Fifteen Year 13 pupils at Barney have recently received their Extended Project Qualification (EPQ) results for projects completed during their Lower Sixth year, with final submissions made just before the summer holiday. The outcomes reflect a high level of commitment and academic maturity, with eleven pupils achieving grades A or A*, and the remaining four candidates also securing strong results.
This was a tremendous achievement. Completing an EPQ alongside three or four A-Level subjects demands a high level of organisation and independent motivation, a challenge taken and impressively accomplished by our students.
What the EPQ involves
As part of the EPQ, pupils choose between completing a written essay or producing an artefact. An essay takes the form of an academic report that explores a clearly defined research question through detailed analysis of evidence and arguments. An artefact focuses on producing a creative piece, such as a model, performance, or film – which is supported by research and explained through an accompanying written report.
Both options require careful planning, structured research and thoughtful evaluation. While the emphasis differs between written analysis and practical creation, each route encourages pupils to take ownership of a project from its earliest stages through to final reflection.
A wide range of student-led topics
Project titles are selected entirely by the pupils, allowing them to explore areas of genuine personal interest and subjects that may link to their aspirations beyond Barney. This year’s projects covered an impressive range of themes, including the origins of the Israel-Palestine conflict, the economics and ethics of zero-hours contracts, legal issues surrounding puppy farming, the use of artificial intelligence in oncology, and a documentary film examining the role of music in cinema.
This freedom of choice is a defining feature of the EPQ, enabling pupils to engage deeply with topics that often sit outside their A-Level subjects and encouraging curiosity-driven learning.
Why the EPQ matters
The EPQ has existed as a formal qualification in England since 2008, following reforms to post-16 education aimed at promoting independent study and better preparing students for post-school learning. It has since become an established and respected pathway for pupils wishing to extend their academic experience.
Universities and apprenticeship providers value the EPQ for the skills it develops, including independent learning and critical thinking. Many universities recognise the EPQ within their offers or view it as strong evidence of academic commitment, while apprenticeship providers similarly regard it as proof that students can manage long-term tasks and reflect on their progress.
How we deliver the EPQ
At Barney, EPQ Coordinator Sam Forsyth supports pupils through weekly skills lectures, alongside small-group supervision sessions held every other week. These sessions provide an opportunity for pupils to discuss progress and challenges in a supportive setting.
A significant proportion of the marks available reward effective reflection, with particular emphasis placed on project management and responding constructively to feedback. These skills are developed gradually as pupils learn to plan realistically, adapt when difficulties arise and evaluate their own performance with honesty and insight.
Reflecting on this year’s cohort, Sam Forsyth said:
Each year I get a genuine thrill from discovering what topics the new crop of EPQ candidates are proposing to research. Their enthusiasm for topics, often far from their A-Levels, is infectious and I take great pleasure in providing them with the skills to see them through to successful project delivery. This year’s Y13 have done particularly well and I’m delighted for them. However, I also have a strong cohort coming through in the current Y12 and have high hopes for them as well.
The results achieved by this year’s pupils highlight both their dedication and the value of the EPQ as a meaningful part of life at Barney.
