The Level 1 Foundation Project Qualification (FPQ), and Level 2 Higher Project Qualification (HPQ), are recognised within the broad suite of qualifications available to UK school students, that include GCSE and BTEC qualifications.

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An FPQ or HPQ has the following identifiable features:

  1. It can be equated to half the size of a GCSE qualification.
  2. It has recommended guided learning hours (GLHs) to be completed by the student.
  3. It follows a project-based learning approach, comparable to GCSE or BTEC none examined assessment (NEA).
  4. It delivers an identifiable set of skills, set out in four Assessment Objectives (AOs).
  5. It includes a required allocation of taught hours and independent learning.
  6. The focus of the assessed project is at the discretion of the student, but the overarching area of focus can be set by an adult.

Alternative & Additional provision

For students unable to complete a typical GCSE or BTEC qualification, due to varying factors including that qualifications’ level of challenge, the scale and breadth of expected study, how much time a student is in school, or the capability of the student at age 15-16 years, a project qualification can be a suitable alternative or additional qualification that provide benefit to both progression and personal development.

Not only can a project qualification provide the student with a recognisable qualification as evidence for progression to further or higher education and employment (for all the identifiable reasons listed above), PQs develop identifiable skills which are transferable to other qualifications, or create a stepping stone for students unable to complete a full GCSE or BTEC equivalent.

Examples of alternative/additional provision models include (but not limited to):

  • Home schooled/educated students who wish to return to mainstream education with the aid of recognisable qualifications (including emotionally based school avoidance seeking accredited outcomes).
  • Students who are unable to complete a specific 2 year GCSE/BTEC course through their centre, and are seeking to complete a related qualification that is scaled down from a full GCSE/BTEC qualification.
  • A group of students who are unable to complete the 2nd year of a 2 year GCSE/BTEC qualification, and wish to gain a formal qualification to accredit the learning completed in the 1st year of the course.
  • 6th form students who require additional evidence of specific subject study, but were unable to complete a GCSE/BTEC qualification in that subject.
  • Linking a project qualification to existing education provision, for example relationship and sexual education, providing motivation and formal accreditation.
  • The use of a project qualification to structure a contemporary school focus (e.g. sustainability, mental health, etc)
The benefits of PQs over full GCSE or BTEC qualifications

Whilst a GCSE or BTEC qualification remains the most commonly completed qualification for learners aged 15-16, PQs provide an alternative with some very distinct benefits which can aid students in all different contexts. Benefits include:

  1. Supporting the development of student voice by providing students with learning opportunities that relate directly to their motivations and passions.
  2. Recognising what has been learnt as a priority for all students, and celebrating the skills, the student journey, and the students self-led story which is captured within the project.
  3. The use of project-based learning rather than written examination assessment as the tool to measure student understanding and progress.
  4. Purposeful group work and group learning opportunities which encourage a wide range of developmental skills including communication, negotiation and leadership.
  5. Space to integrate and use digital tools and technology to enhance learning experiences, and offer more inclusive environments to study a subject.
  6. Opportunity to use a wider variety of digital tools and equipment to aid the accessibility of a subject or topic, for example aiding those with visual impairment or reading difficulty.
  7. A consistent and repeatable structure for studying through a project, with routine, check points, clearly defined milestones, and the ongoing mentorship and support of an adult throughout the guided learning hours.
  8. A qualification experience that is flexible to a students specific anxieties and personal challenges, with unlimited optionality to adapt to and cater for all students.
  9. An assessment model that is inclusive, personalised, and prepares students to be awarded on what they have learnt and understood, and not on what they potentially have not.
  10. An open approach which encourages regular, detailed and ongoing feedback to support a more inclusive approach to project-based evidence capture.
How to use a project qualification for alternative and additional provision

The following steps provide recommendation for how an FPQ or HPQ can be used as an alternative or additional qualification to students.

  1. Identify the level of qualification you believe is achievable, taking into account factors including time (1 year or 2 year, with option to group multiple PQs), the student, the submission deadline you want to aim for, and the context of the learning environment.

     Use the key date finder

  2. Review the Project activity log, Project proposal form, and Candidate record sheet to build an appreciation for the administrative forms associated with the qualification. NB the Observation record is useful in supporting evidence not included in the students report or assignment submission.

    Download the Project activity log
    Download the Project proposal form
    Download the Candidate record sheet
    Download the Observation record

  3. Consider how the project qualification will be delivered, including blended learning, face to face and remote support, self directed models, or to meet those students who require alternative timetabling.
  4. Decide upon the topic, area, or subject through which the student(s) will complete a project qualification.
  5. Review exemplar work produced by previous students for the project qualification, taking account of aspects of the work such as; the complexity of writing; the length of the assignment; the topic title; and all of the associated administrative supporting paperwork.
  6. Plan a suitable timeline/programme of learning for the student to follow from start to finish, accounting for approximately 60 hours of work (taught and independent), before your chosen submission deadline.
  7. Identify any questions you have relating to project qualifications for alternative and additional provision, and submit these to the assessment team (who will be happy to provide you with additional support).

 

If you believe you have an interesting model for the use of a project qualification, please connect to our team, who would be keen to discuss creating a case study and sharing adapted and additional approach models to share with other providers. This includes centres who are based in the UK and Internationally.