-: Hello, everybody.
And welcome to lesson three
of how we can make a difference in society.
I'm Mrs. Baker, and I'll be taking you
through today's lesson, which is all about how we research
for our Active Citizenship Project.
I hope by now, you're able to find somewhere quiet
without too many disturbances to do your learning.
If you're not using your phone to learn from, WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
If you're not using your phone to learn from,
please turn it off so you don't get distracted
and shut down any apps on your computer.
So you are focused with me for the entire lesson.
For those of you that are learning on your phone,
please try and turn off` sort of messenger
or anything like that.
That's going to flash up and take your attention away.
And we can get started on today's lesson.
So I'll join you in just a moment
and tell you what you need for the lesson.
Please remember as well WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Please remember as well
if you have got notes from previous lessons in this unit,
they may well be very helpful for you.
So if you keep them all together,
you may want to grab those before we start.
Thanks then, see you in a moment.
Hello, everybody.
And welcome back.
Just to let you know what you need for today's lesson.
Oh, I'm really sorry, Dennis, the cat wants to get involved
in today's learning.
Anyway, just to let you know
what's involved in today's lesson. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
what's involved in today's lesson.
Obviously we're going to need our brains ready to think
and you're going to need something to write with
and something to write on.
If you have some highlighters that might be helpful
as you go through, but they're not essential.
As I mentioned just a moment ago,
if you do have your notes from previous lessons,
they may be good for you to refer back to.
And it's really a good idea
as we're working on a project or you're working
on a project, the kind of project that you'd like to start
for your active citizenship campaigns. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
for your active citizenship campaigns.
Please think about holding all of this work together
in a folder or in the same notebook
and you will be able to go back to it when you need.
So if you do need to go off and collect anything
to write with or on,
please do so now for the rest of us, let's get started.
So, what are the topics that we'll be looking at today?
What today's lesson is all about where we can go
to get our information. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to get our information.
And there's two types of information that we need.
One of these is a primary type of information.
And the second one is a secondary type of information.
We then also need to think about the skills
that you need to develop through this project.
We already know that we've made a list of your skills
from last lesson and you've looked at the skills
that you think you're good at,
and maybe some of the ones that you need to help with.
So we're going to look at those again.
And you think about, or we're going to think about WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
And you think about, or we're going to think about
how we carry out primary and secondary research.
So what research opportunities are there for you,
especially when you look at your own projects.
And finally, we're going to think about forming that team
that you are going to be working with.
So, starting off then, what we're going to think about
for your first task is where would you go
to research something? WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to research something?
Now, not necessarily something to do with citizenship
or your citizenship action or issue,
but just think, if you had to do some research
for any subjects, where would you go?
What would you do?
And maybe you would do it in person,
or maybe you would do it online
or maybe you could think of some other ideas.
So just mind map for me, any ideas that you have
that allow you to research something.
So as many ideas as you've got writing down WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So as many ideas as you've got writing down
where you can carry out your research.
So if you pause the video now
and complete that task for me, and I'll see you
with some ideas in just a minute
Here are some feedback from task one.
Perhaps you've got some of these ideas,
perhaps you've got more than these ideas
or some different ideas to the ones
that I've managed to come up with.
But have a look.
These are some suggestions that I've made
about how we can carry out research. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
about how we can carry out research.
Online, we can visit websites and organisations
like charities, Dennis again, sorry.
And also you could create new websites or use websites,
sorry, to look out new stories connected to your projects.
If you were looking to hold meetings with someone
to find out what they knew,
these could be face-to-face meetings
or they could be telephone calls. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
or they could be telephone calls.
Or of course, now I'm sure we're all getting used
to doing these online meetings as well.
So they're all important uses of research too.
And other forms of research would that could be things
like newspapers or magazines, or maybe reports
that you can get hold of from organisations.
There's all kinds of research
that you can access about all kinds of topics
but specifically for your citizenship action. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
but specifically for your citizenship action.
Two important words that we need to learn
or two important areas
of research that you need to understand
for today's lesson are primary research.
Now, primary research is information you gather
for yourself about your topic.
It can come from a range of sources, including interviews,
surveys, polls, observations and votes.
Now of course your interviews
and your surveys and polls
don't have to be carried out face-to-face.
We've got lots of technology WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
We've got lots of technology
and ideas these days that allow us to carry them out
in different ways.
And we'll discuss that a little later in the lesson.
Our second kind of research is our secondary research.
And it's research that is made by somebody else,
but it helps with your investigation.
This could come from the government reports, newspapers,
videos and reports, and non-governmental organisations.
Basically it's any kind of information that's relevant WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Basically it's any kind of information that's relevant
to your active research project that you can use
but you did not create.
So that gives us lots of opportunities
to go to lots of different sources
to help you have an informed, Active Citizenship Project.
So, let's recap again, what our citizenship skills are
and what we are developing across these projects. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
and what we are developing across these projects.
So you can see that some of the skills
that are highlighted in pink.
The skills that are highlighted
are the ones which you will demonstrate
while choosing your topic and carrying out your research.
Remember, even if there's an area you're not strong in
on these highlighted ones, your choice
of team members should have somebody
that is strong in this area.
So if you think you're not very good at planning WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So if you think you're not very good at planning
or maybe you're not very good at research and inquiry,
when you're working out who you're going to work with,
try and find someone that has got a strength in that area
and then they can help you develop and become stronger too.
So, I'm going to introduce you to something here.
That's called the Active Citizenship Cycle.
And you can see it's a cycle that leads into one another. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
And you can see it's a cycle that leads into one another.
That's three parts.
The first part is get planning,
then take action and then measure the impact.
Now I've got a box around the get planning stage
because this is the part that we'll really be focusing on
over the next lesson.
And you can see that hopefully,
you have already started some of these steps.
You've already started to look at choosing an issue
and you've already started to consider who can help you WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
and you've already started to consider who can help you
with that issue and what kind of action you can take.
So in our lessons so far, we've already looked
at steps one to three.
We'll also be looking over the next few lessons
about how you'll know whether your project
will be successful.
And how you will plan to get ready to take your action.
So this is a really nice little app.
So Active Citizenship Cycle WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So Active Citizenship Cycle
and a really nice little aid for your memory if you need to
about how you go around taking this action.
So feel free to come back to this at any stage,
if you need to.
So just to confirm then.
Steps so far in our recent lessons.
We've discussed what active citizenship is
and the type of project that you could carry on. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
and the type of project that you could carry on.
We then went on to look at the skills you need
to demonstrate growing your project.
And our next step is to say right,
which of our projects are going to be suitable
for a topic or issue that you can focus on for your project?
In some schools, your teachers may give you a topic
and others, you may have to choose yourself.
But as I've mentioned before, it's very, very important
that your topic links to the specification. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
that your topic links to the specification.
And that's because that's what the examples ask for
if you're carrying out your GCSE
Citizenship Studies courses.
So basically, anything you choose to investigate
as your active citizenship topic should be linked
to lessons that you have covered
or lessons that you will be covering.
Now, if you complete in this access citizenship projects,
not because you're doing a GCSE, but just because it's part WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
not because you're doing a GCSE, but just because it's part
of your schoolwork and it's on your curriculum,
then you do have a little bit more flexibility
but it's probably helpful to make your topic
around something you've already learned about.
So you do already have some knowledge that you can build on.
So by now, I'm hoping that you do know
a topic area you would like to develop.
And it should be linked to these big issues WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
And it should be linked to these big issues
that we were discussing last lesson.
So we have the choice of politics,
democracy, and the governments, law and justice, rights,
Britain's relationship with the rest of the world.
And we know we can break these down
and into smaller areas that are more focused
so you can set yourself a nice, simple goal.
You may have an idea of the team WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
You may have an idea of the team
you want to work with.
The skills they have to compliment yours
and they should also feel passionate about your topic.
That idea of really engaging
and wanting to feel passionate about your topic
is so important because it means that you're going to enjoy
and feel really rewarded after your project work.
So now, we're moving on and we're going to look
at developing your ideas. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So now we're moving on
and we're going to look at developing your ideas.
And the skill that we'll be focusing on today
is all about research and enquiry.
Now we must remember
that this research skill is so important
because it informs what you will be doing
in terms of your action
but also the fact that there is a need there
to carry out the action in the first place. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to carry out the action in the first place.
So your research is one of the most important sections
of your Active Citizenship Projects.
You can not begin to carry out some research
into your topic area to find out what the issues are
and what possible actions your group could take.
So time to meet Tyler, everybody.
This is Tyler from the ACT Academy.
He's completing his GCSE Citizenship Studies WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
He's completing his GCSE Citizenship Studies
and an Active Citizenship Project.
Tyler has decided he wants to focus
on the topic of homelessness in his local area.
He has noticed an increase
in the number of people who are sleeping
in his town, who are sleeping rough in his town
and is concerned about their rights.
So already, Tyler has found an area of concern to him. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So already, Tyler has found an area of concern to him.
So he's seen more people sleeping rough
on the streets, in the area that he lives in.
And he's worked out that this will fit in
because it's a rights project.
He's saying, okay.
So if you're sleeping on the street
then you're probably not accessing
all the rights that you could do or you should do.
So task two, time to get those thinking brains going again.
So what steps should Tyler take next? WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So what steps should Tyler take next?
Drawing on what you've already learned,
suggest the next steps Tyler should take
to progress his Active Citizenship Project.
You can write a list of all the steps
you would recommend to him.
So imagine Tyler has come to you.
And he said okay, you've done some lessons
about Active Citizenship.
I've chosen my topic.
What do I need to do now? WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
What do I need to do now?
Now, for those of you that are happy with that task,
you can pause the video now and start to complete it.
For those of you think you'd like a little bit more support
on what you need to do, stay with me
and I'll talk you through.
So if you remember last week, we looked at this chart
or grid and we wrote down, didn't we?
Some options of activities and how you would plan. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Some options of activities and how you would plan.
So perhaps when you write your steps down,
you can talk to Tyler or advise Tyler that this is the type
of thing he may want to do.
Remember, he's identified the support,
the issue he wants to support, and he's works out
that it's going to probably be able to help rough sleepers
but what he hasn't done so far, WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
but what he hasn't done so far,
it said what's he's planning to do
or what benefit and change he wants to make.
So that's an area that Tyler needs to include.
And perhaps that's what you need
to tell Tyler to start thinking about.
So here's some feedback then
in terms of what we need to tell Tyler. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
in terms of what we need to tell Tyler.
Tyler should check his topic links to the specification.
He's already identified that it's a rights issue.
So we know that it should.
Tyler needs to think about the benefits
or changes he would like to achieve
for these rough sleepers.
He needs to think about the group of people.
He wants to aim his action in to.
Who to help. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Who to help.
Who could make a difference.
So he is he trying to make things better
for the rough sleepers on the streets,
or is he trying to make, for example,
the council take some action for the people on the streets?
So there's a different group
that he could be aiming at there,
either the people who are suffering
or the people that could do something about it.
And depending on which group he chose,
Tyler would have to plan his action in a very different way. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Tyler would have to plan his action in a very different way.
And the next step Tyler would need to take
is to research who already helps with this topic,
because that might help him work out
what action he could take.
Perhaps there's something already going on
locally or nationally that he himself could join in with
and support the homeless rough sleepers in his area.
So hopefully, you've got some of these steps WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So hopefully, you've got some of these steps
and you realise what Tyler was to do next
because it will be down to you now.
You've identified your topics to take those steps too.
And I think one of the most important steps on there
is to really work out who you're aiming or action at.
And here with Tyler's example,
it's a really good example to say
there's two groups of people here.
Number one, the people that are being affected WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Number one, the people that are being affected
and sleeping on the streets.
How, oh, we could help them.
We could provide practical things for them.
Or alternatively, we could aim our action
at people who are higher up the chain.
Somebody like the councillors
or maybe the national government to say
okay, I've seen an increase in my town for national,
for rough sleepers.
So what's your policy as our decision makers, WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So what's your policy as our decision makers,
as the people that write laws,
as the people that support, your residents,
what are you going to do about the rough sleepers?
Okay.
So that's the different choices that Tyler has got there.
So Tyler is found that his chosen topic
of homelessness is part of the specification.
As he could focus on the theme of rights.
The right to shelter or a home was covered WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
The right to shelter or a home was covered
in the 1948 United Nations Declaration of Human Rights Act.
In Article 25, which says everyone has the right
to an adequate standard of living.
It is also protected by the UK Human Rights Act of 1998
under Article eight.
So we know that there is some basis here
for Tyler to campaign around.
He now needs to begin some research WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
He now needs to begin some research
to find out what the situation
with homelessness is in his local area.
So it's time for him to carry out that research.
So Tyler decides that it's time to collect
some local facts and figures.
Tyler emails his local council to ask for help
with information regarding homelessness.
In their reply, Tyler receives a range
of information regarding homelessness in their area. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
of information regarding homelessness in their area.
This includes the local policy.
So the council have written a local policy on homelessness.
Local charities that support rough sleepers.
So there is already some organisations
that support rough sleepers.
And where to find the figures
on the numbers of people who sleep rough.
So there is actually a record
of how many people sleep rough in each area. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
of how many people sleep rough in each area.
So Tyler's already got quite a lot of information
to start on.
Time for task three, everybody.
Time for you to pause the video to complete your task.
Look at the list of information
the local council sent Tyler.
What type of research does this provide Tyler with?
Resume the video once you finished. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Resume the video once you finished.
If you need some support with this, please stay with me.
And we'll just do a little recap.
Primary research is information you'd gather
for yourself about your topic.
It can come from a range of sources, including interviews,
surveys, polls, observations and votes. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
surveys, polls, observations and votes.
Secondary research is made by somebody else,
but helps your investigation.
This could come from government reports, newspapers,
videos, reports from non-governmental organisations.
So the question here is whether or not Tyler was given
primary research or secondary reason. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So here's some feedback for you on task three.
Tyler will be using secondary research here.
The number of rough sleepers are produced by the government,
not by Tyler.
Information from the local policy will be helpful,
but it was not researched or gathered by Tyler.
So Tyler himself is using information WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So Tyler himself is using information
that is very, very relevant to his topic,
but actually it wasn't generated or gathered by him.
So we refer to that as our secondary research.
What are Tyler's next steps then?
Tyler now has to find out more about the services
that exist in his area for rough sleepers. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
that exist in his area for rough sleepers.
He wonders if there's something he can do
to support your organisations that work
in his area already, or if he can raise awareness
around any campaigns or needs they have.
Tyler spends some more time exploring these organisations
and looking at local social media and newspapers
to see if he can get any information.
Task four, everybody. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Task four, everybody.
Let's get ready.
It's important that time to demonstrate the skills
that examiners are looking for
as he is completing this for his GCSE Citizenship Studies.
Look at the list and explain
how Tyler has shown any of the skills so far.
So remember the skills we're focusing on at the moment
are research and enquiry, interpretation of evidence,
planning and collaboration. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
planning and collaboration.
So thinking about what Tyler has done so far,
can you write a sentence that would explain
any of those skills that he's used and how he's used them.
Pause the video now and complete this task.
Well done, everybody.
Expect you found that quite straightforward.
Task four feedback then. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
Tyler has shown that he has a number of skills
of research enquiry.
As he has been able to contact the local authority
and gain further information about his topic.
He has developed this skill
by investigating the organisations
and websites he was given in more detail.
Tyler has also gone on to interpret the evidence
he has researched in order to decide
how he could support organisations and the rough sleepers. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
how he could support organisations and the rough sleepers.
When he read the policy, he could see
that the figures this year and the figures for last year.
The figures for this year were higher than last year.
Therefore Tyler interpreted the evidence
that rough sleeping in the town had increased.
So this idea of interpretation is quite important
because it's how you read
and make use of information that you gather.
It's not just about taking the information WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
It's not just about taking the information
and copying it out, but it's about using it
to help you with your own project.
So what are Tyler's next steps?
Tyler's teacher asked the class to present their ideas
and research so far.
This is a really nice activity actually,
because it means everybody in your group or your class
gets to hear about all the other ideas
that interest everyone.
And you might find out people are interested WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
And you might find out people are interested
in the same topic as you.
Afterwards, the class needs to form action groups
to plan that Active Citizenship project.
Three other students were keen to work
on the same projects as Tyler.
So they decided to form the action group
or rough sleeping in their own town.
So those three students were Shabana, Alia and Sophia.
So Tyler is now part of an action group. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So Tyler is now part of an action group.
And all four of them are working on the topic
of homelessness in their local town.
It is now time for the team to develop
a research question based on that topic
and find out what other people's views are
on rough sleeping.
Once they have researched this,
they can start to consider
which actions would be most successful. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
which actions would be most successful.
The team then considered how they could carry out
that primary research.
So we remember that primary research
is all about information that you yourself gather.
It's not taking information from other people
but it's generating the information yourself.
So have a look at these images for me
and see if you can write a list
of different ways you can carry out primary research. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
of different ways you can carry out primary research.
So there should be some big hints on there
of how when you're conducting
your Active Citizenship Project,
you can go find the views of other people.
So pause the video now and just carry out that task.
So what did you work out from the images to help you? WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So what did you work out from the images to help you?
So remember, this is primary research.
It's what you carry out for yourself.
Well, one way to do it would be face-to-face interviews.
So you could talk to people about what they've used are.
You could carry out an interview
or you could speak to people over the phone.
You could use an internet app like Zoom or Teams
and carry out a interview,
or indeed what we call a focus group WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
or indeed what we call a focus group
where you get a few people together at the same time
and ask them questions and they feed back on that.
You could use an electronic survey
like Google forms, and then people respond
and you get that back and you can analyse the information.
Recording a video for people to respond to.
So you could make a little video talking about your topic
and then ask people to send in their views back to you.
These are just some of the ideas WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
These are just some of the ideas
how you can carry out your research.
And there's a worksheet that comes
with this lesson to help you with your own action projects.
So if you're needing some more ideas
about how to carry out your research,
then please go to the worksheet attached to this lesson
and it will give you some more.
So, now it's time to think about WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So, now it's time to think about
how to carry out an action plan.
So more of our planning.
And planning, as I said, is a really big part
of the project, but it's actually
the bit that's going to make sure you are successful.
So it's really important
that you do spend a good amount of time planning.
So an important part of your action project
is to plan carefully.
Your research should help you plan the activity
you're going complete. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
you're going complete.
Having a clear action plan will make sure everybody
in the team knows what they have to do.
Tyler and his team have started to meet that action plan.
It's important that they consider
all the steps they need to take,
the time they have available,
and who will be the best at each job.
Now I've told you before that I've been teaching
for quite a long time, and I've seen
some fantastic action projects, but the biggest problem WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
some fantastic action projects, but the biggest problem
people in my experience, hit
is not allowing themselves enough time
or planning a project that takes more time than they have.
So really important part
of that action planning is to make sure
that you set yourselves sensible time deadlines.
So it's time to start planning their research carefully WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So it's time to start planning their research carefully
and the team have allowed themselves two weeks
to investigate the questions.
What more can be done to support
the rough sleepers of our town?
So they're going to use their primary research skills
and their secondary research skills
to investigate this question.
What's more can be done to support
the rough sleepers of our town? WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
the rough sleepers of our town?
And in our next lesson, we're going to find out
how they getting on.
And how that impacts on their further planning.
So we've come to the end of today's lesson.
Well done everybody.
I'm sure you've now got lots of ideas
about how you can carry out your research
and where you can go for that.
A little bit of takeaway tasks for you
to keep you getting and keep your projects on track. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to keep you getting and keep your projects on track.
Identify three secondary sources
of information that relates to your choice of topic.
Start to consider if they are reliable and accurate.
So big part of doing your research is the question,
do they give the whole picture?
Do we really trust them?
Have they been written
by somebody who supports this campaign
or is it against this campaign?
So that's a really important thing to consider. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So that's a really important thing to consider.
What are the information might you need for your project?
And who could we to about that?
So it's a good idea to start gathering this information,
keep it all together if you can.
And then you can work through it as a team.
Start to identify who you could talk to
and what method you could use
to collect your primary research around your topic. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to collect your primary research around your topic.
So start to narrow down
the people that you think will be helpful
for your project.
Can you get access to people
that are going to have different views
about the topic that you've called for?
Because it's really important
that you're able to demonstrate,
you've listened to different people's views
across this research.
It wouldn't be a very good action project
if you only heard from people
that thought your idea was wonderful
or if you only heard from people WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
or if you only heard from people
that thought your idea was rubbish.
So make sure you keep a balance in the people
that you speak to.
So, well done everybody.
I'm hoping that your ideas for your planning
and moving everything along are coming together nicely.
And you're really excited
about trying to get your action projects working.
So here we are at the end of another lesson
and I would welcome seeing your work and your plans. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
and I would welcome seeing your work and your plans.
And I certainly know that your teachers back at school
would as well.
So ask a parent or a carer to photograph your work
and send it in and you can send it to @oaknational
at Twitter and #learnwithOak.
And then now get an opportunity
to see all those brilliant research ideas that you had. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
to see all those brilliant research ideas that you had.
And perhaps the result of some of your research.
And don't forget as well when you're carrying out research,
if you're able as an adult is able to help you,
social media can be quite helpful
with carrying out research.
So your teacher might be able to help you with that as well.
That's just another option for you.
So it's been a great lesson again.
Thank you very much for staying with me.
I hope you've got lots of ideas there. WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
I hope you've got lots of ideas there.
Just one final task before you leave.
And you will know what it is by now, I'm sure.
Time to complete your exit quiz, please.
So do find your exit quiz
so you can demonstrate how much you've learned
from today's lesson and just consolidate
what we've been learning.
Make sure you know the difference
between primary and secondary research
and all of those things that we've talked about.
So until I see you next lesson, WEBVTT X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:900000
So until I see you next lesson,
and we look at what action planning is
and what the action group on heinousness had been up to.
I say goodbye to you now
and take very good care of yourself.
Bye-bye.