Year 10 Individual Research Report
Each student carries out research on a global question devised from the specified list of topics (outlined below) for this component of the course. The individual research report is worth a total of 60 marks, which is 30% of the final IGCSE grade. While there may be some overlap in work completed on the same topic, each student's report must be a distinct piece of work which comprises their own research and ideas. Each student must devise their own question. The students uses the global research question as the title for their report. The report must be between 1500 and 2000 words.
Belief systems |
Biodiversity and ecosystem loss |
Changing communities |
Digital world |
Family |
Humans and other species |
Sustainable living |
Trade and aid |
An example of a research question that might form the basis of the report could be based on the topic of the digital world. The research could focus on the following global question: Given the relatively brief history of the internet, how much has it contributed to society?
Students explore issues within the topic, and answer their global research question from local and/or national and global perspectives. They conclude their report by indicating how their research has impacted their personal perspective. Students may structure their report in equally valid and different ways. They might consider the situation in their own country and locality depending on the availability of relevant evidence. As a conclusion, they might explore the effects on society giving their personal perspective in response to their question and using evidence from their research.
This sets out one possible approach. Other possible approaches could be equally acceptable. Students should focus their research initially on identifying and exploring the context of a current global topic. They should then consider the issues within that topic, according to their global research question, from a range of perspectives. These include local and/or national and global perspectives, and different viewpoints within these (for example, those of farmers and local politicians). By engaging with these perspectives, students can demonstrate that they understand the arguments, reasoning or claims upon which these perspectives are based. students should consider the causes, consequences and possible courses of action of the issue(s) in question.
The report must be written in continuous text and should not incorporate multimedia. There should be no use of emails, blogs and posters. Students can include tables, diagrams and photographs. These must be integral to the argument. Any text must be included as part of the word-count.
Students explore issues within the topic, and answer their global research question from local and/or national and global perspectives. They conclude their report by indicating how their research has impacted their personal perspective. Students may structure their report in equally valid and different ways. They might consider the situation in their own country and locality depending on the availability of relevant evidence. As a conclusion, they might explore the effects on society giving their personal perspective in response to their question and using evidence from their research.
This sets out one possible approach. Other possible approaches could be equally acceptable. Students should focus their research initially on identifying and exploring the context of a current global topic. They should then consider the issues within that topic, according to their global research question, from a range of perspectives. These include local and/or national and global perspectives, and different viewpoints within these (for example, those of farmers and local politicians). By engaging with these perspectives, students can demonstrate that they understand the arguments, reasoning or claims upon which these perspectives are based. students should consider the causes, consequences and possible courses of action of the issue(s) in question.
The report must be written in continuous text and should not incorporate multimedia. There should be no use of emails, blogs and posters. Students can include tables, diagrams and photographs. These must be integral to the argument. Any text must be included as part of the word-count.
IRR Support Documents
Developing a Research Qu. |
Research Skills
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Use this PPT to help you develop a research question
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Use this PPT to help you with find appropriate and reliable sources.
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Planning & Research |
Causes & Consequences |
Use this planning document to help you set out your research for your IRR
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Use the PPT to define the causes and consequences of your chosen issue.
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Course of Action |
Courses of Action Examples |
Use this PPT to help you come up with some courses of action that you would take to solve your issue.
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Review these some example of course of action that have been written by students
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Source Evaluation
It is essential that we understand how reliable our sources are. Can the author be trusted? Are they offering Fact or opinion? Might they have a biased point of view or a vested interest? In your essay you need to be able to evaluate at least 2 sources- look at slides 9-15 of this ppt to help you write this paragraph
Paragraph Structure |
Exemplar IRRs
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A worksheet to help you structure an effective paragraph.
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Following this link to review past exemplary writing and IRR's
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IRR Writing Framework |
Checklist |
A writing framework to guide on how to structure your report.
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Use this to make sure you have included all the correct things in your IRR
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Citing & Referencing |
Assessment Criteria |
Use this PPT to help you cite your sources and create an effective reference list at the end of your IRR
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Find the assessment criteria to the Global Perspectives IRR at this link
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