Project Qualification Extended Project Student Guide Voice Over Presentations.
Transcript of Project Qualification Extended Project Student Guide Voice Over Presentations.
Project Qualificatio
nExtended Project Student Guide
Voice Over Presentations
What is the Project?
A new standalone qualification
Sits alongside GCE or GCSE
A compulsory part of the new Diploma
Can be used for reporting purposes
Has UCAS points atlevel 3
Has been built on a successful pilot
Can be used as a replacement for AEA
Is 100% internally assessed – no external exam
What are the levels for the Project?
Available at 3 levels:
Level 2Higher
Equivalent to ½ GCSE and graded A*-C
Benefits of offering the Project
• Participation and engagement
• Stretch and challenge
• Progression and development
• Personalised learning and assessment
• Motivationand recognition
Why offer the Project?
By undertaking Project learners will:
Develop independent learning skills
Learn how to be an effective group member
Improve oral and written communication skills
Develop investigative skills
Learn how to be a critical thinker
Become confident in project management
What do learners do?
• For a topic of their choice learners will be able to– 1. choose, plan and
manage a project– 2. use research
information and apply it to a project
– 3. select and apply skills to complete a project
– 4. review a project and own performance, and analyse the project outcomes
• The topic can either complement current studies or be based on future interests
Final outcome
Level 2 outcomes
• Project• Artefact
Process the same for all units
What learners are required to do
Levels 2 Foundation & Higher
Conduct research using appropriate techniques
Produce a plan to achieve intended outcome
Identify a question which has an intended outcome
Select an appropriate topic - either individually or as part of a group
Carry out the project using tools and techniques safely
See the project through to completion
Share the outcome using appropriate communication methods
Sample Project titles
Has the introduction of organic foods changed the way we shop and eat?
Explore the use of public transport in your local area – could it be improved?
Should human cloning be allowed?
Should children be forced to exercise?
Do food labels affect how people shop?
Level 2 Written reports
Working with a title
Should children be forced to exercise?
Level 2 Written reports
• How?
• What?
• Where?
• When?
• Why?
Sample Project titles
Design and make a mask for a character in a play or film that is based on an animal or fantasy creature
Produce a range of coordinated surface pattern designs for use in a ‘themed’ restaurant
Take an existing everyday object and redesign it to make it more effective, marketable, attractive, fashionable, environmentally friendly, etc
Design and make the prototype for a mural panel, or piece of public sculpture that commemorates an event from local history
Level 2 Artefact
Summary of approach
Teach the essential skills of;
Research
Project management
Presentation
Evaluation
Then work with learners to…
Develop the ‘research question’
Create process to review, track and monitor progress
Exploration of ideas through..Stimulus case studies
Facilitate research, development and evaluation by learners
Assessment
Teacher assessed and externally moderated
Objectives:
AO1 Manage
AO2 Use resources
AO3 Develop and realise
AO4 Review
Assessment
Assessment Objective Marks available
Weighting
AO1 ManageIdentify, plan and carry out a project, applying a range of skills and methods to achieve objectives
7 17.5%
AO2 Use resourcesResearch, select, organise and use information, and select and use a range of resources. Interpret data and apply findings
9 22.5%
AO3 Develop and realiseSelect and use a range of skills, including, where appropriate, new technologies and problem solving, to achieve planned outcomes
17 42.5%
AO4 ReviewEvaluate project outcomes and own learning and performance. Use communication skills to present evidences project outcomes and conclusions in an appropriate format.
7 17.5%
Total 40 100%
What learners are required to do
1. Be able to choose, plan and manage a project
Identify possible risks and how to overcome them
Plan activities and agree deadlines during the project
Identify objectives for the project
Describe why they have chosen the project and skills and knowledge they want to improve
Keep records of activities undertaken, using the original project plan
What learners are required to do
2. Be able to research information and apply it to complete a project
Evaluate the reliability of sources
Research information from a range of sources and different types of source
Keep records of the relevant information obtained
What learners are required to do
3. Be able to select and apply skills to complete a project
Meet project objectives
Use a range of skills including appropriate technologies, working with others and problem solving to complete project
Share the outcomes
What learners are required to do
4. Be able to review a project and own performance, and analyse the project outcomes
Review their own performance
Review the results of the project
Draw own conclusions
Analyse results
Share the review and evaluation of learning and performance
Assessment evidence requirements
• Written Outcome (which should include evidence of research carried out, analysis and evaluation) or Sketchbook
• Project Proposal Form
• Activity Log
Recommended format fordissertations and investigations
Discussion/Development/ Analysis
Conclusion/Evaluation
Bibliography
Appendices:
• Project Proposal Form, Activity Records, Raw Data
Abstract/Project Outline
IntroductionResearch Review
Performance evidence requirements
Written report valuable in supporting development of L3 skills.
Creative idea - the 'big' pictureIntroduction
General backgroundperformance ideas & content specific material
Research
Critical reflection on key decisions and performance processes
Development
Review of success of performanceEvaluation
All the sections should relate to the overarching creative ideaThe activity log should link into this too, summarising the line of actionPerformances should be recorded on audio or video, with clear identification of candidates at the outset.
Artefact sketchbooks: evidence requirements
Evidence submitted should show how the AOs have been met:
Through Project Proposal Form, Sketchbook, log and written evaluation
Activity log/diary may be represented by development sheets:
should not exceed A1, (maximum of 3 sheets)
one project sketchbook (either A4 or A3 size)
The final outcome should be represented by no more than five photographs which show:
The outcome from different 3-dimentional viewpoints
The construction and materials used
The use of colour, texture or surface qualities
The actual size of the piece
The proposed scale if the work is made as a finished maquette
Assessing the presentation
• The learner should prepare and deliver a presentation to an audience
• The assessor must complete an Observation Record
• The minimum audience comprises the assessor
• Audience can be expanded, as appropriate, and include: – other tutors – members of the community – representatives from
employment sectors– other learners.
Assessing presentations
The presentation should be a summary of the project, followed by a question and answer session
It may be produced and/or delivered by any means suitable
Oral presentations (including the question and answer session) should last approximately 10 minutes
Presentational aids, such as PowerPoint slides, OHP, wall displays and printed handouts may be used, as may notes or prompt cards
Different methods of presenting, such as by video or DVD may also be used, but the assessor should still pose questions to the learner
Assessing presentations: observation records
The Observation Record:
Is completed by the tutor-assessor
Relates directly to AO4 in the marking grid
May confirm achievement or provide specific feedback to the learner
May be accompanied by supporting/additional evidence
Will record the tutor-assessor’s comments
Will be included in the learner’s portfolio
Will be signed and dated by the tutor-assessor and the learner
Will also include the learner’s comments
Should note how effectively visual aids or handouts were used
Case study material
Subject fields include:
Business
Technology
Environment
Artistic Expression
Professional Values
Culture
Artistic Expression
ProjectQualificati
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BibliographyHarvard Referencing
•As a student, it is important that you identify in your assessment when you are using the words or ideas of another author.
•The most accepted way of acknowledging the work of another author is to use a referencing system. It is important that you show the reader where you have used someone else’s ideas or words.
•Failure to properly reference using the Harvard system may make the reader think that you are cheating by claiming someone else’s work as your own.
•In the academic environment, we call this plagiarism and it is seen as a very serious offence. Please remember that plagiarism is not just when you directly copy words from another student’s or expert’s work.
•Plagiarism also occurs when you re-word someone else’s ideas in your own work and you do not give credit to the original source.
ProjectQualificati
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Bibliography
Harvard Referencing
•In order to have an accurate record of what you have researched and therefore an accurate reference, it is important that you write down the details of your sources as you study.
•When taking notes, use a separate page for each new book, journal article, or electronic source.
•At the top of each page, clearly record the following information for future reference.
ProjectQualificati
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Bibliography
Harvard Referencing
For books, record: (Surname first. Initials)
•The author’s or editor’s name (or names) (Bloggs, F.)
•The year the book was published (2011)
•The title of the book (In italics) (This is hilarious)
•If it is an edition other than the first (2nd. Edition)
•The city the book was published in (London)
•The name of the publisher (RCS Press)
Bloggs, F. (2011) This is Hilarious, 2nd Edition, London: RCS Press.
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BibliographyHarvard Referencing
For journal articles record:
•The author’s name or names
•The year in which the journal was published
•The title of the article
•The title of the journal
•The page number/s of the article in the journal
•As much other information as you can find about the journal, for example the volume and issue numbers
Bloggs, F. (2011) ‘Trapped in RCS: How to get out’, The Escape Journal, vol. 3, August, pp. 103-107.
ProjectQualificati
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Bibliography
Harvard Referencing
For electronic resources, try to collect the information on the left if it is available, but also record:
•The date you accessed the source (8th September 2011)
•The electronic address or email (www.ifoundithere.com)
•The type of electronic resource (email, discussion forum, WWW page, etc)
Bloggs, F. (2001) Re: Information on course structure, e-mail to M. Self ([email protected]), 12 Jul. [13 Jul 2001].
Bloggs, F. (2001) Life at RCS, [Online], Available: http://www.rcs.freeme.com/letsgo.htm [24 Aug 2001].
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BibliographyHarvard Referencing
Book with one authorAdair, J. (1988) Effective time management: How to save time and spend it wisely, London: Pan Books.
Book with two authorsMcCarthy, P. and Hatcher, C. (1996) Speaking persuasively: Making the most of your presentations, Sydney: Allen and Unwin.
Book – second or later editionBarnes, R. (1995) Successful study for degrees, 2nd edition, London: Routledge..
Book with an editorDanaher, P. (ed.) (1998) Beyond the ferris wheel, Rockhampton: CQU Press.
If you have used a chapter in a book written by someone other than the editor
Byrne, J. (1995) ‘Disabilities in tertiary education’, in Rowan, L. and McNamee, J. (ed.) Voices of a Margin, Rockhampton: CQU Press.
Books with an anonymous or unknown authorThe University Encyclopedia (1985) London: Roydon.
ProjectQualificati
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Bibliography
Harvard Referencing
Dhann, S. (2001) Referencing - The Harvard System [Online], Available:http://education.exeter.ac.uk/dll/studyskills/harvard_referencing.htm [30 Aug 2011]
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