At senior levels teachers may wish to focus the research more directly on English language, literature or media-related topics. For guidance on how to build online Research Modules which will challenge your students to make up their own minds while supplying them with rich information to support such thinking, visit the Online Module Maker . Groups then decide upon 3 key questions they want answered and submit these to the teacher for approval to ensure that they are not so specific or closed that the research process is invalidated or so broad as to be unmanageable. Once research questions are approved, the class are introduced to the methods of research each group must use to find answers to their questions. If the teacher wishes to expose the group to both methods, an alternative is to ensure each group member takes responsibility for one question and uses both methods for that question.
Students conduct their research individually in their own time and in class time.
A brief summary of the answers to those questions. A comment on which sources scored high and which scored low on the Resource Evaluation Checklist, along with any generalisations they are able to make about sources of information. As the key skills which are the focus of this unit are derived from the Process functions of the curriculum, it is not appropriate to ascribe a curriculum level for this activity.