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‘…at school you know a few facts about lots of different subjects, but to really learn about something – you feel…like and expert. Alexandra, student, Aylesbury High School

Foundation Project Qualification (Level 1)

Isis Marcus-Deardon and her mother Michelle talk about the Level 1 Foundation Project Qualification – research and learning new skills


I think it helped them very much to develop research skills, to really think about how they would research something… With the right kind of encouragement and the right kind of stimulus, the right kind of support and guidance about access to research material and so on, I think all kids can do a project that will give them a real sense of satisfaction, a boost to their self-esteem, and a feeling of control over the direction of their own learning.

June McDonald, Project Coordinator, Biddenham Upper and PLACE

Isis with her mother

Isis Marcus-Deardon is 12 years old. One of our youngest Project students, she has recently gained an A* in her AQA Level 1 Project Qualification. She entered the Projects through a scheme run by Biddenham Upper School for all its students and a few local home-educated students: home-schooled students are linked to Biddenham through the Parent-Led and Community-based Education (PLACE) group.

 
  • Delivery

Biddenham arranged a three-day ‘ice-breaker’ course for all the Project students – at which they gave advice on topic choice and instruction on basic study skills, including using the internet and libraries, visual presentations and written communication. Each student was then allocated an individual project supervisor at the school.

We also put a lot of the students in touch with external experts in their chosen field and gave them guidance about web research and guidance on the presentation of the information they gathered. They were all encouraged to do a [Microsoft] PowerPoint [presentation] and also to do a visual presentation. They were also encouraged to represent the data in printout forms.

June McDonald, Project Coordinator


More advice on delivery

  • Research and inspiration

[The Projects] leave it open for [the students] to choose what they want to do, what they’d like to find out about, what they’d like to learn.

Michelle, Isis' mother


doll in red dress

Isis was inspired by her doll, Marina, and her lack of dolls’ clothes. As she enjoys sewing, she ‘made dresses from designs of flowers and nature’. Isis had not studied textiles in great detail before the Project, so sought inspiration by photographing flowers, looking at clothes and visiting the library to look at horticultural books.

Normally, Isis would be influenced by the natural environment and would also ‘look in a book or on the internet’ to research a topic but for this Project, she also went to the Natural History Museum and the Victoria & Albert Museum (V&A). She says, ‘That was new to me, because I don’t normally go out and look at things so closely… I went to the Natural History Museum and looked at bugs. Some of the butterflies and the insects have really beautiful patterns on them and so I thought I could use that in my dress designs.

At the V&A, Isis explains, ‘I looked at the clothes and what styles there were. They’re from different countries and I was just looking at some of the flower patterns and things I could use.’ Inspired by the natural components of these clothes, she created dresses made from ‘flax, which is a material made from plants’.

Michelle, Isis’ mother, adds that at the V&A, ‘there’s a cabinet where they had sketch books’, so Isis kept a similar sample book as ‘this is how proper textile fashion designers keep their books’. Isis ‘wrote down what each material was’, after receiving free samples from a shop, so she would know what they were in the future. She concluded her research with a visit to a family friend to learn about pattern cutting and using a sewing machine. She ‘looked at the pictures and information that [she] had so far, and did a little sketch of what [she] wanted to do’. Isis was then shown how to make a pattern for her dresses.

  • Learning new skills

The Project Qualifications are all about learning and developing important skills for future education, work and life.

doll in blue butterfly dress

Isis learnt not only practical skills, such as embroidery, sewing and pattern cutting, but also general skills. Michelle confirms that Isis developed a critical eye, together with time management and research skills. Isis now knows, ‘if the book isn’t in the library, how you can get it and what information you need from that book’.

Traditional curriculum subject skills are also required and developed throughout the Project process. For example, Isis needed the doll’s measurements to cut her patterns. Michelle recalls, ‘She did practical maths for two hours [measuring her doll] … that showed her that maths is fun.’

Isis was ‘quite nervous’ about the written side of the Project. She completed her ‘first word processing’ on the computer, when writing up her research and how she had applied it during the creation of the dresses. June McDonald, Project Coordinator, recalls: ‘[the students] all had to do a written presentation of around 500 words, so we were getting them to focus on their writing skills.’ Isis also kept her own Production Log, which helped her learn how to keep accurate records and manage her Project. Michelle comments that Isis is now more aware of, ‘how time runs out … [that the Project] involved working for a deadline.’


AQA advice: to help your students manage their Projects and their time, build in regular meetings for submitting proposals and timetable your review sessions. For an example of when to timetable reviews and deadlines, view the Project Process.


For further advice or to discuss delivery options, please contact one of our Projects team.

Projects team

projects@aqa.org.uk
0161 957 3980
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