to the outcome of theproject.

Material is sometimes relevant, well-structuredand appropriately presented. Candidatesadequately communicate their findings andoutcomes which are based on research evidence.

Limited analysis of the strengths and weaknessesof the completed project and the candidates own

learning during the project.Material is not always relevant, well-structuredand appropriately presented. Candidatescommunicate some of their findings andoutcomes which are based on little researchevidence.


710

marks

46marks

13

marks

0 marks

AO4 Review

analyse project outcomesincluding peer evaluation

communication skills

present project outcomes inan appropriate format



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2.5.3 Assessment Objectives (AOs)

All candidates are required to meet the following Assessment Objectives. The Assessment Objectives areweighted as indicated below:

Assessment Objectives Weighting

Manage

With appropriate guidance, select, plan and carry out an individualproject or task or individual project or task within a group project,applying organisational skills and using a range of methods andresources, to achieve agreed objectives.

Use Resources

Research, collate and select information from a range of sources andapply in a relevant manner to achieve agreed objectives.

Develop and Realise

Select and use a range of skills, including appropriate technologies,working with others and problem solving to complete tasks andachieve agreed objectives.

Review

Analyse project outcomes and draw own conclusions. Communicateproject outcomes, presenting evidence in an appropriate format.

AO1

AO2

AO3

AO4

20%

20%

40%

20%

2.5.4 Standardisation

AQA will hold standardising meetings. Centresentering candidates for the first time must send theirCentre Coordinator to the meetings. Attendance isalso mandatory in the following cases:

where there has been a serious misinterpretationof the specification requirements;

where the nature of the projects agreed by acentre has been inappropriate;

where a significant adjustment has been made toa centres marks in the previous examination.

Otherwise attendance is at the discretion of centres.At these meetings AQA will provide support in usingthe marking criteria.

Centre Coordinators must standardise marking withinthe centre to make sure that all candidates at thecentre have been marked to the same standard. TheCentre Coordinator should sign the Centre

Declaration Sheet to confirm that internalstandardisation has taken place.

Internal standardisation and moderation may involve:

all supervisors assessing some trial pieces of workand identifying differences in marking standards;

discussing any differences in marking at a trainingmeeting for all supervisors;

referring to reference and archive material such asprevious work or examples from AQAsstandardising meetings;

sampling and appropriate adjustment by theCentre Coordinator

but other valid approaches are permissible.

Supervisors must show clearly how the marks havebeen awarded in relation to the marking criteriadefined in the specification. This annotation will help


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2.5.5 ModerationAQAs appointed moderators will normally carry outtheir work by post. Projects involving a performancewill normally be moderated by the scrutiny of a videoor DVD or digital recording. Where an artefact orartwork has been produced, moderation will takeplace using good quality digital recordings orphotographic records. AQA reserves the right to visitschools/colleges by arrangement to sample stages ofthe project process, such as the project proposal orpresentation stage, particularly where there has beena serious misinterpretation of the specific requirements

and/or where the nature of projects previously agreedby a centre have been inappropriate.

Following the re-marking of the sample work, themoderators marks are compared with the centremarks to determine whether any adjustment isneeded in order to bring the centres assessmentsinto line with standards generally. In some cases it

may be necessary for the moderator to call for thework of other candidates in the centre. In order tomeet this possible request, centres must retain undersecure conditions and have available the project workincluding the CRF of every candidate entered for theexamination and be prepared to submit it on demand.Mark adjustments will normally preserve the centresorder of merit, but where major discrepancies arefound, we reserve the right to alter the order of merit.

The candidates work will be returned to the centreafter moderation has taken place. The centre will

receive a report with, or soon after, the despatch ofpublished results giving feedback on theappropriateness of the tasks set, the accuracy of theassessments made, and the reasons for anyadjustments to the marks.

AQA reserves the right to retain some candidateswork for archiving or standardising purposes.

the moderator to see as precisely as possible wherethe supervisor considers that the candidates have

met the criteria in the specification.Work could be annotated by either of the followingmethods:

key pieces of evidence flagged throughout thework by annotation

summative comments on the work, referencingprecise sections in the work.

The total mark for each candidate must be submittedto AQA and the moderator on the mark forms

provided or by Electronic Data interchange (EDI) bythe specified date. Centres will be informed which

candidates work is required in the samples to besubmitted to the moderator.

The centre must retain the work of all candidates,including Candidate Record Forms (CRFs), undersecure conditions, from the time it is assessed, toallow for the possibility of an enquiry about results.The work may be returned to candidates after thedeadline for enquiries about results. If an enquiryabout a result has been made, the work must remainunder secure conditions in case it is required by AQA.


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3.1 Personal, Learning and Thinking Skills

The Higher Project Qualification provides significant opportunities for applying and developing Personal,Learning and Thinking Skills (PLTS). Achievement of the PLTS should be included, as appropriate, by thesupervisor in the annotation of the project.

This list below is indicative of the way the Higher Project supports PLTS giving learners an opportunity to be:

Independent enquirers

identifying questions to ask

exploring issues

analysing and evaluating information received

supporting their conclusions using reasonedarguments based on evidence

Creative thinkers

assimilating new experiences into previouslearning

planning their communications

trying out alternative solutions

Reflective learners

thinking about and reviewing their experiencesand learning

deciding on particular communications methods

for a particular purpose assessing their performance and achievements in

different areas

inviting feedback from others, and dealing withpraise and constructive criticism in a positivemanner

Self-managers

managing their own work

organising their time and resources

showing initiative and perseverance

responding appropriately to change

seeking advice and support when needed

Effective participators

taking part in activities, such as discussing issuesand trying to influence others

participating in role play

negotiating and weighing up diverse views

persuasively presenting a case for action.

In the case of a project contributing to a groupproduct learners may also demonstrate team workingbut such evidence will not form part of the submittedassessment evidence for individual achievements of

the Higher Project Qualification.

Team workers

communicating effectively within a team

working with others to reach agreement ondifferent issues.

3.2 Functional Skills

Depending on the project chosen by the learner, there may be opportunities for developing and generatingevidence of the following Functional Skills at Level 2. Achievement of the Functional Skills should be included,as appropriate, by the supervisor in the annotation of the project.

Mathematics

Understand routine and non-routine problems in awide range of familiar and unfamiliar contexts andsituations

Identify the situation or problem and themathematical methods needed to tackle it

Select and apply a range of mathematics to findsolutions

Use appropriate checking procedures andevaluate their effectiveness at each stage

Interpret and communicate solutions to practicalproblems in familiar and unfamiliar routinecontexts and situations

Draw conclusions and provide mathematicaljustifications

English

Speaking and listening

Make a range of contributions to discussions andmake effective presentations in a wide range ofcontexts

Reading

Compare, select, read and understand texts anduse them to gather information, ideas, argumentsand opinions

3 Integrating Personal, Learning and ThinkingSkills, Functional Skills and Key Skills


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Writing

Write documents, including extended writing

pieces, communicating information, ideas andopinions, effectively and persuasively

ICT

Use ICT systems

Select, interact with and use ICT systemsindependently for a complex task to meet a varietyof needs

Use ICT to effectively plan work and evaluate theeffectiveness of the ICT system used

Manage information storage to enable efficientretrieval

Follow and understand the need for safety andsecurity practices

Troubleshoot

Find and select information

Select and use a variety of sources of informationindependently for a complex task

Access, search for, select and use ICT-basedinformation and evaluate its fitness for purpose

Develop, present and communicate

information

Enter, develop and format informationindependently to suit its meaning and purpose,including:

text and tables

images

numbers

graphs

records

Bring together information to suit content andpurpose

Present information in ways that are fit for purpose

and audience

Evaluate the selection and use of ICT tools andfacilities used to present information

Select and use ICT to communicate andexchange information safely, responsibly andeffectively including storage of messages andcontacts lists

3.3 Key SkillsAchievement of the Key Skills should be included, asappropriate, by the supervisor in the annotation of theproject. A Higher Project may, depending upon thetopic, generate evidence of the following Key Skills.

Communication

C2.1a

C2.1b

C2.2

C2.3

Application of Number

N2.1

N2.2a

N2.2b

N2.2c

N2.2d

N2.3

Information Technology

ICT2.1

ICT2.2

ICT2.3

The Key Skill of Communication is an intrinsic part ofthe presentation of the project.

There will also be opportunities for the acquisition anddemonstration of ability in the wider Key Skills of:

Improving own learning and performance

LP2.1

LP2.2

LP2.3

Problem solvingPS2.1

PS2.2

PS2.3

Working with Others

In the case of a project contributing to a groupproduct learners may also demonstrate working withothers but such evidence will not form part of thesubmitted assessment evidence for individualachievement of the Higher Project Qualification.

Copies of the Key Skills Units may be downloadedfrom QCAs website:http://qca.org.uk/qca_6455.aspx


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4.1 Entries

Please refer to the current version ofEntry Proceduresand Codes for up to date entry procedures.

If you are entering the Level 2 Higher ProjectQualification as a free-standing qualification or as partof a Diploma course, you must use entry code 7302.

4.2 Private Candidates

This specification is not available to privatecandidates.

4.4 Language of the Assessment

We will provide this specification in English only.

4.5 Awarding Grades and Reporting Results

The Level 2 Higher Project Qualification will be gradedon a four grade scale: A*, A, B, C. Candidates whofail to reach the minimum standard for grade C will be

recorded as U (unclassified) and will not receive aqualification certificate.

4.6 Re-sits and Shelf-life of Results

Candidates may re-sit this qualification any number oftimes within the shelf-life of the specification.

Candidates will be graded on the basis of theevidence submitted for assessment.

4.3 Access Arrangements and Special Consideration

We have taken note of the provisions of the DisabilityDiscrimination Act (DDA) 1995 in developing andadministering this specification.

We follow the guidelines in the Joint Council forQualifications (JCQ) document:Access Arrangementsand Special Consideration: Regulations andGuidance Relating to Candidates who are Eligible for

Adjustments in Examination GCE, AEA, GCSE, EntryLevel & Key Skills. This is published on the JCQwebsite:http://www.jcq.org.uk/access_arrangements/

or you can follow the link from our websitehttp://www.aqa.org.uk/admin/p_special_3.html

4 Administration


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4.7 Supervision and Authentication of Coursework

In order to meet the requirements of the currentGCSE, GCE, GNVQ and AEA Code of Practice andthe Diploma operating rules published by Ofqual,AQA requires:

candidates to sign the Candidate Record Form(CRF) page in the Production Log andAssessment Record to confirm that the worksubmitted is their own, and

supervisors to confirm on the CRF page that thework assessed is solely that of the candidateconcerned and was conducted under theconditions laid down by the specification.

The completed CRF for each learner must beincluded in the candidates Log and AssessmentRecord. All supervisors who have assessed the workof any learner entered must sign the declaration ofauthentication. Failure to sign the authenticationstatement may delay the processing of the learnersresult.

In centres where supervisors are familiar withcandidates work the supervisor should be sufficiently

aware of a learners standard and level of work toappreciate if the project submitted is beyond theability of the learner. Where this is not the case,Centre Coordinators should make sure that theproject is completed under closer supervision.However, in all cases the initial planning, guidance,mid-term and final reviews will ensure that thesupervisor is confident that the project is thecandidates own work. This will be recorded in theProduction Log and Assessment Record.

If it is believed that a learner has received additionalassistance and that this is acceptable within theguidelines for the specification, the supervisor shouldaward a mark which represents the learners unaidedachievement. The authentication statement shouldbe signed and information given on the relevant form.

If the supervisor is unable to sign the authenticationstatement for a particular candidate, then thelearners work cannot be accepted for assessment.

4.8 MalpracticeCentre Coordinators/Supervisors should informcandidates of the AQA Regulations concerningmalpractice.

Learners must not:

submit work which is not their own;

lend work to other learners;

allow other learners access to, or the use of, theirown independently-sourced source material (thisdoes not mean that candidates may not lend theirbooks to another candidate, but candidates

should be prevented from plagiarising otherlearners research);

include work copied directly from books, theinternet or other sources withoutacknowledgement and attribution;

submit work typed or word-processed by a thirdperson without acknowledgement.

These actions constitute malpractice, for which apenalty (e.g. disqualification from the qualification) willbe applied.

If malpractice is suspected, the Examinations Officershould be consulted about the procedure to befollowed.

Where suspected malpractice in projects is identifiedby a centre after the learner has signed thedeclaration of authentication, the Head of Centremust submit full details of the case to AQA at theearliest opportunity. The form JCQ/M1 should beused. Copies of the form can be found on the JCQwebsite: http://www.jcq.org.uk/

Malpractice in projects discovered prior to the learner

signing the declaration of authentication need not bereported to AQA, but should be dealt with inaccordance with the centres internal procedures.AQA would expect centres to treat such cases veryseriously. Details of any work which is not thelearners own must be recorded on the CRF in theProduction Log and Assessment Record or otherappropriate place.


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A

A Grade Descriptions

The following descriptions indicate the level of attainment characteristic of the given grade at Level 2. They givea general indication of the required learning outcomes at each specific grade. The descriptions should beinterpreted in relation to the content outlined in the specification; they are not designed to define that content.

The award will depend in practice upon the extent to which the candidate has met the Assessment Objectives(see Section 2.5.3) overall. Shortcomings in some aspects of the project may be balanced by a betterperformance in other aspects.

Grade A*

Candidates identify their project and produce wellstructured and well organised plans. There is clearevidence that they have responded effectively toguidance given. Candidates research, select,

organise and use relevant information and use arange of suitable resources to good effect. Problemsand issues are identified and conclusions drawn.Candidates select and use a range of skills, including,where appropriate, new technologies, to achievegood quality outcomes that realise the intentions ofthe project. They use communication skills to clearlypresent project outcomes and conclusions in anappropriate format with supporting evidence. In theiranalyses, candidates evaluate the project outcomesand their strengths and weaknesses in carrying outtheir project. They demonstrate through theirresponses to questions good knowledge of the topic

area studied at this level.

Grade C

Candidates identify their project and produce plansthat enable them to achieve most of their overallobjectives. There is some evidence that candidateshave responded to guidance given. Candidates

research, select, organise and use information andpartially exploit a range of resources. Some problemsand issues are identified, some conclusions drawn,and the intended outcomes are partially realised.Elements of the project are generally well presentedthrough the use of communication skills. In theiranalyses, candidates reflect on their project and ontheir strengths and weaknesses in carrying out theproject. They demonstrate through their responsesto questions basic knowledge of the topic areastudied at this level.

Appendices


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B

B Spiritual, Moral, Ethical, Social, Cultural and other Issues

The Level 2 Higher Project provides learners withmany opportunities to develop their understanding ofmoral, ethical, social and cultural issues. The skills ofplanning, self-management of learning, collecting andanalysing data and reviewing and evaluating learningwill enhance the learners personal aspirations andcareer development.

European Dimension

AQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspecification.

Avoidance of Bias

AQA has taken great care in the preparation of thisspecification to avoid bias of any kind.


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C

C Overlaps with other Qualifications

The specification has been designed to allowmaximum flexibility for centre and learners.

The subject content allows the opportunity forcandidates to pursue integrated critical, practical ortheoretical study within the context of a Level 2Higher Project. There is some overlap in skills and/orsubject content with GCSE courses. However theapproach to, and the context of the skills and contentin the specifications are distinctly different from thoseof GCSE courses.


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Level 2 Extended Project Qualifcation (EPQ) 2007 Onwards. Qualifcation Accreditation Number 500/2408/5

To obtain ree specifcation updates and support material register with Ask-AQA: www.aqa.org.uk/ask-aqa/register

Free launch meetings are available in 2007/8 ollowed by urther support meetings through the lie o the specifcation:

http://events.aqa.org.uk/ebooking

Further copies available rom: AQA Logistics Centre, Unit 2, Wheel Forge Way, Ashburton Park, Traord Park, Manchester M17 1EH

I you have questions about teaching or adopting this specifcation in your centre look at Ask-AQA at: www.aqa.org.uk/ask-aqa

Copyright 2007 AQA and its licensors. All rights reserved.

The Assessment and Qualifcations Alliance (AQA) i s a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity

number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.

aqa - baf diploma - pq spec 09 - level 2

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