The Extended Project and universities
Ucas points and university offers
The Extended Project carries up to 70 Ucas points, depending on what grade you achieve. This can be used towards a points offer from a university (for example, 350 points).
The Extended Project cannot be used against a grade offer (for example, AAA), but some universities may offer an alternative for candidates studying the Extended Project (such as ABB instead of AAB, provided that you get an A in your Extended Project Qualification). See the university quotes below for examples of this.
Universities are also recognising the Extended Project as a valuable part of a student’s profile on their Ucas application.
What universities are saying
Below are quotes from several universities' admissions pages, giving their views on the Project Qualification and the skills that you will enhance through this qualification.
Bristol
"The University recognises that some A level students may also choose to offer the Extended Project. In such cases, some admissions tutors may make two alternative offers, one of which involves success in the Extended Project (for example, either AAA at A level or AAB at A level plus Extended Project)."
Cambridge
"We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help you develop independent study and research skills and ease the transition from school/college to higher education."
Newcastle
"We value the skills of research and independent learning that the Extended Project is designed to develop. We welcome applications from students offering the Extended Project alongside A levels. As the Extended Project is optional it is not a requirement for application. If you offer an Extended Project, it will be taken into account. Your offer may be varied as a result, in recognition of the level of study skills you will have developed."
Oxford
"Where applicants have undertaken the Extended Project (EP), the University will not make this a condition for an offer (as the EP is not a compulsory element of post-16 study) but recognises that the EP will provide an applicant with the opportunity to develop research and academic skills relevant for study at Oxford. Candidates are encouraged to draw upon their experience of undertaking the project when writing their personal statement, particularly if the topic is allied to their chosen degree course."
The University of Manchester
“The skills that students develop through the Extended Project are excellent preparation for university-level study. Students can refer to the Extended Project in their UCAS personal statements and at interview to demonstrate some of the qualities that universities are looking for.
As a research-intensive university, The University of Manchester is very supportive of the skills the Extended Project encourages learners to develop. We have been involved in working with local schools and colleges since the Extended Project Qualification was first piloted.
The University of Manchester has developed a series of bespoke workshops designed by experienced researchers, specifically to support students who are studying for their Extended Project Qualification (EPQ)”
UCL
"UCL welcomes the introduction of the Extended Project into the curriculum, recognising that it will develop many of the skills necessary for successful study at university. For students presenting A levels, UCL will be accepting a pass in the Extended Project as an alternative to the need to offer a pass in a fourth subject at AS level.
Queen Mary – University of London
A recent article in the Queen Mary University of London newsletter explained what the Extended Project Qualification is, how it can help you prepare for university, and how it can enhance your Ucas application. Read the article here.
Research report from the 1994 group of universities
“The Extended Project is widely welcomed in principle and in prospect. A large majority of departmental admissions tutors expect to recognise it as a positive attribute when selecting among applicants with similar levels of achievement (both high fliers and those at the borderline). Tutors also welcome its potential to enhance study skills, to align with undergraduate modes of study and to provide additional diagnostic evidence when selecting among applicants.” (Research report from the 1994 group of universities, Jan 2008, p.29).