Understanding the Research Task

Overview

This first lesson in the 11-lesson unit introduces the purpose, requirements and achievement criteria of the English research assessment. Students unpack the language of the task, analyse a completed model and create a personal checklist they will use throughout the inquiry process.

Learning intentions

• WALT understand the purpose and requirements of the research assessment.
• WALT unpack the key skills: frame, select, evaluate and process information, then conclude.
• WALT distinguish between Achievement, Merit and Excellence-level conclusions.
• WALT use assessment language to plan for successful independent inquiry.

Success criteria

• I can explain what the assessment requires and what a valid inquiry involves.
• I can identify and describe the four assessed information-literacy skills.
• I can explain what a developed conclusion involves.
• I can identify features of clear, reasoned and perceptive thinking.

Curriculum links

• Use information literacy skills to form developed conclusions by framing an inquiry, locating and processing information, evaluating sources, and connecting evidence to conclusions.
• Create meaning through clear, structured written communication for a defined purpose and audience.
• Develop critical literacy by questioning the reliability, usefulness and perspectives of information.
• NZ Curriculum Refresh: build agency, literacy and critical thinking through purposeful inquiry, communication and reflection.

Lesson structure (60 minutes)

1. 0–10 min · Overview and purpose. Teacher opens with the provocative opening question — “Can a confident conclusion still be weak?” — then outlines the 11-lesson unit, the assessment purpose and the difference between researching to collect facts and researching to reach a justified judgement. Students complete a quick think-pair-share and annotate the assessment booklet while the teacher reads the key instructions aloud.

Explain that the assessment requires a systematic exploration of a valid, relevant inquiry. Students will eventually select written, oral and/or visual information, judge its reliability and usefulness, and form a conclusion connected to their inquiry purpose. Emphasise that a conclusion is not simply a summary or personal preference: it is an opinion, judgement, decision or solution based on gathered information.

2. 10–25 min · Criteria sort. Teacher distributes the assessment language and criteria worksheet and displays the colour-coded criteria sort in the criteria-sort instructions. Students work in five groups of four to match key terms, descriptions and examples: frame, select, evaluate, process and conclude.

Ask groups to justify one match rather than merely place cards or phrases together. Clarify the four core information-literacy skills: framing a focused inquiry, selecting appropriate information, evaluating reliability and usefulness, and processing information by recording, comparing, interpreting and connecting it. The final step is concluding: building a developed judgement from the inquiry evidence. Students annotate the booklet using one colour per skill and record one question they still have.

3. 25–45 min · Model analysis. Teacher introduces the completed model in the model inquiry and achievement-level comparison. Use a relatable Year 12 topic, such as whether schools should restrict smartphone use during the school day, and briefly identify the inquiry question, selected sources and evidence used.

Read three short model conclusions aloud: one meeting Achievement, one meeting Merit and one demonstrating Excellence. Students use the worksheet to highlight evidence of each level and discuss their decisions with a partner. Guide discussion with these prompts:

• Does the conclusion answer the inquiry question?
• Is it based on information gathered rather than unsupported opinion?
• Is the reasoning clear and connected?
• Does it recognise complexity, limitations or competing perspectives?
• What makes the thinking insightful or original?

Establish the progression: Achievement shows a developed conclusion connected to the inquiry and information; Merit is reasoned and clear; Excellence is insightful and/or original, showing perceptive thinking. Stress that “perceptive” does not mean using complicated words. It means noticing significance, patterns, assumptions, consequences or tensions that are not immediately obvious.

4. 45–55 min · Personal assessment checklist. Teacher models turning the criteria into practical questions using the checklist-building prompt. Students create a personal checklist on the worksheet, including at least one check for each stage: “Have I framed a focused question?”, “Have I selected appropriate information?”, “Have I evaluated reliability and usefulness?”, “Have I processed and connected evidence?”, and “Does my conclusion answer the question and show developed thinking?”

Students add a final distinction section: “To reach Merit, I need to make my reasoning clear”; “To work towards Excellence, I need to develop an insightful or original judgement.” Circulate and conference briefly with students who write broad or unclear checklist items.

5. 55–60 min · Exit ticket. Teacher displays the exit-ticket questions. Students independently answer on the worksheet: “What does the assessment require?”, “Name and explain the four information-literacy skills”, and “What makes a conclusion developed?” Collect responses to identify misconceptions before Lesson 2.

Resources

• the research task teaching deck
• the assessment language and criteria worksheet
• English research assessment booklet
• Completed model inquiry with three conclusion examples
• Highlighters or coloured pens
• Board or projector
• Student exercise books or devices
• Dictionary or approved vocabulary support

Assessment

• Listen to group justifications during the criteria sort; question students who confuse selecting information with evaluating it.
• Check annotations and personal checklists for accurate descriptions of framing, selecting, evaluating and processing.
• Use the exit ticket to identify students needing additional support with “developed”, “reasoned” or “perceptive” conclusions.

Differentiation

• Provide the vocabulary bank on the worksheet, colour-coded criteria, sentence frames such as “This conclusion is developed because…” and “The evidence is useful because…”.
• Read all assessment instructions and model conclusions aloud; allow students to annotate a printed booklet or use a digital copy with text-to-speech.
• Use a completed model and explicitly think aloud when identifying evidence of each achievement level. Pair students strategically so discussion includes peer explanation.
• For EAL learners and students with literacy or processing needs, pre-teach the key verbs, reduce copying demands and provide additional processing time. Check understanding privately rather than relying only on whole-class responses.
• Advanced learners rewrite each criterion in precise student-friendly language and identify where the model shows perceptive thinking, including the significance or consequence that makes it insightful.