1. Independently generate an enquiry topic which is suitable in structure
and scope
• Topic must be of real interest to the
student and be personally chosen by
the student
• Topic must enable candidate to
demonstrate specific skills
• Topic must be feasible in terms of
time available and access to
resources
• Topic must enable candidate to
demonstrate independence of
research and demonstrate personal
skills in overcoming challenges
• Topic must be interdisciplinary
• There must be evidence of
independent organisation and
planning
• There has to be evidence of a wide
range of sources being used
• There must be evidence shown of
different research methodologies
• It must be completed on time-to an
agreed timescale
• Training in the relevant skills is vital
prior to embarking on enquiry topic
2. Plan, research and write independently
• Training needs to be given on how to • Make sure students have a good
plan a major piece of work
picture of what a ‘wide’ range of
sources might look like
• Detailed evidence of the planning
process and regular reviews of the
• Train carefully- start with AS- on how
process need to be kept
to write independently. Give
examples of different types of
• Stress the need for supervisors to
research
focus on the feasibility of plans
• Training in how to research
independently is a priority
• Do not simply give out reading lists,
students need training on how to
make up their own
3. Independently identify, select, collate, review, utilise and
evaluate a wide range of suitable evidence
• Vital to train students in these skills
• Ensure students know how to record evidence
• Perhaps issue a basic template which makes students record how
they identified, selected etc evidence, which can cover all types of
evidence ranging from articles-through interviews - to a cartoon
• Ensure students have a clear picture of what a ‘wide’ range constitutes
at this level
• Ensure students have a clear picture of what might constitute ‘suitable’
and ‘unsuitable’ evidence
• Really ensure that students grasp what is expected at this level
4. Interpret quantitative data rigorously
•
•
•
•
Ensure students know how to use data
Build data use into study at both AS and A2
Ensure they know how to collect data in a variety of formats
Ensure students have examples of the ‘good’ as well as the ‘bad’ use
of data
• Ensure students know how to select the most suitable data handling
methods appropriate to their needs
• Keep the focus on interpretation of data and avoid getting too involved
in methodology
5. Demonstrate understanding of limitations of all types of evidence
• Get the focus on critical evaluation of evidence and not a totally
cynical view !
• Ensure that all types of evidence are dealt with in training
• Build this skill into AS-see it as a vital training for life as well as for this
AS/A Level
• Train to reflect critically on all types of evidence
• Perhaps teach in conjunction with Skill 6 to ensure objectivity ?
• Train on how to hunt for evidence and not rely on a single source
6. Appreciation of all types of evidence
‘Appreciation’ can be shown Types of evidence could
include –
by –
• Knowing the value/worth of • Written/spoken/visual
your evidence
• Primary/secondary
• Knowing the
(documents, interviews,
advantages/disadvantages
artefacts, paintings, photos,
of using your evidence
literary items).
7.Show confidence in the validity of your own
interpretation of evidence
• Address the issue of possible bias in research methods
and findings
• Refer to your evidence frequently
• Support your conclusions
• Understand rigour, reliability, variables
• Construct an argument/case.
• Explore all issues
8. Recognise the value of others’ work and draw on
it, with appropriate recognition
• Use secondary sources
• Understand bias within secondary sources
• Interrogate the credibility of sources
• Use other people’s research to support yours
• Reference sources appropriately (e.g. Harvard
referencing, captions to images, footnotes, citations)
9.Present their conclusions in a recognised
academic format, taking a synoptic approach at A2
Work should be:
• Neatly presented and in written, not spoken format
• Checked carefully for errors of spelling, punctuation and grammar
• Structured in a logical way
• Referenced, with a bibliography
• Paginated
• Presented with conclusions which develop from the research and
synoptic
Work can|:
• Be word processed
• Include images, graphs, tables, diagrams
10.Review and evaluate their own work and
methodology
• Evaluation includes• Outline strengths and
• What you consider to be
weaknesses of your chosen
the worth/value of each
methodology
stage of your research, not
• Justify your choice of
just the findings.
methodology
• How well you think each
• Check your work regularly,
stage of this was done.
possibly using peer
(e.g. planning,
assessment strategies
methodology, usefulness of
sources, etc).