EXTENDED PROJECTS
Dave Pugh
from Oldham
College explains
how the
Extended Project, a new
qualification that can be
taken as a standalone
or as part of the new
Diploma, is changing the
face of post-16 education
HAVE BEEN teaching since the 1970s and I
I
am delighted that there is finally a qualification
that focuses on giving students the opportunity
to work as independent learners.
Last September, the Extended Project was
brought in as part of the wider package of 14
to 19 reforms which include: the Diploma,
a new qualification combining classroom learning
Extended
with practical hands-on experience; an increased
number of Apprenticeships; and updated GCSEs and
A levels, which have been made more robust and work-
relevant.
The Extended Project gives young people the
freedom to delve into something outside the normal
perimeters of the curriculum, something they are really
interested in and passionate about.
learning
Whereas traditional qualifications such as GCSEs
and A levels require teachers to steer students through
a syllabus, the Extended Project requires young people
to decide what they want to learn and to a large extent
how and when they go about learning it.
I am delivering the Extended Project as part of the as part of a group. They can also decide how they the “ethics of high street companies”, another wants supportive of the Extended Project because it encourages
Advanced Diploma in creative and media, but it can want to present their project; some may decide on a to focus on “accessibility for students with hearing learners to focus on their research and independent
also be taken as a standalone qualification. It is worth traditional format such as an extended essay, much difficulties to the youth culture of today”. learning skills, skills which are essential if young
half an A level, and carries UCAS points, so it is easy like a university dissertation, others might conduct Although my students have not reached the point people are to be successful at degree level”.
for parents and students to see how it can help lead to a scientific investigation or a field study or deliver a of putting their final presentations together, they are As a teacher, it is reassuring to know that you are
university. dramatic performance – the boundaries are virtually really engaged and motivated by being able to choose helping to prepare students for university life and that
The Extended Project allows young people to limitless. topics with relevance to their lives or other subjects they the Extended Project has the backing of key higher
pursue an area of special interest. It is extremely The topics are also very varied, for example one of are pursuing – I think young people really appreciate education institutions.
flexible so students can opt to work individually or my students is hoping to do their Extended Project on being given more responsibility over how and what However, as with all new qualifications there are
they learn. challenges to face, the difference with the Extended
One of my students has said she is really enjoying Project is that it is not just a new qualification; it is a
Union address: NAHT
the Extended Project because it requires her to work new approach to teaching – a change of culture almost.
independently. She says it is “liberating” because My role is to teach students the approach and skills
it gives her the freedom to focus on a topic she is required for effective inquiry and presentation, rather
The older I get, the better it was
really interested in, one which she would not get than the specific content of the project itself. It is a
the opportunity to look at if she was not taking the new experience for everyone, so my advice to anyone
Extended Project. delivering the Extended Project for the first time this
This can of course mean that students choose to term is to do as much preparation as possible.
It is true that
responsibility of the teacher should be to ask how work on topic areas outside of your expertise, which can The Diploma is usually a two-year course and it is
s/he can improve learning outcomes. be a little disconcerting at first. However, you quickly up to individual schools whether they choose to deliver
the carpers and
One of those challenges, and not just at key stage get used to it and in any case it is not the teacher’s role the Extended Project in the first or second year of
2, is about how we assess learning so that we do not learning. I opted to start working on it in the summer
confine and tarnish the learning outcomes of students. term so that students have time to think about the
cynics are unfairly
We should also do more to assess and promote the
so called “soft skills” of empathy, teamwork and
devaluing ‘Education
demeanour that make all the difference in life and
in work.
UK’, but this should not
The conflation of assessment systems and the
way in which schools are held to account is one of
‘
The difference
content of their project over the holiday. I also wanted
to make sure they had already begun developing the
necessary research skills. In order to do this, I set
with the Extended
up a number of smaller research projects, including
a project called “emotions”. This involved students
the great challenges that will need to be resolved if
Project is that it is not
researching a well known artist of their choice using
a variety of research resources such as books, journals
prevent us from striving
we are to properly lay the foundations of learning
for life as well as creating data for the measurement
just a new qualification;
and the internet.
They were then asked to consider how their chosen
for improvement, says
of standards and equipping industry with the best artist uses emotion in their work and present their
new recruits.
it is a new approach to
findings through an interactive piece and portrait
Mick Brookes
A possible change in government this year photography, this work was shown to the rest of the
produces fertile ground for intelligent and informed
teaching – a change of
class, as well as local employers.
debate: After over 30 years in the profession, it is really
WHILE ON holiday in Cornwall recently I couldn’t • If, as Jonathon Porritt, renowned eco-warrior,
resist buying a tee-shirt with the slogan: “The older I has warned on global warning, “any vestige
culture almost
exciting to be involved in something that gives students
so much creative freedom. As well as giving them the
get the better it was!” of business as usual in our schools will see us all opportunity to explore an area that is pertinent to them,
On reflection, this aphorism is completely fall into the abyss”, how are we responding in they develop essential skills such as time management,
apposite in the current climate of A level and GCSE our schools? to be an expert in everything. We are here
results. As sure as night follows day, if the results go • If the five per cent of the population in China
up, the braying from the usual quarter claims that (and seven per cent in India) with the highest
’
to facilitate planning, independent learning and analytical skills –
the learning process and to ensure students develop the skills that will benefit them whatever path they choose
skills needed to complete a successful project. to follow. SecEd
exams are being dumbed down. IQs is greater than the total population of the UK, Having said that, the Extended Project is not
While record numbers of “A” grades causes a what are we doing to equip today’s youngsters necessarily right for everyone. I know other teachers • Dave Pugh is teaching the Advanced Diploma in
headache for selection for university places, having for tomorrow’s challenges? have found some students are not ready for this level creative and media at Oldham College. Mr Pugh also
so many students at this level should surely be • If the top 10 in-demand jobs in 2010 did not of independent learning – it is really important that writes on this topic in the inaugural edition of Delivering
cause for celebration and not national self-doubt and exist in 2004, what are we doing to prepare teachers assess the appropriateness of the qualification Diplomas magazine, which publishes on September 24.
recrimination. students for jobs that do not yet exist and that we on a case-by-case basis and are confident that students For information, visit www.deliveringdiplomas.com
Gerald Ratner, who owns a chain of jewellery cannot imagine? are mature enough and can self-motivate.
shops, once remarked: “Some of our earrings were • If 98 per cent of 12-year-olds want to do well at And students must understand what is expected of
Further information
cheaper than an M&S prawn sandwich but probably school, but only 38 per cent look forward them from the outset – they need to be clear it is not For further information on the Extended Project and the
wouldn’t last as long.” to going to school, how should we respond to a soft option and that they are required to produce a wider 14 to 19 reforms, visit www.qca.org.uk (provides
Understandably, share values in the company improving a child’s academic experience? rigorous piece of work that explains and evaluates information and guidance on the Extended Project).
dropped like a stone. Baroness Perry of Southwark These are huge issues and I venture to suggest every stage of their project. The 14 to 19 Reforms and You toolkit is a practical
reminded an audience that the unreconstructed critics that they will not be resolved by paying heed to the One of the main reasons I support the Extended resource to help leaders and managers in schools and
of the education system have exactly the same effect carpers and cynics who may have given up, but have Project is that, regardless of the topic area, it gives colleges disseminate key information. The toolkit can
on the share value of “Education UK”. not yet learned to shut up! young people the opportunity to develop their research be ordered from www.dcsf.gov.uk/14-19
This of course does not mean to say that we, and independent learning skills – skills that universities The dedicated Diploma website is the first point of
the profession, should ignore evidence-based • Mick Brookes is general secretary of the National have been continually calling for. call for all aspects of support on the Diploma, including
research. Part of the quest, and indeed, professional Association of Head Teachers. Visit www.naht.org.uk I read that Michael Arthur, vice chancellor of the curriculum and assessment guidance: www.diploma-
University of Leeds, has said that he is “particularly support.org
12 SecEd • September 3 2009
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20