THE RESEARCH STUDY
JOHN DREDGE – Dept. of Education
Purpose of the Research Study
To develop in students:
A spirit of inquiry about the past
A range of skills for the conduct of the inquiry
Allows students to engage in a measure of self‑directed learning
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Choosing a subject
The subject chosen must be clearly defined
should have a narrow focus for depth of investigation
should be based on information that may be readily authenticated
should be of historical significance
Great care needed in the selection of subjects
Choice to be made in consultation with teacher
Student should not undertake substantive work until teacher has approved
outline plan
The specific subject chosen by each student in a class group should be
unique to the individual student
This uniqueness should be reflected in the title of the study.
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Learning outcomes
Higher and Ordinary Level Students should:
Show understanding of the role of evidence in the writing of history
Display an awareness of objectivity in their own writing by striving to be
fair‑minded and unbiased
Higher Level Students should:
Recognise the provisional nature of historical knowledge
Show understanding of the broader historical context of research findings
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Sources
At Ordinary Level: a minimum of TWO sources should be used
At Higher Level: THREE (or more) sources should be used
Sources sould be primary or specialist secondary
At least one source by a historian, where available
Standard school textbooks will not be suitable sources
Extreme caution to be exercised with primary sources
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The report
Each student will compile a report
The report will be pre‑submitted
The report will have three components:
An outline plan
An evaluation of sources
An extended essay
The report: outline plan
Student defines the subject
Student justifies the subject
Student identifies 1.the aims; 2 the intended approach
The sources to be consulted
The report: evaluation of sources
Indicates the relevance of the sources to the subject of the study
Comments on the strengths and weaknesses of each source used
The report: extended essay
Sets down the main findings and conclusions arrived at by the student
Includes a review of the process undertaken, and how useful that process was
in achieving the aims laid down in the outline plan
Most substantial of the three components
Findings should be laid out in a coherent manner with 1. a clear
introduction; 2. a conclusion 3. in between, a line of logical development
The report: mark allocation (20% of the total marks)
BREAKDOWN
Outline plan 15%
Evaluation of sources 25%
Extended essay 60%
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