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 plan a major piece of work Detailed evidence of the planning process and regular reviews of the process need to be kept Stress the need for supervisors to 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 Make sure students have a good picture of what a ‘wide’ range of sources might look like Train carefully- start with AS- on how to write independently. Give examples of different types of research

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 by – Knowing the value/worth of your evidence Knowing the advantages/disadvantages of using your evidence Types of evidence could include – Written/spoken/visual Primary/secondary (documents, interviews, artefacts, paintings, photos, 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 Outline strengths and weaknesses of your chosen methodology Justify your choice of methodology Check your work regularly, possibly using peer assessment strategies Evaluation includes- What you consider to be the worth/value of each stage of your research, not just the findings. How well you think each stage of this was done. (e.g. planning, methodology, usefulness of sources, etc).