Introducing the EPQ

John Tyler, Deputy Head (Academic) at Dauntsey’s, on a qualification that can be ‘immensely rewarding'...

The Extended Project Qualification (EPQ) was devised by Sir Mike Tomlinson in 2006, during his review of 16 to 19-year-olds’ education and it became a compulsory part of the 14–19 Diploma taken by students in England and Wales between 2008 and 2013.

An EPQ consists of either a practical project, plus a 1,000-word report, or a 5,000-word dissertation. Everyone gives a ten-minute presentation on their work and answers questions from an audience. Each student has a supervisor and receives around 30 hours of teaching, as well as spending between 90 – 120 hours on the project itself.

The marking of an EPQ is designed to reflect the skills needed at university, with 20 per cent for planning and managing the workload, 20 per cent for use of resources, 40 per cent for developing and realising the project and 20 per cent for reviewing it. The result is worth more than an AS level in terms of university entrance points, with 28 points for the top grade of an A*, compared to just 20 points for the top grade of an A for an AS.

More and more universities and employers are recognising EPQs when they assess student applications. They like the EPQ as it helps develop skills such as critical thinking, problem-solving and creativity which are valuable not only for university study but also for the world of work. With a choice of just three or four A levels narrowing students’ choice of subject, an EPQ can provide an opportunity to explore in depth another area of interest or something they have never had the chance to study. Completing an EPQ also provides content which a student can discuss in detail during interviews which can be a significant differentiator.

Doing an EPQ demands imagination, self-motivation, organisation and application. But a successfully executed EPQ can tip the balance in favour of one university applicant over another and some universities will even accept an excellent EPQ in lieu of a target grade in one A level subject. It is also great preparation for the shift in mental gear required at university, as it requires a high level of independent work and original thought.

The EPQ has been on offer at Dauntsey’s since 2012, when it was completed in a pupil’s own time. It has now been on the timetable since 2016. We view it as a bridge between school and university, a chance to explore an area that might be relevant to a future career and a taster of academic life after school. It is not only an intellectual and practical challenge but an intellectual task that can be immensely rewarding.

Thomas completed his EPQ on ‘Altitude and Cognitive Function’:

“I want to read medicine and thought that doing a related EPQ would help, as well as being an opportunity to look at a topic in depth. I’d already planned to climb Kilimanjaro, so that gave me the opportunity to do real-life experiments to test cognitive function as we were ascending. Before then, I’d been planning a 5,000-word essay but this way I was able to do far more.

"I learned that I was surprisingly well-organised – I’m not in general life – particularly when it comes to getting up in the morning! But I needed to manage my time properly to get my research done while carrying on with my other studies.

"The EPQ gives you targets and has shown me how to apply critical analysis to revision for my A levels in maths, physics, chemistry and biology, which has helped a lot. It’s going to be invaluable at university.”

Africa completed her EPQ by creating a solar-powered bike.

“The EPQ has been tremendous. It’s a great chance to prove something to yourself and I really would recommend it to anyone. It’s got me a lower offer to study at Nottingham – but I wanted to do the project anyway. It’s great producing something yourself.

"People didn’t think my idea was going to work – but it does! Unlike most solar bikes, which have solar panels down the sides, it’s got a solar canopy. It can also be powered by mains electricity and it does move on its own.

"I live in Spain, so I had plenty of sun. I built it over the summer with a bit of supervision from my dad, but that was mainly to make sure I didn’t burn the house down! My A levels helped. I’m taking maths, further maths, physics and chemistry and the physics was particularly useful. It helped me understand how solar panels work and how to set them up best.

"It really helped that I wrote everything down, and it will definitely give me something to talk about at university!”

This article first appeared in the 2020 edition of Which School. You can read the e-guide here: