Extended Project Qualification (EPQ) Reflection, Evaluation and Presentation Flashcards

24 sample cards from the Reflection, Evaluation and Presentation deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is a Gantt chart and how is it used in EPQ planning?

   A horizontal bar chart that maps project tasks against a timeline, showing start/end dates and overlaps, used to plan and track progress towards milestones.

2. What is a "milestone" in EPQ project planning?

   A significant checkpoint or interim deadline marking the completion of a key stage, used to monitor whether the project is on schedule.

3. What is "self-organisation" as evaluated in the EPQ?

   Managing yourself independently: prioritising tasks, keeping records, meeting deadlines, maintaining motivation and working without constant supervision.

4. Why is the production log central to demonstrating project management skills?

   It provides ongoing, dated evidence of planning, decisions, progress monitoring and reflection, showing the examiner how you managed the project over time.

5. What is contingency planning in the context of EPQ self-organisation?

   Anticipating possible problems (e.g. lost data, delayed sources) and preparing back-up plans so the project can still progress if things go wrong.

6. Define "critical thinking" as a skill developed through the EPQ.

   The objective analysis and evaluation of information and arguments to form a reasoned, evidence-based judgement rather than accepting claims uncritically.

7. How does the EPQ help develop communication skills?

   Through writing a structured report/essay, presenting findings orally, answering questions, and adapting language for an audience, all requiring clear written and verbal communication.

8. What is the difference between an argument and an assertion in critical thinking?

   An assertion is a claim stated without support; an argument provides reasons and evidence to justify a conclusion.

9. Why does the EPQ ask students to consider counter-arguments?

   Engaging with alternative views and evidence demonstrates balanced critical thinking and strengthens the validity of your own conclusions.

10. How can EPQ skills be linked to university study?

    Independent research, extended writing, referencing, time management and self-directed learning mirror the demands of degree-level study, easing the transition to university.

11. Why do UK universities value the EPQ, and how is this sometimes reflected in offers?

    It evidences independent academic skills; some universities make reduced or alternative offers (e.g. lowering one A-level grade) to applicants achieving a strong EPQ grade.

12. How can the EPQ strengthen a UCAS personal statement?

    It provides concrete evidence of wider reading, independent research, subject passion and transferable skills that can be discussed to support a degree application.

13. How can EPQ skills be linked to careers and employability?

    Project management, research, problem solving, meeting deadlines and presenting are all workplace skills that employers value and that can be evidenced from the EPQ.

14. What is the main purpose of the EPQ presentation?

    To communicate the project journey and outcome to a non-specialist audience and to review the process, demonstrating the learning, skills and reflection gained.

15. Who is the intended audience for the EPQ presentation?

    A non-specialist audience, typically the supervisor and others such as fellow students, so the content must be explained in accessible, jargon-free terms.

16. What three broad areas should an EPQ presentation typically cover?

    The project itself (what and why), the process (how it was planned and carried out), and the conclusions plus a review of skills learned and what would be done differently.

17. Is the EPQ presentation assessed, and on what is it judged?

    Yes; it is part of the assessment and is judged mainly under the Review objective, on how clearly you communicate and reflect, not on the topic's complexity alone.

18. What is a sensible structure for delivering an EPQ presentation?

    A clear beginning (title, aims, why chosen), middle (process, research, decisions, problems overcome) and end (outcome, conclusions, skills gained, evaluation), followed by questions.

19. Give three good-practice tips for delivering an EPQ talk effectively.

    Use concise visual aids/notes rather than reading verbatim, maintain eye contact and clear pacing, and rehearse to stay within the time and sound confident.

20. Why should presentation slides or visual aids be kept clear and uncluttered?

    Minimal, clear visuals support the spoken message, keep the audience focused, and avoid overload; the speaker should explain, not just read dense text aloud.

21. How should a student prepare to handle questions after the EPQ presentation?

    Anticipate likely questions, know the project and its limitations well, listen carefully, answer honestly and concisely, and admit if something is uncertain or beyond the research.

22. What is good practice when you cannot fully answer a question during the EPQ discussion?

    Stay calm, acknowledge the gap honestly, offer your reasoning or what further research would be needed, rather than guessing or pretending to know.

23. What is the purpose of the post-presentation review/reflection record in the EPQ?

    To capture final reflections on the presentation and the whole project, completing the production log and evidencing learning, skill development and what could be improved.

24. What should a student include in the final post-presentation reflection?

    How the presentation went, audience questions and responses, overall evaluation of the project against its objectives, skills developed, and honest reflection on strengths, weaknesses and improvements.

What this deck covers

Reflection, Evaluation and Presentation flashcards FAQ