Extended Project Qualification

(EPQ)

The Production Log

 The EPQ Journey

You may think that your EPQ is about the product you hand in at the end (the report plus artefact) – but
this is wrong. The journey is equally important – how you have managed the production and the changes
you have made. This is recorded in the production log that is one of three elements that you will hand in at
the end of your EPQ – Production log + Product + Record of presentation. The log is part of the 14 page
AQA document that you hand in titled: Candidate Record Form, production log and assessment record.

The production log demonstrates how you have managed your project from the beginning to the end. It is
marked together with your product and therefore you should put as much effort into the log as you do in
creating your product.

Key parts of the log

Most of the log is completed in by you, though there are sections which will be completed by your
supervisor and co-ordinator. Pages 1 -4 will be completed at the end of your project and will include your
final marks. You will need to keep updating your log electronically as different sections will be completed
by different individuals. It is important to include the date of when you have completed each section of the
log.
Below are details of important sections which you will be required to complete.

Record of initial ideas

It is acceptable for students to have more than one idea for their project at the beginning of the process.
Students should record all their initial project ideas on this page and record how they will research these
ideas in the space provided. The initial ideas and research will form the basis of the student’s first meeting
with their supervisor, the contents and outcomes of this meeting should be recorded in the space
provided.

Part A: Candidate proposal

This page is to be completed by the student. They should be encouraged to be as clear and detailed as
possible when discussing the types of research they plan to undertake; we are expecting more detail than
‘I will read books and look on the internet’. This is also where students record what other courses they are
undertaking. Please note that whilst students might be inspired to look more deeply into a topic they have
touched on in another area of study, they should be looking to extend and develop away from those core
areas of study. This is particularly true at Level 3 (EPQ).

Planning review

This section provides the student with an opportunity to map out their next steps by developing a project
plan that will allow them to chart their progress. Some students use Gantt charts or other project
management tools to help with the management of their projects. These can be helpful tools when used
effectively but they aren’t compulsory for a successful project, students can use the Production Log to plot
and chart their progress against their aims. The planning review also provides the opportunity for the
student to arrange a meeting with their supervisor to discuss their planning, and record outcomes and
actions from this meeting in the space provided.

Mid-project review

By this stage the student’s title should be finalised. They will have undertaken most of their research, and
will be ready to start producing their outcome. Any changes that have been made as a result of their
research, conversations with their supervisors or other input should be logged and fully explained.
Students should be reminded that the project is marked holistically and that there may be opportunity for
reflection and evaluation at any point. If they have made a decision to refine their title, for example, then
this would be an appropriate time for them to justify that decision and reflect upon how they came to that
decision.

Project product review

This section provides students with an opportunity to measure how well they have managed the project
process since the mid-project review. Students should be reminded of the necessity of recording their own
monitoring processes and discuss the extent to which they have they reached the goals they set
themselves/met their own deadlines. The supervisor may have some more comments or points that the
student could choose to incorporate in their product at this stage.

Presentation record part A

This is an opportunity for the student to outline what form their presentation will take, who will be there,
the content of their presentation and any changes they make as a result of a discussion with their
supervisor after a rehearsal. See the quick guide to the presentation for more information on this
important aspect of the project qualifications.

Summary and reflection

Students should provide an abstract/brief outline of their product. There are a number of online resources
on how to write an effective abstract which could form part of the taught skills programme.

Often students think that if they admit to any failings they will be penalised; this is not the case. Honest
reflection on what went well and what they have learned, coupled with what went less well, and what they
would do differently, are key to a successful reflection. Students should understand that admitting to any
problems they encountered and acknowledging the ways in which they dealt with those problems are a
legitimate aspect of an effective reflection.

The Production Log belongs to the student. It is their document and they are the ones who are responsible
for its completion (apart from the pages indicated for the supervisor and centre coordinator). The student
is also responsible for the selection of any additional evidence they wish to include. Some of the most
successful projects we have seen have comprised simply a Production Log (including presentation record)
and the completed project product. Additional evidence can be useful only if it is relevant to the project
process and outcome. The judicious selection of such material should form part of the taught skills
programme.

• For more details, see https://filestore.aqa.org.uk/subjects/AQA-7993-W-TG-PL.PDF

All substantive advice given to the students should be recorded by them in the Production Log and Assessment Record and
confirmed by the Supervisor.
The Production Log and Assessment Record can be downloaded from the projects website.

https://www.aqa.org.uk/subjects/projects/project-qualifications/EPQ-7993/administration
 Student Log Exemplar

Project title: "Hitler was the product rather than

the creator of an anti-Semitic society". In light
of this statement, discuss the extent to which
Hitler can be held responsible for the
Holocaust”.
Record of initial ideas

To be completed by the candidate

This page records initial meeting(s) with your supervisor to agree your project ideas. Additional pages can be
submitted if more than one idea has been explored.

My idea(s) for topic/title

In my initial planning stages, I brainstormed a variety of ideas related to Nazi Germany and the Holocaust. Having
briefly touched upon this aspect of History at GCSE level, my interest was peaked and I relished the opportunity to
explore the area further through my EPQ. I decided my EPQ would have a historical focus to complement, yet not
overlap on a content basis, with my current academic study of History. Additionally, in preparation for the study of
a degree in English and History at university, this project will enable me to further my analytical and evaluative
skills as a History student.
I narrowed my topic area to consider specifically Hitler's responsibility for the Holocaust, and the extent to which
he personally caused more than six million Jewish deaths during the course of the Nazi regime. Examples of titles
I initially considered include: "To what degree was Hitler personally responsible for the Holocaust?" and "To what
extent did Hitler's generals contribute towards the development of the Holocaust?" I eventually decided on "Hitler
was the 'product rather than the creator of an anti-Semitic society.' In light of this statement discuss the extent to
which Hitler can be held responsible for the Holocaust." I felt including a historian's view within my question would
provide significant scope for debate, whilst ensuring continuity throughout my essay through providing a focus to
frequently refer back to.
My ideas for research and development of my project
In order to debate Hitler's responsibility for the Holocaust, I intend to research various other contributing factors
which, to an extent, also played a role. These include the roles of ordinary German citizens, Hitler's generals, the
German army and the occurrence of World War Two, which historians have also drawn attention to when
discussing the Holocaust. I plan to explore these factors under the key ideas that: a) It was Hitler's ideology and
desire to achieve the "Aryan race" at any cost which engendered the Holocaust, b) Pressure from the German
people and Nazi officials transformed Hitler into the "Fuhrer" and pushed him towards more drastic policy, c)
External factors, such as World War Two, escalated Jewish persecution and made extermination a desirable
policy. I therefore aim to determine the extent to which anti-Semitism was already prevalent within German
society, and whether or not Hitler and the Holocaust were indulged by such conditions, as well as how World War
Two may have catalysed the genocidal aspect of the Holocaust. I will focus my research primarily on credible
historical articles and books, whilst also collecting primary data from articles or speeches recorded at the time;
these will be sourced online and I will also utilise the historical sources available to me within school. Due to the
vast numbers of resources available on this topic, having established the focus of my project at this early stage
will be beneficial, as I can now begin to select the most relevant source materials.
My summary of the comments and advice from my supervisor
Upon meeting my supervisor for the first time, I had already refined my topic to a precise area of study: Hitler's
responsibility for the Holocaust. I discussed my various question ideas with Mr Smith and he agreed my decision
to include a historical view provided significant scope for debate, particularly allowing the German people's role in
the Holocaust to be explored. Mr Smith also helped me group my research areas into clearer factors: Hitler's
responsibility, pressures from the German people and Nazi officials, and the roles of external factors, such as
World War Two and pre-existing anti-Semitism. We agreed that, due to the complexities of my topic, an inability to
reach a definitive conclusion is perfectly acceptable, however Hitler's overall responsibility is undeniable. We also
discussed how my essay can adopt a similar structure to that of my ongoing History coursework; this will ensure
each of my paragraphs is concise and strictly focussed. I was advised to begin my research, as I have now
carried out sufficient initial planning, and Mr Smith also recommended several book titles, including Daniel J.
Goldhagen's "Hitler's Willing Executioners", to complement my studies.
Modifications I have made as a result of my discussion with my supervisor
I have now refined my ideas into clearer areas of focus: Hitler's personal responsibility, through his ideology and
leadership style, pressures placed on Hitler by his anti-semitic population, and the role of external factors, such as
World War Two, on the development of the Holocaust.
Part A: Candidate proposal

To be completed by the candidate

Working title of my Extended Project.

Present the topic to be researched in the form of a short statement/question/hypothesis with clear focus.
Hitler was the "product rather than the creator of an anti-Semitic society." In light of this statement, discuss the
extent to which Hitler can be held responsible for the Holocaust.

 my initial resources will be

I will be consulting secondary sources, including history books and articles, to inform the early stages of my
research. Books I intend to read include Daniel J. Goldhagen's "Hitler's Willing Executioners" and Geoff Layton's
"Germany: The Third Reich 1933-45" to gain information regarding the roles of ordinary Germans and influences
like World War Two. I will also consult primary source materials, for example Hitler's "Mein Kampf" and historical
documents recorded at the time, such as documentation from the Wannsee Conference; these should enhance
my understanding of Hitler's racial ideology and plans for exterminating the Jewish race.
 the courses of study or area(s) of personal interest to which the topic relates
Having studied the Holocaust briefly at GCSE level, I have always found the subject fascinating and wished to
explore it in more depth. Nazi Germany is not taught as part of my current History course, however it is an area
of personal interest to me which I have been keen to study further. I am studying History along with English at
university, as part of which I endeavour to incorporate the studies of Nazi Germany and/or the Holocaust into my
History modules. I therefore hope my EPQ will enhance my application to study this degree, whilst also
according me valuable skills to aid me at university.
 my intended product
I intend to produce a 5000 word written report, after sufficient research into relevant primary and secondary
source materials and the creation of a realistic essay plan. A period of indepth research into the factors I
identified in my initial planning is necessary before further action can be taken.

Provide details of the courses that you are currently studying

Qualification type Awarding body & subject

eg A-level, Modern eg AQA Mathematics, OCR

Apprenticeship, BTEC Computing, WJEC English

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Planning review

To be completed by the candidate

This page records your outline plan once your proposal has been approved.

My next steps in planning, researching and deadlines that I will set myself. What I intend to do, by when,
what resources I will use and how I will implement the recommendations of the centre co-ordinator (where
appropriate).
After completing my Record of Initial Ideas I began to read around my topic area, taking notes from various
sources, including the books I identified in my Record of Initial Ideas and Candidate Proposal. I now intend to
make this research more focused on the factors I plan to discuss in my essay, refining my searches to precise
areas of relevance. I will carry out research using Hitler's "Mein Kampf" and documentation from the Wannsee
Conference to obtain relevant primary data regarding Hitler's responsibility as well as the roles of Nazi officials -
completion of this should be by 4/12. I will also conduct further secondary research using the two books
recommended by my supervisor and History teacher: Goldhagen's "Hitler's Willing Executioners" and Layton's
"Germany: The Third Reich 1933-45".
I will additionally consult a wider variety of online articles written by individuals established within the historical
community, such as Alan Farmer and Richard Cavendish - all secondary research should also be completed by
4/12. I will then be in a position to construct a plan for the essay, with realistic deadlines for completion of
sections. So far, I have kept accurate notes and fully referenced my source materials, and I plan to maintain this
level of accuracy in my next research stages. I also need to ensure I consider the reliability and validity of my
sources as I read them, so the information I include in my response has come from credible source materials.

My summary of the comments and advice from my supervisor

My supervisor believes I have identified a range of useful secondary sources, enabling me to obtain valuable
secondary data to inform my response. I have a good argument beginning to form that is well supported by
research evidence: that, whilst Hitler holds overall responsibility for the Holocaust, other contributory factors, such
as his anti-semitic Nazi officials, enabled him to intensify Jewish persecution. I have been encouraged to select
useful quotes from Hitler's "Mein Kampf" and minutes from the Wannsee Conference to obtain information
regarding Hitler's ideology and willingness to delegate responsibility to his officials. After researching these
sources, I can begin to construct a plan for the final essay, ensuring I sustain my judgement throughout to provide
continuity within my response.

Modifications I have made as a result of my discussion with my supervisor and/or the comments from my
centre coordinator
I have begun to conduct research into primary, as well as secondary, source materials to inform my essay
response. I have also begun to consider the structure of my essay and how each of my four factors (Hitler's role,
the roles of anti-semitic Nazi officials, the anti-semitic German citizenry, and the occurrence of World War Two)
will be debated separately in the Discussion, whilst ensuring I emphasise interconnections between them. My
supervisor informed me this will significantly develop my debate and allow greater balance within my response.
Mid-project review

To be completed by the candidate

This page records your outline plan when you have completed your research.

Is my project following my original plan? How has my plan developed?

Having made many decisions, including my topic area, project title and methods of research, in the early stages, I
have deviated very little from my original plans. I have found a greater breadth of information regarding the
Holocaust following my Planning Review, relating to the factors I planned to discuss in my Record of Initial Ideas
and Planning Review. Detailed note-taking from my sources, as well as accurate recording of reference details
such as page numbers, has been consistent so far. I have used highlighters to identify within my notes relevant
information to include in specific paragraphs; these processes have ensured I have organised notes to use when
writing the essay.
After gathering sufficient primary and secondary data, through book-related research and a wide range of website
articles, I was in a position to construct an essay plan. This involved a detailed breakdown of the Introduction, each
of my four main discussion points and my Conclusion, each of which involved notes of relevant things to include
from my research. As part of this planning, I made note of obscure terms, such as "anti-Semitism", which will need
clarifying in my Introduction to ensure my essay is comprehensible to the general reader. I have titled my four
discussion points as follows: "Hitler's Responsibility", "Implication of Hitler's Government and Armed Forces", "Role
of the German Citizenry" and "World War Two".
Upon planning these points, I realised the necessity of sub-dividing them so I can clearly and concisely discuss the
varying aspects of my key factors. For example, I have divided "Hitler's Responsibility" into paragraphs entitled
"Hitler's Ideology", "Hitler's Appeal" and "Hitler's Leadership", each of which is a concise, focussed discussion of
one factor relating to Hitler's personal responsibility for the Holocaust. Creation of this detailed essay plan will
ensure I include everything I plan to within my response, as well as making it easier to write.
My research brought to my attention an area I previously overlooked in my planning: the role of countries, such as
Britain and the United States, which could have intervened in the Holocaust, but failed to significantly, in order to
resist the Nazis. This idea would connect well with the role of the German citizenry, who also, to a large extent,
remained indifferent or unresponsive to widespread Jewish persecution. I am unsure as yet whether or not to
include this factor in my Discussion, due to a desire to keep as close to the 5000 word count as possible. However,
as I feel this idea significantly overlaps with several of my other factors, such as the German citizenry and World
War Two, it would be a valuable contribution to my response and worth including, even if this means I have fewer
words to dedicate to my other points.
My summary of the comments and advice from my supervisor
After providing my supervisor with a sample paragraph demonstrating how I plan to structure each discussion
point, I was told the point was clearly made and the paragraph well-structured, with useful incorporation of relevant
historical views. I was, however, advised to make my judgement more explicit by referencing this in the first
sentence of my paragraph; this will ensure my Discussion retains a strict focus and a sustained viewpoint
throughout.
He also informed me one of the websites I had referenced was an unreliable source, due to the fact it was an
essay written by a teacher. Finding the same viewpoints from more reliable sources proved challenging, however
after thorough research I obtained information which could substantiate my points in a similar way.
My supervisor also recommended that, when incorporating the views of historians to further my discussion points, I
fully explain and cross reference these with others to embed evaluation throughout my essay.
In order to effectively evaluate my primary source materials, such as "Mein Kampf", I must consider the time and
context in which they were written in order to determine their value. In a similar way, my secondary sources should
be evaluated by considering the validity of historical views, given the expertise and credibility of historians, as well
as the reliability of where this information was sourced, for example websites.

Modifications I have made as a result of my discussion with my supervisor at this stage

Rather than simply including paragraphs of evaluation at the end of each discussion point, as I initially planned to
do, I will incorporate evaluation into the points themselves by cross referencing the views of historians to determine
the validity of their arguments. I will also, within each discussion point, explicity return to my judgement to ensure
continuity occurs throughout my essay. These are things I have added to my essay plan to ensure they occur
consistently throughout my response.
My final title and agreed form of project product
My final title will be "Hitler was the 'product rather than the creator of an anti-Semitic society.' In light of this
statement, discuss the extent to which Hitler can be held responsible for the Holocaust". This is a title I decided
upon in my Record of Initial Ideas which I have seen no reason to alter, as it provides significant scope for debating
the factors I have identified. It contains the view of Alan Farmer, a credible historian established within the historical
community, which can be both complemented and undermined by a wide range of other views. This ensures my
essay will contain a large amount of debate, through the discussion of many conflicting viewpoints, and the title will
allow this debate, whilst providing an area of focus to return to throughout my response. I feel a 5000 word written
report is feasible, given the breadth of information I have collated due to a plethora of sources which relate to the
Holocaust.

My planned next steps to complete my project

I will now begin to write the 5000 word essay, starting with the Introduction which will provide a clear outline of my
project's direction, before moving on to the Discussion - the main body of my essay. I feel it will be beneficial to
complete these sections first, before returning to parts such as the Literature Review and Data Collection. I
anticipate new research findings will arise as I write the Discussion, making it logical to collate these as I progress
before discussing them collectively at a later stage.
Project product review

To be completed by the candidate

This page records the (near) completion of your project product. Outline the successes, failures, additions and/or
changes you made as you followed the plan in your mid-project review

Did my project follow my revised plan (from the mid-project review)?

As I planned to in my Mid-Project Review, I began the 5000 word essay by writing the Introduction, which
predominantly includes conflicting historical viewpoints on responsibility for the Holocaust, outlines the factors I
debate in my Discussion, and provides my judgement. Constructing a detailed plan proved particularly valuable
when I wrote my discussion points, as I had broken each factor into related areas, ensuring each paragraph is
concisely written and contains no more than one key idea. I feel structuring the essay in such a way makes for an
easier read, as there are few overwhelming blocks of text.
As I considered in my Mid-Project Review, I decided to add an extra paragraph discussing the international
response to the Holocaust; this includes the reaction of the Allied powers in terms of aiding refugees, appeasing
Hitler, and censoring information regarding Jewish persecution. I feel this factor complements my other discussion
points well and therefore fits appropriately in the essay.
As I identified during my Mid-Project Review, the Literature Review and Data Collection sections were easier to
complete once I had written my Introduction and Discussion; I conducted ongoing research as I wrote the latter
two, making it logical to review my main research findings and methods later on.
As well as evaluating historical views throughout the Discussion by cross-referencing them with others, I added
additional evaluative paragraphs at the end of each discussion point to determine the reliability of some of my key
sources. Having investigated my historians and websites themselves, rather than simply referenced their views and
content, during my research made this task easier, given my earlier considerations of reliability.
Within the Conclusion, I also discussed how my viewpoint has changed slightly in light of research following the
Mid-Project Review. My findings, although continuing to sustain the judgement that Hitler holds overall
responsibility for the Holocaust, have forced me to see the occurrence of World War Two as more influential than I
initially believed. Acting as a short-term catalyst for intensified Jewish persecution, the conflict now appears to me
an extremely pivotal factor, without which genocide may not have taken place.
I feel I have made adequate progress with regards to my essay following the Mid-Project Review, as I am satisfied
with how my argument is structured and I feel the response reads well as a whole. I am at the stage where I
believe only minor alterations are required regarding my Evaluation and Conclusion, as I discuss in more detail
below.
Overall, I feel I have balanced my EPQ well with my other academic studies up to this point, allocating sufficient
time slots to work on the project. On occasions, however, an intensified academic workload has meant time I
desired to dedicate to my EPQ has been sacrificed. This has resulted in several large gaps between instances of
working on the project, meaning it was difficult to return to sometimes. Despite this, I feel I have worked at a
reasonable pace so far and have achieved the majority of deadlines I set myself.
I have also been consistently recording my progression through the qualification in my Diary Log, noting all relevant
actions, including meetings with my supervisor and new research ideas. This is an aspect I have diligently focussed
on throughout, due to encountering issues with this when I undertook the EPQ at Level 2. A failure to continually
record details as the project was ongoing proved problematic, as I struggled to accurately recall past actions at a
later date; this difficulty ensured I have been stricter with myself during this EPQ. Additionally, as I planned to do
following my Planning Review, I have continued to accurately record information to reference my sources, for
example page numbers and website addresses. This accuracy made it easy for me to add footnotes where
necessary and compose a thorough bibliography later on.
My summary of the comments and advice from my supervisor at this final stage
fter providing my supervisor with a first draft of my essay, I was told it was well-structured and contained a clearly
sustained judgement. I was, however, advised to expand on several of my points where I had incorporated
supporting historical views to ensure these are fully explained. I could also further develop evaluation within my
paragraphs by cross-referencing the views of historians more frequently throughout. My conclusion would also
benefit from being further developed in order to make my final judgement fully explicit.
Upon reading my essay, the centre coordinator also advised me to consider resistance to Hitler within my
response, in order to acknowledge those inside and outside of Germany who opposed the Nazis and the
Holocaust. These are minor amendments, however, and little else has been significantly critiqued at this point.
Having surpassed the 5000 word count, this has been concerning to me, but I have been informed this is an
advisory number which is lenient, provided I do not exceed the guide to the extent I lose clarity in my response. I
have also been advised to begin preparations for my presentation, which I plan to communicate through a
PowerPoint to a small audience.

Modifications I have made as a result of discussion with my supervisor at this final stage
Do I need to do anything else to complete my product?
I have implemented changes following the advice of my supervisor and centre coordinator. After re-reading my
entire response, I ensured all historical views were expanded upon sufficiently and cross-referenced these more
frequently for evaluative effect. I also returned to my Conclusion, where I added a sentence making explicit my final
judgement, as well as made a last link to Farmer's view incorporated in my project title. Within the Conclusion, I
have also reflected upon how my judgement changed slightly, as I came to see World War Two as a particularly
influential contributor towards genocide of the Jewish race. I have explained the reasons for altering my opinion
slightly within my conclusion, however my view, that Hitler must be accorded overall responsibility, remains
sustained.
As my essay is virtually complete, I will now focus my efforts on the presentation aspect of the qualification. I feel a
PowerPoint presentation would be a simple, yet effective, way to deliver my progression through the EPQ, and a
small audience would be best as I am not a particularly confident speaker.
Presentation record part A

To be completed by the candidate

This page records your presentation and its preparation.

Planned format of my presentation (eg timing, audience, use of visual aids, slides, use of notes, etc.)
I plan to compose a PowerPoint presentation as I feel this will be a simple, yet effective, way of communicating my
discussion points. I am familiar with this programme, having composed many PowerPoints in the past for class
presentations and revision purposes, so I feel it is logical to use a method I am comfortable with. My slides will be
very simply designed, with the same font sizes throughout, few colours, and minimal transitions/animations, as I do
not wish to create visual chaos and distract from the information. I aim to be concise, yet clearly address the
necessary points through including brief bullet points on each of my slides, before orally expanding on these to
demonstrate how my knowledge extends beyond what is written on the slides. I intend to keep pictures to a
minimum as, whilst appreciating these can add interest, may not enhance the quality of my presentation. I will
present nine or ten slides, intending to stick as closely as possible to the advisory ten minute guideline, in addition
to the Q&A aspect of the presentation. I feel ten minutes is sufficient to communicate my ideas, yet still retain the
attention of my audience.
I plan to rehearse my presentation several times to ensure the timing is close to my intended ten minutes, whilst
being sure not to over-rehearse as I wish my presentation to contain an element of spontaneity and not sound
completely regurgitated. I feel this will demonstrate my ability to think on my feet, to an extent, and help me engage
better with my audience by not sounding as though I read from a script. Due to past experiences with delivering
presentations during classwork, I have found that I communicate my ideas more effectively with minimal
preparation and an element of spontaneity to aid me.
Due to the fact I am a nervous presenter, I know rehearsal will help alleviate my anxiety and ensure I am able to
deliver my presentation more confidently. I also plan to consider responses to possible questions I will be asked
following my presentation, including challenges I faced during completion of my EPQ and things I would change if I
were to undertake the project again. I feel this will enable me to articulate responses to questions more quickly, yet
still give the impression I am able to think on my feet.
In terms of delivering my presentation, I will be sure to maintain eye contact with my audience as this is something I
have a tendency to avoid. I also intend to stand in one place beside the board presenting my slides, as I feel
moving around would distract attention and make it difficult for the audience to read my slides. I will maintain a
positive body posture, standing with my head up and shoulders back as I, in addition to the slides, will be a visual
point of focus. I intend to speak slowly and clearly, ensuring the pace is reasonable but doesn't sound rushed. As I
move between the slides, I will take a few seconds to familiarise myself with the information points before returning
to face the audience; taking this time will enable me to engage better with my audience rather than continually
turning to face the slides. I also plan to hold note cards, containing slightly more detail, in case I lose my train of
thought and require more detailed prompts. I will not, however, read from these notes but use them only as a last
resort.
As well as the Centre Coordinator and my supervisor, I intend to invite a member of the History department to
witness my presentation, as this teacher has expressed a particular interest in my project. I feel having a minimal
audience is important for me as, in order to successfully deliver my presentation, I need to feel as comfortable as
possible.
The Conference Room is the planned venue for delivery of my presentation. Having familiarised myself with the
location, I will need to consider whether the font size and colours I use in my presentation are appropriate. From
what I have been able to discern, the audience will be relatively close to myself and the board. I therefore need to
ensure they are able to easily read my slides from this distance, and be sure I stand in a sensible position so as not
to compromise their view.
Planned content of my presentation
My presentation will include a brief overview of my entire project, as well as the process of completing the various
stages. I intend to discuss these two aspects of my EPQ equally, due to an awareness that reviewing and reflecting
upon my project is just as important as addressing the content and what I found out.
I aim to briefly explain the content of my project, ensuring jargon, such as "anti-Semitism", is well-explained to
accommodate a non-specialist audience. Complex terms, such as "anti-Semitism" and the "Final Solution", I intend
to make bold, as a visual reminder to expand upon these when the slides are reached. I will discuss why I chose to
focus my EPQ on the Holocaust, and how my fascination with the topic aided me in my response.
I will also address the various contributory factors towards the Holocaust I identified from my research, including
the influence of pre-existing anti-Semitism within the German citizenry, the Nazi Government, the German army, as
well as the implications of World War Two and the international response to Jewish persecution. I aim to explain
how I debated the importance of these factors and how my Discussion was structured, as well as summarise the
conclusions I reached, emphasising the pivotal roles of Hitler and the outbreak of World War Two.
I will talk about the aims and objectives of my project, before addressing how successfully I achieved these. I also
plan to discuss how I conducted both my primary and secondary research, and how what I discovered through
these varying methods contributed to my response.
In addition to outlining my project's content, I intend to address the process of completing it and how I feel about
the finished product. I will discuss the extent to which I followed my original plan and why alterations were made,
explaining why they were necessary to enhance my response.
I also plan to review my performance and achievements, including reference to how well I balanced a more
demanding workload and worked at a reasonable pace to ensure deadlines were met consistently. I will explain the
lessons I have learned from completing the EPQ, including how to work more independently and organise my own
learning, and how I feel these will benefit me in university life and beyond.
I intend also to explain, if I were to undertake a similar project again, how, or if, I would approach the task
differently and how I feel this would improve the standard of my work. As part of this, I will include advice I would
impart to another student undertaking a similar EPQ to my own, by discussing the things I did well and the aspects
I could have performed better in.
Modifications I have made as a result of rehearsal and/or discussion with my supervisor
Upon rehearsing my presentation twice, it was approximately twelve minutes long. I felt this was an appropriate
length so as not to lose the attention of my audience, however I hoped to reduce this time to ten minutes with more
rehearsal to reduce the pauses and hesitations I believed were contributing to the length. After repeating this
rehearsal a few more times, it was closer to the ten minute mark; I feel this amount of preparation has enabled me
to become more confident with my discussion points and thus reduce hesitations, whilst ensuring I am not over-
rehearsed.
After initially composing the PowerPoint presentation, I believed the font style and size were appropriate. However,
upon increasing the distance between the presentation and myself, I judged the font size would benefit from
enlargement to ensure the slides can be read more easily from a distance. Due to the fact I have included only brief
bullet points on each of my slides, this enlargement did not make it difficult for the information to fit.
Summary and reflection

To be completed by the candidate

This page records your summary, reflection and evaluation when you have completed your project product and given
your presentation.

Some questions you may wish to answer in this section include, what have I learned from completing this
project? What new knowledge or expertise have I enjoyed or found valuable? What are the strengths and
weaknesses of my project (including planning and organisation)? What skills have I improved? What
changes would I make if I undertook such work again? What advice would I give to others undertaking
such a project?
The main skill I have enhanced through completing my EPQ is how to work independently. Organising, researching
and conducting a project of my choice with minimal guidance required me to take responsibility for my own
learning, helping me refine my skills as an independent worker to take into university life and beyond. Despite
feeling supported through the role of my supervisor, understanding the emphasis on independent research forced
me to rely upon my own skill set in order to complete my project successfully.
My skills of essay construction have also benefitted from undertaking the EPQ. Producing a 5000 word essay,
addressing the relevant assessment objectives, required me to apply the skills I have already acquired from my A-
Level studies. Refining my essay technique, through drawing upon the skills I employ in my day-to-day academic
studies, will enhance my performance in my A-Level subjects. English Literature, History and Psychology each
incorporate essay writing, therefore having undertaken my EPQ will certainly aid my future essay construction.
I have also learned how to include accurate references within a piece of work. This is a skill I learned initially from
completing my English and History coursework, where referencing sources was a necessary aspect, however I
enhanced this skill during my EPQ where referencing sources was, again, necessary. I will be able to apply this
useful skill to my university studies.
Furthermore, the importance of considering the validity and reliability of source materials throughout completing a
project such as this has become clear to me. Although I, on the whole, did consider these as I found relevant
sources, I encountered issues at a later stage with the reliability of several of my sources, one of which my
supervisor explicitly told me was unsuitable, due to the fact it was an essay written by a teacher. Considering this
was a source I had referenced quite a few times throughout my response, replacing the affected quotations proved
challenging and time-consuming. After I resolved this issue, I was much more conscientious in my assessments of
validity and reliability.
I have learned more effective time-management through having to balance a more demanding workload,
something which I was initially worried I would struggle to manage. Completing my EPQ, alongside four other A-
Level subjects, required me to organise my time more carefully to ensure my performance remained consistent
across all areas. I found this challenging at times, particularly when my A-Level workload increased, however I, on
the whole, successfully organised my time to meet all my academic demands. This was achieved, primarily,
through the creation of weekly work plans, which included structuring my time at the start of each week to ensure
all necessary tasks were completed.
I feel my confidence has also benefitted from undertaking the EPQ. This was, in part, due to the compulsory
presentation aspect of the qualification. Speaking in front of an audience has always been difficult for me as I find it
very daunting, however I feel my presentation on Hitler and the Holocaust helped me communicate my ideas
effectively, hopefully aiding me in the delivery of future presentations. I would also say confidence in my own
abilities has been enhanced by completing the EPQ. Organising, structuring and producing a product with minimal
guidance is something I was intimidated by upon being accepted to do the EPQ. I initially lacked confidence in my
ability to complete something of a high standard with little support, however I am proud of the finished product I
have, more so as it relied on my abilites alone to create.
As well as having developed useful skills from completing the EPQ, I have found the process enjoyable and
stimulating. This is because I have had the opportunity to pursue my interest in Nazi Germany and the Holocaust,
having found little chance to study these areas in my GCSE and A-Level History studies. I have been surprised to
learn of the many contributory factors towards the Holocaust, having initially underestimated the complexity of the
topic. I have found it fascinating to explore how, although some of these factors were less influential than others,
each contributed in its own way to engender the Holocaust. I have also been horrified to learn of the many groups,
such as German citizens and soldiers, implicated in the persecution of Jews, allowing events to become
increasingly sinister with the introduction of the Final Solution in 1942. It has been interesting to observe how
historical viewpoints complement and contradict one another in relation to this topic, furthering my belief
understanding the Holocaust is an ongoing process.
My organisation throughout this project has been, on the whole, successful. Having constructed a detailed plan in
the early stages regarding the structure and content of my response, I was able to work to this plan at a reasonable
pace to produce an essay similar to that which I envisioned in the beginning. I feel my response contains a strong
sense of debate, which is something I wished to convey in order to communicate the complexities of my topic. I am
also satisfied with the structure of my response; I believe the discussion points are clearly and concisely debated in
turn, whilst my overall judgement is sustained throughout.
Although I am, on the whole, satisfied with my finished product, there are changes I would make if I were to
undertake a similar project in future. I would perhaps aim to contact, with the intention of interviewing, historians
educated in my area of interest. The obtaining of primary data, specifically tailored to my research needs, may
have enabled me to gain historical opinions directly relating to Hitler's role in the Holocaust. Although through my
research methods I was able to obtain these, conversing with a historian about my topic may have provided useful
insight into more revisionist interpretations.
If I were to advise another student undertaking the EPQ, I would recommend thinking very carefully about all of
their possible project directions before committing to a particular topic. This ensures an area of genuine interest is
pursued, a passion for which is likely to be communicated in their response. Possessing real enthusiasm for a topic
is a huge motivator, encouraging greater productivity within the EPQ. Constructing a detailed plan, including the
structure of a response/artefact and intended research areas, is useful as it helps direct a project and provides an
aim to work towards. I would also advise working strictly to deadlines, both those set within school and own
personal deadlines. This ensures completing the project feels more manageable, and less like a monumental task,
as stages are worked through at a reasonable pace. It is also wise to keep accurate references, such as page
numbers and website addresses, of source materials as research is conducted; this enables much easier
completion of the Bibliography and footnotes. Similarly, filling in the Diary Log diligently as new actions are
completed may be prudent, considering this is a component which may be easily overlooked and more difficult to
complete at a later stage. Overall, I would advise another student considers all their existing commitments before
deciding whether or not to undertake the EPQ, as it is time-consuming and significantly adds to a workload,
therefore this initial consideration is essential.
All in all, I have found the EPQ a thoroughly enriching and stimulating experience, and I would definitely
recommend it to other interested students. It has provided me with skills invaluable for university and life beyond,
as well as giving me an opportunity to pursue the study of an area of my choice and complete a project of my own
design, which are things I find little chance to achieve elsewhere.