Qualification Accredited. PROJECT Candidate Exemplar Work EXTENDED PROJECT H856. Exemplar Folder 6 55/60. Version 1.

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1 Qualification Accredited PROJECT Candidate Exemplar Work EXTENDED PROJECT H856 Exemplar Folder 6 55/60 Version 1

2 Introduction This is one of several live projects that have been marked within OCR centres. Each one, in its own way, provides insights into what makes for an excellent project. However, none of the projects is perfect and each of them provides useful pointers to common errors that moderators encounter. Therefore, both the strengths and weaknesses of each project will be discussed as an aid to teachers and students alike. The Unit Recording Sheets [URS] used to record both marks and comments on each project have also been included and again some comments on best practice have been made. Teachers put enormous efforts into assessing their students work fairly, but that effort is better evidenced in some of these projects than in others. Clear, focussed comments on the URS and signposting, within the portfolio can be particularly supportive of a student s efforts. Comments should support elements of the student s work that may not be immediately obvious to the moderator from reading it. This includes reference to the student s individual triumphs, particular difficulties they have encountered, their effectiveness in overcoming obstacles and the level of individual skills development the student has achieved. The watchwords here are know each student well and let the moderator know this is the case through what you write! 2

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71 Commentary Marks awarded A01 A02 A03 A04 Total What it is about This student incorporated an interest in the mathematical symbol Pi into the production of a wittily titled Easy as Pi celebrity cookery book where each recipe included a Pi symbol on the pie lid. The project was not otherwise related to the student s A Level subjects, but based on a personal interest in cooking. General comments on strengths and weaknesses This was an ambitious and innovative project. The complexity of the task required attentive monitoring to bring it to what is a very successful conclusion. It involved the development and application of an impressive array of skills from practical research in the kitchen, designing the book s format, sourcing, costing and developing the recipes, historical research and research into publishing. All areas of the project are excellent, except the written report which offers only a fairly brief explanation of project development and the presentation seems a little brief. Otherwise this is an outstanding project and the mark of 55 is justified. Use of the URS and annotation The specific, evidence based nature of the teacher s comments on the URS is exemplary and gives very effective support to the marking. It is clear that the teacher is familiar with the development of the project. Comments give helpful insights into this particular student s journey, rather than offering a generalised repetition of the language of the level descriptors. Precise notes on the presentation and annotation in the portfolio to further signpost marking would have added further support. A01 Why the marks were awarded Marks are at the top of the top band. They were given for a high degree of independence and the complexity and effectiveness of both forward planning and responsive modification of the project. The project was skilfully planned, monitored and managed to the student s own deadlines and the portfolio shows evidence of sophisticated organisation and effective collaboration throughout. The diary and mid-project review provide good evidence of this. Any weaknesses The mark of 12 may be a little generous in the light of the slightly weaker planning of the report and presentation. The written elements of reporting on the project are less successful than its execution. Nevertheless, this project deserves an A01 mark towards the top of the top mark band. A02 Why the marks were awarded The comments on the URS are very helpful in supporting marks at the top end of the mark band. The bibliography is limited, but the project is based principally on substantial, wide-ranging and very well documented primary research. Extensive reflection on the research is used to inform planning. The process of selection and collation of material and the methodology used to produce the final book is impressive. Any weaknesses Source evaluation of secondary research is thorough, but less well-conceived. There is a rather unsophisticated reliance on the credibility of Wikipedia in one comment. However, overall the extensive primary research carries this project and the mark of 11 is well-justified here. 71

72 A03 Why the marks were awarded The mark of 22 for this AO is well deserved. There is meticulous documentation, selection and development of a notable array of skills. These are used to very good effect to bring the project to a successful conclusion. A useful diary and the otherwise disappointing commentary /report, exemplify this aspect of the project very clearly. Any weaknesses The weakest part of the project is the documentation of the project s development in the written report. This deficiency is made up for elsewhere, but it is worth impressing on students the need to be thorough when writing reports for artefact based projects. A mark of 24 would have been possible for this project with stronger support from this required element. A04 Why the marks were awarded The comments on the URS are well supported by evidence in the portfolio. There is ongoing evaluation informing planning throughout a very reflective project and a clear final evaluation of the project as a whole. Any weaknesses The mark of 10 is spot-on. The student s evaluation of the presentation is honest and accurate and highlights some minor deficiencies in planning. What is missing is an awareness of the main weakness of the project, the planning and production of a clear overview of the project in the report. 72

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