Sixth Form – a passion for research

One of the aims of education should be to help pupils find and explore what it is that they are passionate about.  Whenever we host visitors who are speaking to the boys, I often think it’s as much about the boys being exposed to the commitment and energy of an ‘expert’ as it is about their particular specialism.

A visitor’s zeal was evident last week when we hosted the visit of one of our local MPs – Catherine McKinnell.  She faced a student panel comprised of current and prospective sixth form Government and Politics students learning about parliamentary processes.  And they were just as probing and persistent as a Paxman or any Question Time-audience when it came to questions about the divisions in the Labour party and the imminent referendum on Europe.

Last week also provided a good opportunity to hear some of our Year 13 students talk authoritatively and passionately about their own research projects.  They were delivering their presentations that form part of their Extended Project Qualification or EPQ.

The EPQ is a course taken by sixth formers that allows them to design and pursue an individual research project.  It leads to a standalone qualification in addition to A levels.  Students frame a research question that can be linked to one or more of the subjects they are studying at A level or an area of interest related to future study or careers.

Last week, I was able to sit in on a couple of presentations. One was on the significance and effectiveness of individual pre-match rituals in sport and the other on the work of the cancer charity Maggie’s that also happens to one of this year’s Senior School charities – nominated and chosen by the boys.

I would like to have been available to attend more of these presentations including those on the consequences of Britain’s possible withdrawal from the European Union, mental health and doping in cycling.

As well as allowing boys to pursue their own interests, the EPQ is very good preparation for university study.  EPQ students learn how to frame a research question, consider and critically evaluate their research methodologies and to reference their sources.  Most produce a 5,000-word dissertation although they also have the freedom to present their findings in other forms.  One of the student-presenters I heard is making a documentary film.

The challenge of presenting to peers and teachers is also a developmental one.  Part of the student’s assessment is formed out of how well they respond to the questioning of their research and findings arising from their presentations.

The value of the EPQ as preparation for higher education is reflected in its recognition by universities in the form of UCAS points equivalent to those of an AS level – the qualification currently completed after the first year of the Sixth Form.

Since its introduction, most of our sixth formers have seized the opportunity to develop their independent research skills and gain a qualification – many with top grades – that has helped them secure their university place.  Last year, the research undertaken by deputy head boy, Oliver Holden, now studying aerospace engineering at university, attracted commercial interest.  A summary of Oliver’s dissertation was published in a national anthology compiled of the best projects.