EPQ as Social Action - common report

EPQ AS SOCIAL ACTION

1.

INTRODUCTION

06

120h+

workshops held

volunteering

30+

18

registered interest in EPQ

people interviewed

14

community events

volunteered at

40h+

shadowing social action workers and volunteers

1.1

Recognition for social action

Kshirsagar et al (2022)

*SAWs = Social Action Workers

1.2

Introducing the learning qualification: EPQ

Level 3 qualification

half A-level (up to 28 UCAS points) Total qualification time - 120h Taught element

40h

Independent learning

80h

Types of EPQ their respective outcomes for assessment Dissertation

5,000 words research-based report

Investigation/Field Study

1,000 words research report

Performance

Artefact

group or solo performance

+

1,000 words written evaluation summary

portfolio or object

+

1,000 words written evaluation summary

Our focus

1.3

Introducing the skills framework: REBEL

1.4

Exploring the brief

How might an EPQ help people to make a

change in their communities?

How might an EPQ help people to access Higher Education?

How might an EPQ help people to become more employable and develop new skills?

1.5

the brief reframed

EPQ in Social Action

EPQ as Social Action

Project Landscape

1.6

Open Book

LCC

Ecosystem stakeholders Partners and involved organisations London Giving

Goldsmiths University

n o L

n o d

Google Hire Space Fund

The Knowledge Quarter

UAL

C

am

We Make Camden

n e d Food co-ops

We Make Camden Kit £2,000

Make@Story Garden

REBEL Public Collaboration Lab

The Living Centre

UCL

People’s Museum

So

m

Euston Voices

Lendlease

Life After Hummus

STCA

Somers Town has a rich history in social action and is full of well-connected organisations.

er

Youth Employment Programme

funding

CSM Story Garden

Camden Giving

Camden Council British Library

Job Hub

own T s

Ecosystem map

Somers Town Big Local

Somers Town FN2030

Camden Consultations Hub

Big Lottery Fund Detached Youth Team FYA

We Are Camden

Community Champions funding

For the initial research, teams explored Somers Town to understand this landscape and the potential opportunities where to connect the EPQ.

2.

METHODOLOGY AND PROCESS

2.1

Service design process How might we?

Volunteering Secondary research Field research

Storyboarding

Scoping Participant observation

Workshops Testing and iteration

User interviews

Personas definition

Ideation

Shadowing

Expert interviews

Tools development

Ecosystem mapping Workshops

Discover

Insights Barriers and opportunities mapping

Define

Journey mapping

Develop

Impact mapping Next steps Tools

Curriculum blueprint Service concept

Deliver

2.2

Ways of Working teams divide in 3 groups to accommodate diverse partner needs

8 teams working on one brief

teams deliver 4 outputs adapted to diverse learner types

Curriculum Team 01

Team 01 Team 08 Team 07 Team 06

Service Design Cohort Team 05

Team 02

Team 03

Reflectivevolunteering journey

Team 02 Team 04

Team 03

Team 05

Team 06

Toolkit for reflection

Team 04

Open Book

Team 07

Team 08

Toolkit introducing

design thinking

teams get together to deliver a common report

Team report

Team report

Team report

Team report

Common report

2.3 Curriculum for young learners The two other teams working with the Job Hub focused on

Individual Team Outputs

supporting social actors working with young people let down by the education system.

A reflective volunteering journey that promotes professional development One of the teams working with the Job Hub focused on how to support job-seekers to progress in their careers by combining volunteering work with a learning qualification (EPQ).

Toolkit for learning reflection The teams working with the FYA decided to produce a common report containing tools to enhance social action by making visible the learning experiences of social actors.

Toolkit introducing design thinking to EPQ The Open Book report offers a toolkit that introduces design thinking into learning process and improves the EPQ learning experience.

3.

THE SOCIAL ACTION EPQ

3.1

Competencies developed during the EPQ

3.2

REBEL Adapted to Our Research Contexts

x108 competence descriptions Comprehensive competency framework

Prioritisation Multitasking Leadership Empathy Resilience Observation Creativity

Skills tokens to tie skills to specific EPQ activities ADAPTATION 1

x17

skills cards

Simplified competency framework, adapted to participants

ADAPTATION 2

x20

skills cards Social action skills at FYA

Playful reinterpretation of the simplified competency framework and additional skills for social action

3.3 EPQ Curriculum

Presentation

Identify point

of intervention

Primary

Research

START

Opportunity

Space

Ideation &

Prototype

HMW

Identify &

define topic

Questions Research

Question

Reflection

END

Submission

Test &

Improve

Research Analysis

Insights

Value

Proposition

Research

Methods Documentation

Service

Blueprint

3.4 Embedded EPQ Event planning

Plan illumination

market We want you!

How to better

collect residents advice?

Advertising

Can

somebody help me with an event

I feel unsafe to go home at night...

Site planning

Guidance system

previous activities

How to design a clear wayfinding?

Learn some

design tools

Order control

2 - Separate into small tasks.

And assign to different people.

Pictures

Learn from

Volunteer recruitment

How to plan illumination

market?

Challenges Board Food bank access problem

Material preparation

Ask volunteers worked on that problem before

Basic knowledge of wayfinding

Sign up desk

Observation site

What to provide at desks?

Ask other peer’s suggestions supervision and support by FYA

3 - Research: learn and solve the problem

in many ways, and Record: record these process as learning evidence.

Planning journal and Reflection

leaflet

Clearer info structure?

Wayfinding in illumination market More...

How to improve

it better?

Mapping

How to

Volunteer around all the places

Where?

send out?

4 - Implement - according to real

situation set up guidance materials.

How to...

Feedback from participants

1- FYA and residents release challenge and problems on board. Social actors take these topic as projects.

Feedback from activity organizer Feedback from supervisor

5 - Reflection: reflect on these activities, think about what is nicely done and what is not.

6- Presentation: make a presentation to share your learning.

7 - Become mentor/supervisor - based on

your learning, help and supervisor other learners who work on similar topics.

3.5 Independent EPQ location: JOB HUB

i’d love to work as

a social worker...

Partner Organisation that works with child care. volunteering

Let’s talk about

volunteering and

the EPQ!

but i don’t feel confident.

I don’t have the required skills.

researching process commences

existing skills 1- Tracy is not job-ready but has a personal interest in

social work.

process

ideas

2- She goes to the Job Hub for support and discusses a process of -volunteering & EPQ- to develop a small business in the field she’s interested in.

business

development

childminder

business

feedback with mentor

documentation ?

? ?

research etc....

completed childminder business project

presents her idea

full project

mapping

4- Volunteering and reflective learning has enabled her to develop a few ideas. She shares them with her mentor and begins to develop her childminder business

interests reflecting 3- Tracy starts volunteering at the partner organisation. She also starts researching for her EPQ project. By doing that, she begins the process of matching her existing skills with her interests through a journey of learning and reflecting

5- Tracy develops her business proposal using the design and study skills learnt through the EPQ.

shows the social impact

has all the documents ready

her business gets

approved by Ofsted

6- She has a complete project proven by documentation. She is able to demonstrate her social impact and get her business approved by Ofsted. She is now a childminder.

3.6

Documentation of learning

4.

THE LEARNERS

4.1

Potential Learners of the EPQ Based on the research activities described above, several learner types were created. They demonstrate the types of learners we expect to be interested in the EPQ, their individual barriers and goals, and highlight how an EPQ can help them in their overall objectives.

ELENA Job seeker

“I want to get back into work but I’m not sure how to do that.”

Elena is a 43 year old Somers Town resident.

She is a first generation immigrant in the UK and has been unemployed for over ten years while raising her kids. She is now looking to get back into work.

Barriers Lack of confidence

Lack of business skills

Goals Get a job

Start own business

How the EPQ might help Evidence and articulate skills

ABIBA Community Champion

“I care about helping my community and if you can help me do that, I’m in.”

Abiba is a 50 year old who has lived in Somers Town for over twenty years. Whenever she sees a social problem in her community she tries to do something about it. She’s busy juggling work and family responsibilities but wants to make wider, more lasting change in her community.

Knowledge seeker

Adam is 60 and came back to education because of his passion for film-making. He was diagnosed as dyslexic late in life and lacks confidence in his academic skills. He now wants to get a qualification that can open up a pathway into higher education.

Barriers

Barriers Limited time

ADAM

“I want to gain the skills and confidence to get back into the academic world”

Neuro-diversity

Unfamiliarity with academic system

More comfortable doing than reflecting

Goals

Goals Benefit the community

Sustain wellbeing

How the EPQ might help Reflection on projects can increase impact

Connecting to other social actors and organisations

Improved knowledge

Access higher education

How the EPQ might help Improve study skills and confidence

Level 3 qualification

JULIA Marginalized Young Person

“I want to have a brighter future, where do I start?”

Julia is a 18 year old who is looking for a better future and guidance on a pathway into higher education. She is lacking a role model in her life and would like to strengthen her support network.

She is aiming to find a mentor, develop academic skills and become part of a community.

JORDAN Young Change-Maker

“If I can get a proper qualification out of helping out in the community, that would be great!”

Jordan is a 19 year old who has left school and is trying to figure out his next steps. He enjoys taking part in youth programmes, and wants to meet more like-minded young people. He is looking to have fun and help out in the community while improving his resume.

Barriers

Barriers Lacking guidance

Lacking support network

Formal learning environments

Goals Find a mentor

Goals Improve university applications

Strengthen support network

enefit community

B

Improve employability

Improve university applications

How the EPQ might help Mentorship scheme

Essay writing

Get Level 3 accreditation

Meeting like-minded/young people

How the EPQ might help 120h focused on social action evelop transferable skills

D

Get Level 3 accred.

5.

BENEFITS OF THE EPQ

How might an EPQ help people to make a

change in their communities?

5.1

Benefits for the Learners

Access to funding

Network development Reflection and improvement

Critical thinking and reflection skills Academic skills

Recognised by UAL and Goldsmith’s

Peer support Enhanced social action projects

Design and project management skills Transferable

Level 3 Qualification

UCAS points

How might an EPQ help people to access Higher Education?

Selfconfidence

skills

CV development Mentor support

How might an EPQ help people to become more employable and develop new skills?

5.2 Learner Support Coaches and

Benefits

supports EPQ learners

to the Community Become a learner

Support others

and take the EPQ

taking the EPQ

Community Action Initiates new projects and builds networks

EPQ AS SOCIAL ACTION