A Parent’s Guide
At Clifton College, we are committed to providing a broad and balanced curriculum that prepares our pupils for future success. An important part of this is our focus on developing key skills such as research, critical thinking, and independent learning. To support this, we offer three project qualifications across the Prep and Upper Schools: the Foundation Project Qualification (FPQ), the Higher Project Qualification (HPQ), and the Extended Project Qualification (EPQ).
This booklet provides an overview of each qualification and how they contribute to a coherent and progressive learning journey.
Foundation Project Qualification (FPQ)
The FPQ is introduced in Year 7 and 8, it provides pupils with their first taste of independent research. It is designed to:
• Develop inquisitive and independent students.
• Inspire new areas and/or methods of study.
• Support experiential learning.
• Support personal aspirations.
The FPQ helps pupils develop skills in project planning, time management, and communication. It lays the groundwork for the more advanced qualifications later in their academic journey.
For pupils in Years 7 and 8, the FPQ is optional. Those who show interest complete a short application form indicating their interests, motivations and aspirations for undertaking a FPQ project. Once accepted, students will be allocated a supervisor who they will meet on a regular basis, discussing any progress and/or difficulties they experience whilst completing the project. It requires each student to choose an area of interest, research, select relevant resources, write a 1,000 word report or essay and deliver a presentation to a small group of teachers and peers.
All successful projects will be graded either A*, A, B.
The students must complete three elements:
The taught element is delivered outside the main timetable, and is typically delivered on Saturday mornings in the Michaelmas Term. Each student will be taught the necessary skills and is expected to do at least 40 hours of independent work from October to May (i.e., on average, 2 hours per week). The AQA exam board runs the qualification, and follows strict JCQ guidelines (i.e., the student’s own work).
1000 words or artefact
Years 7 & 8
Optional
The taught element consists about 20 hours of guided learning, and includes:
• Research skills including the ability to search and identify suitable sources of information in the chosen subject area.
• Skills or techniques that will be required for the safe and effective execution of the project which are not part of the candidate’s course of study. e.g. conducting risk assessment, assessing ethical principles of project proposals and research, 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 project.
• Project management skills including time, resource and task management.
• The format and structure of accepted academic forms of research report.
• A talk from previous FPQ students, offering advice and tips on completing a successful project
Previous FPQ titles researched by Clifton pupils
• The influence of social media on decisions around use of skin care and make-up
• To what extent has the history of women's cricket shaped what the game is like today?
• To what extent will generative A.I. revolutionise a teacher's role?
• To what extent can the gut be characterised as your second brain and what implications could this have on school life and on health and wellbeing for young teenagers?
• To what extent is animal testing necessary for medical development and research?
• To what extent has tyranny affected the way people look at communism?
• To what extent does knowledge of their donor’s personal information affect the lives of children whose parents used In Vitro Fertilisation?
• Should nano technology play a part in medicine?
Higher Project Qualification (HPQ)
The HPQ is integrated into the GCSE curriculum and serves as a bridge between the FPQ and the EPQ. All pupils will complete it in Year 10, and submit their work in the summer, receiving their grade on GCSE results day. It aims to:
• Deepen understanding and independent learning.
• Enhance critical thinking, research, and analytical skills.
• Boost confidence and engagement.
• Improve university preparation.
The HPQ allows pupils to choose a topic of personal interest, fostering a sense of ownership and enthusiasm for learning. It also provides valuable experience in managing a substantial project, which is highly regarded by universities.
Pupils will have two periods per fortnight allocated to the HPQ, during which the taught element of the course will be delivered and pupils will also have the opportunity to meet with their supervisor and complete their activity log.
Whilst the supervisor plays a pivotal role in supporting the pupil’s HPQ journey, they will also have the opportunity to seek subject-specific advice from the relevant teachers and Heads of Departments. The expectation is that all pupils will submit their completed project at the end of Year 10, receiving their results alongside their GCSEs in August of Year 11.
The taught element consists of a combination of guided learning, independent work and supervision guidance, along the same lines as the FPQ.
2000 words or artefact
Year 10
Compulsory
In terms of reporting, pupil progress will be shared with parents within the same structure and timeline as the rest of their subjects. The evidence pupils will submit for assessment will comprise the following:
• The completed Production Log and Assessment Record including the Project Proposal Form, Presentation Record and Candidate Record Form.
• The project product includes a written report and any other evidence, as appropriate, depending on the topic or subject area chosen.
A project product which consists solely of a research based written report should be approximately 2000 words, for example a research report of a scientific investigation, exploration of a hypothesis or an extended essay or academic report in appropriate form. Where the chosen product is an artefact there must also be a research based written report of a minimum of 500 words. In order to appropriately evidence an artefact students may include photographs of each stage of development as well as the final product. All pupils will also be required to deliver a short presentation on their project.
Extended Project Qualification (EPQ)
The EPQ is offered in Year 12 and is a Level 3 qualification that is highly valued by universities. It requires students to:
• Conduct in-depth research on a topic of their choice.
• Develop advanced research and analytical skills.
• Produce a dissertation or artefact with accompanying project log.
• Deliver a final presentation on their project to an audience.
The EPQ allows students to demonstrate their ability to work independently and manage a complex project. It is excellent preparation for higher education and enhances UCAS applications, adding substance to personal statements and providing evidence of a student’s individual academic interests. As is the case for the HPQ, students will receive two periods per fortnight where the taught element of the EPQ course will be delivered. They will be allocated a supervisor with whom they will work closely. The EPQ assumes students will complete 90 hours of independent work.
The taught element consists of 30 hours of guided learning for which pupils receive two periods per fortnight, and on top of the skills developed in the FPQ and EPQ, also includes:
• Referencing, evaluating sources and preventing plagiarism.
• Presentation skills.
A project product which consists solely of a research based written report should be approximately 5000 words, for example a research report of a scientific investigation, exploration of a hypothesis or an extended essay or academic report in appropriate form. Where the chosen product is an artefact there must also be a research based written report of a minimum 1000 words.
1000 words or artefact
Year 12
Optional
Previous EPQ titles researched by Clifton pupils
• Does the mass of the earth change?
• How can the UK address its biodiversity crisis while maintaining food security?
• Designing an environmentally friendly and sustainable home from shipping containers
• How far does Luo Guanzhong’s novel, ‘Romance of the Three Kingdoms’ reflect the context of the times in which he lived?
• To design and make an interactive audio visual installation
• To what extent has the representation and marketing of Disney Princesses had an impact on existing damaging gender stereotypes?
Assessment Criteria
All candidates are required to meet the following Assessment Objectives which are weighted as indicated below:
Assessment Objectives
Manage: With appropriate support select, plan and carry out a project or task applying organisational skills to achieve agreed objectives.
Total hours spent on projects:
Self-Directed Learning
According to the andragogical idea of self-directed learning (SDL), learners take the initiative to determine and customise their own learning objectives and method. SDL gives students the tools they need to actively interact with and create their
knowledge, which improves comprehension and memory. Additionally, SDL fosters traits like independence, curiosity, and self-control—qualities crucial for success in the rapidly changing world.
Benefits of Self-Directed
Learning
3
Promotes independence Enhances critical thinking Fosters curiosity and exploration Facilitates personalised learning
Prepares children for the future
A Coherent Curriculum
At Clifton College, we see these three qualifications as part of a coherent and progressive academic curriculum. Each qualification builds on the skills and knowledge gained in the previous one, creating a seamless pathway for our pupils.
• The FPQ introduces the basic principles of research and project management.
• The HPQ deepens these skills and provides a more challenging and independent experience.
• The EPQ allows students to demonstrate a high level of expertise and independence in their chosen field.
By offering these three qualifications, we aim to equip our pupils with the skills and confidence they need to succeed in their future academic and professional lives. We believe that these qualifications not only enhance their academic profiles but also promote personal qualities that are essential for lifelong learning.
We are proud of our commitment to research and independent learning, and we believe that these project qualifications play a vital role in enriching the educational experience at Clifton College.