A collaborative Study Skills programme—developed through a partnership between the University of Leeds, the University of Southampton, and schools and colleges—is enhancing the already well-established practice of supporting and challenging students to achieve academic excellence. By embedding research and academic inquiry into the Extended Project Qualification (EPQ), the programme helps students build confidence, develop critical skills, and transition more smoothly into university life.
The Challenge
The Extended Project Qualification (EPQ) is delivered in schools and colleges across the UK to provide students with a more enriching and versatile learning experience beyond traditional A-level qualifications. It was established to address a recognised gap in university readiness—particularly in independent research, critical thinking, and self-directed learning. This gap can be especially pronounced for students from underrepresented or disadvantaged backgrounds, who may lack the confidence or support systems to navigate the transition to higher education.
The Educational Outreach teams at the University of Leeds and the University of Southampton have supported schools and colleges with EPQ delivery for several years, recognising the valuable academic skills it fosters. While many institutions already have strong EPQ programmes and a track record of success, some schools and colleges face logistical and resource-based challenges that can limit the scope of EPQ delivery.
As Steven Gleadall, Educational Engagement Manager at the University of Leeds, explains, “The EPQ represents a different way of learning—student-led, with supervision structured similarly to academic supervision at university. Our role is to work collaboratively with schools and colleges to enhance what they already do so well, and to help make these formats more accessible and sustainable.”
The Approach
To address these challenges and enrich existing EPQ provision, the University of Leeds and the University of Southampton have worked closely with schools and colleges to co-deliver a series of university-style workshops. These sessions focus on research skills, ethics, and source evaluation, and are tailored to the needs of each institution.
At Carmel College, an OFSTED-rated Outstanding institution, the programme begins with introductory skill development sessions in the lower sixth, followed by summer research and final cohort selection in September. Academic skills specialists from the University of Leeds deliver workshops that support and extend the college’s existing EPQ provision. “Around 200 students attended the last workshop, which was incredibly valuable,” said Dr Sophie Handler, Head of EPQ at Carmel College.
At Notre Dame Sixth Form College, another OFSTED-rated Outstanding provider, students attend weekly EPQ lessons and participate in ‘Academic Taster Days’ at the University of Leeds. These immersive experiences include hands-on activities in the University’s art gallery and Special Collections, as well as guided tours of the Brotherton and Laidlaw Libraries. Students also engage in Q&A sessions with Student Ambassadors and receive guidance on accessing university resources through the West Yorkshire 16+ Library Scheme. “It’s great that they get taught rather than just being lectured at,” said Hannah Smith, a teacher at Notre Dame, “which helps them transition to university learning.”
The sessions are interactive, discussion-based, and designed to support genuine academic inquiry—helping students move beyond surface-level research to develop critical thinking and independent learning skills.
The Impact
The integration of Study Skills sessions into the EPQ programme has had a transformative impact on students and institutions alike. At Carmel and Notre Dame, the collaborative work with the universities has enhanced academic outcomes and enriched the student experience. It's also been of great value to the teams at the universities, something Leeds were happy to outline to OFSTED in support of both colleges’ inspections this academic year.
Staff at both colleges have noted the value of the collaboration. Hannah Smith at Notre Dame commented, “The skills agenda is particularly important for sixth-form colleges, and our collaboration with external partners, like the University of Leeds and the University of Southampton, is a key part of that.”
For students, the benefits are both academic and personal. “They often reflect on what they’ve learned about themselves—how they study, what their strengths and weaknesses are,” says Smith. Dr Handler adds that the EPQ “improves time management, research skills, and independent learning—all of which are invaluable for university and employment.”
Steven Gleadall concludes, “Our partnership provides students with additional perspectives and enriches their learning experience. It’s about working together to support and challenge students to reach their full potential.”
Find out more
If you would like to find out more about how the Educational Outreach team at the University of Leeds supports EPQ delivery, please contact educationoutreach@leeds.ac.uk or visit our Research and Study Skills page.