Extended Project Qualification (EPQ) Producing the Project Outcome Syllabus

Producing the Project Outcome syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Producing the Project Outcome in Extended Project Qualification (EPQ), not a summary of it.

1. 1

   Writing the Dissertation

   4 topics

   • Academic report structure
     • Abstract, introduction and aims
     • Literature review, methodology, findings and discussion
     • Conclusion and recommendations
   • Academic writing style
     • Formal, objective and precise language
     • Clarity, cohesion and signposting
   • Meeting the word count requirement (c. 5,000 words)
   • Drafting, redrafting and proofreading
2. 2

   Creating an Artefact or Performance

   4 topics

   • Design and development process
     • Specification, prototyping and iteration
     • Selecting materials, tools or media
   • Planning and delivering a performance
     • Rehearsal, staging and audience considerations
   • The accompanying written report (c. 1,000 words)
     • Justifying choices and documenting the process
   • Evidencing development for non-written outcomes
3. 3

   Referencing and Academic Integrity

   4 topics

   • Why referencing matters
     • Crediting sources and supporting claims
     • Avoiding plagiarism and self-plagiarism
   • Citation systems
     • Harvard, APA, MLA and footnote styles
     • In-text citations versus the bibliography
   • Compiling a bibliography and reference list
   • Understanding malpractice and consequences
4. 4

   Reviewing and Refining the Product

   4 topics

   • Checking the outcome against the original aims
   • Seeking and acting on supervisor feedback
   • Editing for accuracy, coherence and presentation
   • Final formatting and submission preparation

Producing the Project Outcome flashcards for Extended Project Qualification (EPQ)

25 of 51 cards from the Producing the Project Outcome deck — real questions with worked answers.

1. What is the typical word count for an EPQ written report (dissertation-style outcome)?

   Approximately 5,000 words.

2. What is the typical word count for the accompanying written report when the EPQ outcome is an artefact, performance or other non-written product?

   Approximately 1,000 words.

3. List the core sections of a standard EPQ academic report in order.

   Title page, abstract/introduction, literature review, methodology, main body/analysis, conclusion, bibliography/reference list, and appendices.

4. What is the purpose of an abstract or introduction at the start of an EPQ report?

   To state the project's aim/title, set out the research question, and outline the structure and scope of the report.

5. What goes in the conclusion of an EPQ report?

   A summary of the key findings, a direct answer to the research question, evaluation of how far the aims were met, and acknowledgement of limitations.

6. Define academic writing style as expected in an EPQ.

   Formal, objective, third-person, precise and evidence-based writing that avoids slang, contractions and unsupported opinion.

7. Why is the third person generally preferred over the first person in academic writing?

   It creates an objective, impersonal tone that focuses on the evidence and argument rather than the writer's personal feelings.

8. What is the difference between description and analysis in academic writing?

   Description states what something is or what happened; analysis examines why it matters, interprets evidence, and links it to the argument. Higher marks require analysis.

9. What is a 'hedging' or cautious-language device in academic writing? Give two examples.

   Tentative phrasing that avoids overstating certainty; examples include 'this suggests', 'it appears that', 'may', 'could', and 'tends to indicate'.

10. Why must an EPQ argument be 'signposted', and how is it done?

    To guide the reader through the line of reasoning; done with topic sentences, linking words (however, therefore, furthermore) and clear section headings.

11. What are the three main stages of producing written work, in order?

    Drafting, redrafting, then proofreading.

12. What is the difference between redrafting and proofreading?

    Redrafting revises content, structure and argument (the substance); proofreading corrects surface errors in spelling, grammar, punctuation and formatting.

13. Why is leaving time between writing and proofreading recommended?

    Distance from the text helps you read it more objectively and spot errors and weak arguments you would otherwise overlook.

14. Give three practical proofreading techniques.

    Reading aloud, reading backwards sentence by sentence, printing a hard copy, and not relying solely on spell-check.

15. What is the main risk of relying only on a spell-checker?

    It misses correctly spelled but wrong words (e.g. 'their/there', 'effect/affect') and cannot judge meaning, grammar context or argument quality.

16. Name the typical stages of a design and development process for a making/artefact EPQ.

    Research/brief, specification, idea generation, prototyping/development, testing and evaluation, and final refinement.

17. What is a prototype in the EPQ design process?

    An early, often rough version of the product made to test ideas, identify problems and gather feedback before producing the final outcome.

18. Why is iteration important in a design and development process?

    Repeated cycles of testing and refinement allow problems to be identified and improvements made, leading to a better final outcome.

19. For a performance-based EPQ outcome, what are the key planning stages?

    Conceiving the concept, rehearsal scheduling, logistics (venue, equipment, audience), risk assessment, and the delivery of the performance itself.

20. What must accompany a non-written EPQ outcome such as a performance or artefact?

    An accompanying written report of approximately 1,000 words explaining the process, decisions and evaluation.

21. How can a student evidence development for a non-written outcome (e.g. an artefact or event)?

    Through a process log/production diary, photographs or video, draft designs, witness statements, feedback records and the accompanying written report.

22. What is the purpose of the accompanying written report for a non-written outcome?

    To explain the planning, research and decision-making, evaluate the outcome against the aims, and demonstrate the skills used so the work can be assessed.

23. Why does referencing matter in academic work? Give three reasons.

    It credits original authors and avoids plagiarism, supports claims with evidence, allows readers to locate sources, and demonstrates the depth of research undertaken.

24. Define a citation.

    A brief in-text acknowledgement that points to a full source, identifying where an idea, quotation or piece of evidence came from.

25. What is the difference between an in-text citation and a reference list entry?

    An in-text citation is a short marker within the text; a reference list entry gives the full publication details needed to locate that source.

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