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Transcript

A4 Research a Topic

Core British Values

Introduction

Session 1

Learners will develop the skills needed to carry out some outline research into an agreed topic. They will keep a record of their investigation and then present a summary of their findings. You will have the opportunity to research a topic that interests you. It could be linked to something you have enjoyed in your sector, something that is happening in your local community or perhaps linked to what you would like to do in the future. Before starting on your research you will need to decide on the focus for your topic. You will set up a research log to record the research tasks you carry out and the sources that you use. When you have completed your research, you will summarise and present your findings. You will use many of the skills you have developed already, such as planning, time management, research and presenting, as well as any sector skills and knowledge that you have learned.

Unit Brief/Introduction

index

Learning Aim A

Learning Aim B

What we will be looking at

Pass Criteria Learning Aim A

Merit Criteria Learning Aim A

Distinct Criteria Learning Aim A

Pass Criteria Learning Aim B

Merit Criteria Learning Aim B

Distinction Criteria Learning Aim B

What we are going to be looking at .(click on the eyes below)

Make sure you cover what you think you need to do to meet the pass, merit and distinction criteria.

Now you have read all the intro - discuss as a group what you have understood about this unit.

What different ways can we find out information to help us research for a topic? e.g library, articles, interviews, blogs. Make a list of at least 8 ways in which you can gather information for research and explain in detail, what they are and how they can help you to complete research on a chosen topic. Then choose a favourite topic that you like learning about and state 4 ways that you would gather information to help you learn about this topic, could be boxing, crafts etc.... show some example links of where the information could come from to show that you know how to gather information from the sources you have chosen. This work can be added to your document you have set up for UNIT A4 research a topic.

Bibliography

So lets look at what all these mean.

Title page

Contents

Introduction

Aim

Findings & Discussion points

Conclusion

Example

Session 2

Digital Scavenger Hunt Activity: Organise a Digital Scavenger Hunt where students work individually or in pairs to use search engines (like Google) to answer quick research-based questions. For example: Find out the release date of the first iPhone. Who is the CEO of Google? What year did the internet become public? Purpose: This will help students practice using search engines to find credible information quickly. It also sets the tone for the lesson by highlighting the role of technology in research. You could get each student to write down a research question to find out.

sTarter task

Learning Intention & Overview Teacher Input: "Today, we are going to learn what research is, why it’s important, and how digital tools like Google Scholar can help us find credible information efficiently. Discussion Points: What is research? Why do we need to research? How can technology make research easier and more efficient? Purpose: To help students understand the objectives of the lesson and connect research skills with real-world applications.

Learning Intention

Present new information

Presenting New Information – Introduction to Research Methods & Digital Tools Lets look at these methods. Primary research: Surveys, interviews. Secondary research: Using existing data, such as articles, academic journals, and credible websites. Then introduce online research tools: Google Scholar: lets explore how it works Perplexity: lets explore what it can do Search Engines: The importance of using advanced search features for more refined results. Ensure all students have a go to learn how to use it. Purpose: To provide students with an understanding of how to use digital tools to gather information effectively and introduce credible research practices.

Constructing Meaning – Research Activity: Students break into small groups and brainstorm research topics related to technology. They are encouraged to think about: The impact of social media. The future of artificial intelligence. The evolution of smartphones. Each group creates a list of potential research topics and shares them with the class. Teacher Input: Guide the discussion by asking students to think critically about why certain topics are worth researching and how technology plays a role. Purpose: To encourage students to think creatively about research topics, engage in group discussions, and practice narrowing down ideas.

Apply To demonstrate Research Topic Selection & Digital Tools Exploration Activity: Each student selects one research topic from the brainstorming session. Then, they use digital tools (Google Scholar or search engines) to explore that topic further. They search for relevant articles, websites, or papers and save them in a shared Google Drive folder for future reference. Teacher Input: Assist students in navigating search tools and finding credible sources. Encourage them to use Google Scholar for academic research and to evaluate the credibility of websites. Purpose: To allow students to apply what they've learned by selecting a research topic and beginning the exploration process using digital tools. This also prepares them for deeper research in future lessons.

RECAP/ REVisit

End the session with a class discussion where students reflect on: What was the most interesting research topic they found? What challenges did they encounter when using search engines or Google Scholar? How do they feel about using technology for research? Each student shares their selected topic and one fact they found about it. Teacher Input: Summarise the importance of using digital tools for research and how it saves time and increases accuracy. Prepare students for the next session, where they will dive deeper into their research topics. Purpose: To reinforce key points from the lesson, provide students with an opportunity to reflect on their learning, and ensure they feel confident moving forward with their research.

Don’t forget to save all your work in your class notebook area under unit A4 Research a topic.

+info

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Session 3

Starter Task Active listening: share with a partner a show that you have recently watched, make notes on what the person is sharing with you and then you will share with the group.

You were given a research task last week, where you did primary research around the college on a subject given and then you were asked to make sure you did some additional secondary research on the same subject. You were then asked to showcase this according to the appropriate layout we have been discussing in this unit and then upload to your teams channel.

relevant Primary & Secondary data

Step 3 - Your partner will now give you some advise from what they did and what they think you could do differently to improve your research techniques or layout of work.
Step 2 - share with your partner some of the difficulties you had laying out your work and finding information on the subject .
Step 1 - Find a partner to discuss your work with.

Agony Aunt

Decide on a computing element you would like to learn more about. Now showcase this in a document layout as discussed in this unit. Upload this to your teams channel A4 research a topic.

Now put into practise the skills and tips you have learnt. Make sure you use varied sources for your research,

Collecting information on topic • Sources of information: . electronic media, e.g. blogs, podcasts, downloads, websites o printed media, e.g. newspapers/magazines/books o interviews o visits. • Identifying and selecting the key points from research

A.P1 Search for information on an agreed topic using given research sources.A.P2 Select simple information from given sources on the agreed topic.

Learning Aim B Present a summary of research findings into an agreed topic

Transferable skills • Planning: identifying key tasks to complete. • Finding out: information from research sources. • Managing information: selecting the relevant information, choosing appropriate sources of information. • Communication: through presentation of findings

Knowledge and sector skills Selecting a suitable topic • Investigation could focus on the local community or area, linked to a sector, hobby or an extra-curricular activity. • Agreeing investigation title and the scope of the research with tutor. • Agreeing deadline. • Ensuring topic is focused and manageable in the timescales. • Identifying key actions and milestones for the investigation such as setting up a log, organising visits, deadline for completion.

A.D1 Carry out a focused and detailed search into an agreed topic. A.D2 Select relevant information from sources that link clearly to the agreed topic.

A contents page is a list, usually found before the start of any writing, that outlines what is included in a piece of the work. Most commonly found in books, contents pages (or table of contents) are hugely important in helping the reader navigate and understand the text they are reading.

A title page is the first page of a paper or report that lists basic information, such as the title, author(s), course name, instructor, date, and sometimes the name of the institution.

Presenting findings of research • Summarising key findings. • Choosing presentation method, e.g. through a PowerPoint®, vlog, written handouts, oral questioning. • Explaining findings in a clear and concise way.

Keeping a research log • Ongoing record of information researched. • Information on research sources, methods and key findings. • Ongoing record of information found out through a chosen medium such as a folder, blog, vlog (video blog).

The aim of the research is the overall purpose of conducting the research. It could be to add to the knowledge in the area, to address an existing gap in the knowledge, to devise and test a solution to an existing problem, and so on.

Learning Aim A Carry out research into an agreed topic

B.M3 Present a clear summary of research findings on an agreed topic, with reference to some of the research sources used.

A.M1 Search for information on an agreed topic using own and given sources. A.M2 Select mostly relevant information from sources on the agreed topic.

In findings, the researcher describes the process of calculating and presenting the research found. Whereas; in the discussion section the researcher will analyze the findings.

B.P3 Present an outline summary of research findings on an agreed topic

B.D3 Present a focused summary of research findings, with clear referencing to the research sources used.

It is your first chance to make a good impression on your reader. The introduction gives the reader background and context to the subject and the importance of your research.

A list of the written sources of information on a subject. Bibliographies generally appear as a list at the end of a book or article. They may show what research the author used in writing the article or book, or they may list works that a reader might find useful.

Conclusions should reiterate why your research is important. If done well, conclusions can leave readers feeling both satisfied yet hungry for more.