Name:Date:
Research Skills and Presentation
Plan a short, evidence-based presentation on a question that matters in Aotearoa New Zealand. Use the sample research file below to practise evaluating sources and shaping an argument. Then plan a presentation of your own. Write in your own words and keep a record of where each fact came from.
Investigate the evidence
Read the self-contained research file. The source details and claims are invented for this activity; treat them as evidence to evaluate, not as real research.
SOURCE A — Aotearoa Youth Sleep Survey, summary by Dr Hana Rangi, sleep researcher, published March 2024. The survey asked 1,200 students aged 14–18 from several regions about their sleep. It found that students who said their first class began at 9.00 am or later reported an average of 25 minutes more sleep than those whose day began before 8.30 am. The report notes that the survey shows an association, not proof that later starts caused more sleep. It does not explain whether the groups had similar travel times or after-school commitments.
SOURCE B — BrightStart School Timetables, company blog post, published August 2025. The company sells timetable-planning software. It claims, “A later school start guarantees better grades for every student.” It gives no link to a study, no sample size and no explanation of how it reached this conclusion. The post invites schools to book a product demonstration.
SOURCE C — North Harbour College, board meeting minutes, published November 2023. The minutes describe a six-week trial in which one year group started 30 minutes later. Students’ morning lateness decreased during the trial. The minutes do not give the number of students, compare results with another year group, or say whether lateness changed for other reasons. The school returned to its usual timetable after the trial while it considered transport and sports scheduling.
1.Source check: Which source is most useful for exploring whether later starts are linked with more sleep? Choose one and explain one strength and one limitation of its evidence.
2.Which source has the clearest commercial purpose, and what detail gives you that clue?
3.A speaker says, “Later starts guarantee better grades for every student.” Is that claim supported by the research file? Explain why or why not.
4.Give one cautious conclusion a speaker could draw from Source A, using language that does not overstate the evidence.
5.What extra information would help you judge the North Harbour College trial more confidently? Give two things.
Build a persuasive presentation
Choose a focused research question connected to a real issue in Aotearoa New Zealand. Examples: “Would a later school start benefit teenagers in my community?” or “How could local councils make cycling safer for young people?” Record source details as you research, and distinguish evidence from opinion.
6.Write your own focused research question. It should be specific enough to investigate and open enough to discuss more than one viewpoint.
7.Plan two sources you would seek for your question. For each, note the likely author or organisation and what makes it potentially trustworthy or useful.
8.Draft a presentation outline for a 3–5 minute talk: an opening hook and position, two main points with evidence you would need, and a closing that leaves the audience with a clear thought or action.
9.Rewrite this overconfident sentence so it is more accurate and fair: “Later starts always make every student healthier and more successful.”
10.A classmate presents a view you disagree with. Write one respectful question that would invite them to explain their evidence or reasoning.
11.Plan three timed checkpoints for a 4-minute presentation: opening, main points, and conclusion. Your timings should total four minutes.
12.Rehearsal reflection: Name one speaking skill you will practise (such as pace, volume, eye contact or clear signposting) and one way you will check whether it improves.
