Sixth Form & Careers

Extended Project Qualification: A Popular Option for Sixth Formers

Undertaking an EPQ provides an opportunity for pupils to extend their abilities beyond the A Level syllabus and explore an area of interest. Contributing up to 28 UCAS points, completing an EPQ can impact heavily on university offers.

Furthermore, the skills developed also result in pupils being better prepared to enter university. It demonstrates an ability to work independently, plan and carry out research, make sound arguments and reflect on the learning experience. We hear from Christina and Ally who recently completed their EPQs.

Christina is studying Biology, Chemistry and Spanish and hopes to study Biological Sciences at university:

‘I decided to complete an EPQ because I am interested in the impact of fish farming on the environment, as I spend a lot of time on the West Coast of Scotland where fish farming is rapidly expanding. The industry has still negative associations and I wanted to challenge this by explaining how fish farming could help to solve problems related to increasing consumption and demand pressures from our growing population. The tile of my project is ’To what extent is fish farming less damaging to marine ecosystems than industrialised fishing?’ A highlight for me was going to a local fish farm to find out more about the industry, and discovering the importance of biologists and modern technology in the running of fish farms.

The key in completing an EPQ is time management, but in return I feel I have learnt analytical skills for the future whilst becoming a more independent learner. It is also possible for some universities to offer a place with lower entry requirements if the student achieves a certain grade in their EPQ. It is certainly something I would recommend!’

Christina Middlemas, Upper Sixth

Ally is studying Design and Technology, Music and Economics and hopes to study Product Design at university:

‘I have decided to do an EPQ as I wasn’t exactly sure what I would want to specialise in at university. I felt that working on a specific project would give me some insight as to whether I would want to pursue fashion design in further education.

The focus of my EPQ was to design and construct a bespoke tailored fashion garment using resistant materials (ie polymer, timber or metal). This is meant to be a visual protest against the now dominant fast fashion trends, and ultimately promote sustainability and ethical practices.

After looking into various materials, I decided to use wooden veneers (paper thin sheets of timber) of different shades. As they were extremely fragile, I had to hand sew approximately 2,000 leaves on the garment as a sewing machine would break the veneer pieces. An undergarment composed of cotton and gauze was also constructed for the sake of practicality. I have spent roughly half a year in Lower Sixth completing my project research and construction; the paperwork and final evaluation adds a few more weeks to it.

I have most enjoyed the material exploration and constructing the final garment – seeing the garment come together was astounding, to say the least.‘ Ally Yuen, Upper Sixth

Completing my EPQ before writing my personal statement was really helpful as I could make sufficient links the course I am interested in.

Learning about Transferable Skills

It is widely reported in recent studies that work will look different by 2035, shaped by universally acknowledged megatrends and the COVID-19 pandemic; for the UK, there is also the impact of Brexit.

In this context it would be easy for schools to be unsure about how to prepare our young students for a fulfilling life of work after school when we don’t know what that will look like.

Research carried out by NESTA, Pearson and the Oxford Martin School identify some of the top skills required in the UK in 2030 as: judgment and decision making, fluency of ideas, active learning, learning strategies, originality, systems evaluation, deductive reasoning, complex problem solving, systems analysis and monitoring.

Alongside the five Rs of Resilience, Resourcefulness, Reflectiveness, Reciprocity and Responsibility, outlined in the new Lancing Diploma, our role in the My Future programme is to give students the confidence to recognise that the skills they are acquiring in their everyday academic and wider life at Lancing are readily transferable to a work environment.

Once these transferable skills are identified, then students are encouraged to consider how this can be articulated, for example in a CV or for an interview, and in words that will be attractive to an employer.

The CV of a Lancing student can be built up from the Third Form to include a host of examples of activities where transferable skills have been acquired. This could be acting as a tour guide for prospective families, actively taking part in a student-led group, co-curricular services, or performing in a play or musical group. This is extremely valuable for students applying for any type of holiday work, volunteering or work shadowing.

We can see, for example, the transferable skills gained by a House Charity Rep, a popular leadership role during Charities Term. Transferable skills include: working as part of a team to plan and organise fundraising events and activities; communicating with the chosen charities and school staff about the campaign and seeking their support; team building and working with others to ensure that the workload is always shared; and being responsible for collection of donations.

Record Number of US Applications

During the university application process Sixth Form pupils are supported by their Tutors, the Head of Sixth Form and – specifically for university outside of the UK – the Overseas Applications Coordinator.

This year we have seen a high number of pupils applying to US universities. Alongside 2022 leaver Kitty ChadwyckHealey, Gary Guo, Henry Hazell, Felicia Holben, Nana OduroNyaning and Natalie Moody have applied to a wide range of US universities. There is also an impressive variety of courses, from Maths to Politics. Henry has already received an offer from George Washington University alongside a sports scholarship. Nana has also applied for a sports scholarship and the prestigious Morehead-Cain Scholarship from the University of North Carolina at Chapel Hill.

Helen Robinson Overseas Applications Coordinator