Project element
The project element aims to give students the chance to engage deeply with a question or problem. It allows them to explore phenomena like scientists or work through the design cycle to tackle real-world problems. This component caters to diverse career aspirations, encouraging students to pursue their interests while developing essential skills.
Types of enquiry
Students can choose from one of three main types of enquiries that scientists and engineers and citizens carry out, which we call investigations, design and research:
- Investigation: a science-based experimental enquiry, working like a scientist through an experimental method: questioning, literature search, hypothesising,experiment design, data collection (primary or secondary), analysis, evaluation and reporting.
- Design: an engineering design problem to solve, working like an engineer through the design cycle: problem definition, research, solution, prototype development, testing and evaluation, and iteration.
- Research: a desk-based enquiry into a socio-scientififc issiue of personal interest, or a local or global issue, working through a deliberative enquiry cycle, involving questioning, literature search, analysis and synthesis, and an essay.
All three enquiry types meet and can exceed the requirements of HPQ. For EPQ, the enquiry types correspond to three of the project pathways set out in the specification:
- An Investigation project corresponds to the EPQ unit 2 'Investigation/Field Study' pathway
- A Design project corresponds to the EPQ unit 4 'Artefact' pathway
- A Research project corresponds to the EPQ unit 1 'Dissertation pathway
Project progression
Since the course is aimed at two levels of Project Qualification - Level 2 HPQ, and Level 3 EPQ, each project can be re two levels of projects are designed for Year 10, students can select a project from a range of choices based on their confidence and available resources. They have autonomy in terms of the approach and methods they use. By Year 11, students could be encouraged to select their own questions or problems, to foster independence. >> Project resources
Equipment requirements
The course developers have tried to balance the need for exciting hands-on science and engineering with the constraints of equipment available to schools. The projects provide thus cover a range of practical work including:
- experiments that can be done with standard lab equipment
- experiments that need only extra consumables and low-cost items
- experiments that use technology e.g. sensors
- experiments that require the purchase of specialised equipment*
Where possible, the resources contain options for doing the investigation with readily available equipment. Full project requirements will be supplied by early in the summer term 2025 to give schools enough time for technicians to become familiar with the requirements and to order supplies. For specialised equipment we will supply details of organisastions who offer grants to schools.
Project Guidance
Teachers guide students through the structure of the projects timeline, ensuring they complete their their projects within the time available and complete the necessary forms.
Throughout the project, students are encouraged to reflect critically on their process and outcomes, to improve their research and problem-solving skills, which are vital for a successful project.
Mentoring Support
The Practising Science course will support schools in finding a mentors, who is practicing scientists or engineers. Their support can be invaluable for students in the form of guidance, motivation, and constructive feedback, to help students make informed decisions.
Working in Groups
Some projects may involve group work, which is allowable as long as each student has a defined role and produces individual evidence for assessment. Collaborative projects help bridge the gap between teacher-led instruction and independent investigation. Working in groups can foster a sense of scientific community, with peer review and shared learning experiences.