Resources 2017

Morning Workshop Sessions

Option 1: Fun Times with Data Analysis and Presentation – Mr Rhys Jones

This sessions will provide teachers with ready to go worksheets, with reference to data collection, analysis and presentation. We will focus on how to collect quantitative and some qualitative data and how to analyse and present it. This is a hands on workshop, where participants will be taking part in group work for the majority of the session.

Option 2: Developing Critical Thinking Skills: “Is this Information Reliable?” – Dr Henrietta Standley

Critical thinking is one of the ‘essential and employability’ skills of the Advanced Welsh Baccalaureate. Students need to demonstrate critical evaluation in their academic work and, more generally, critical thinking is a valuable life skill for everyone to develop. During their research for the Individual Project, students will need to critically assess multiple sources of information, determining to what extent the sources are current, valid and reliable. Equally importantly, students will need to cite and reference these sources consistently and accurately in their written report. This workshop session will incorporate two exercises. The first exercise will demonstrate how resources such as newspaper articles can be used to develop students’ critical thinking skills, and the second will focus on how to reference sources of information. Both exercises can be adapted for use in the classroom.

Option 3: Critical Thinking in the Context of a Research Project – Professor Alison Wray

This workshop will focus on the issue of global poverty, and in particular instances of ‘underdevelopment’ in certain states. We seek to encourage students to understand in general terms the different narratives that inform explanations of poverty, and how they are put to use in normative or moral arguments around the issue of global poverty. In the field of development there are three particularly prevalent accounts of underdevelopment, which draw on elements of both political science and economics. We will seek to understand the basics of these ‘geographical’, ‘institutional’ and ‘integrationist’ narratives and evaluate how they may be used – or possibly abused – by those wishing to make strong arguments recommending particular courses of actions to address global poverty.

Option 4: Looking at the Value of the Health and Wellbeing Data Provided by the School Health Research Network to Schools – Dr Peter Gee

The majority of secondary and middle schools in Wales have now joined the School Health Research Networkwww.shrn.org.uk The schools get their own tailored Student Health and Wellbeing Report every two years with data on key emotional and physical health topics with national data for comparison. It allows schools to self-assess their health and wellbeing needs. Our link staff at network schools have said that this data is invaluable for any student undertaking a health related individual project for their Welsh Baccalaureate to help identify the focus and scope of a project and as credible data. In this session we would like to explore its use in a more focussed way with specialist WBQ school staff so that we could share that learning with other schools. We would also like your views as to whether there is anything we could do that could allow membership of our Network to further support your needs in delivering the WBQ.

Afternoon Workshop Sessions

Option 1: Getting Creative with Social Science Research -Professor Emma Renold

Social Science research is increasingly turning towards arts-based methods to understand and address social problems. Almost any art form can be used, across qualitative and quantitative paradigms and at any point in the research process. However, what makes these research methods ‘creative’ is when uncertainty and curiosity is folded into the mix. Getting creative with research troubles how we come to ‘know’ what matters (i.e. how students come up with their research questions) and how‘what matters’ is explored, communicated and transformed (i.e. how they gather data to answer their research questions and what they do with their findings).

Drawing on case-studies from the interactive tool-kit, AGENDA: A young People’s Guide to Making Positive Relationships Matter, this session will outline the benefits of a creative approach to research; how arts-based methods (e.g. visual and performative arts, creative writing, music and sound, digital and textile arts) can be used in a creative research design; and how an arts-based, creative research project is especially effective for young people researching sensitive issues.

Option 2: Asking Good Questions – Designing Survey Projects – Dr Luke Sloan

In this workshop we will explore how to ask good questions, both in terms of framing research projects by moving from an area of interest to a research question and hypotheses, and in regard to designing data collection questions for surveys. Student often struggle when trying to adapt a topic that they are interested in for independent empirical study, so we will look at what makes a good research question and some of the common pitfalls they should avoid (including some fun exercises you can run with them). We then move on to designing survey items, focusing on the importance of clearly defining the concept that is to be measured and recognising that often such things cannot be measured perfectly – a survey is often a compromise, but that’s no excuse for it being ‘bad’.

Option 3: Sgiliau Ymchwil ar gyfer y Prosiect Unigol (Bydd y sesiwn yma trwy gyfrwng y Gymraeg) / Research Skills for the Individual Project (This session will be through the medium of Welsh) – Mr Siôn Llewelyn Jones

This workshop will focus on research skills – skills which are essential in order to succeed in the Individual Project. This workshop will go through the process of doing a research project and will discuss different aspects of research such as developing research questions, choosing research methods and analysing data. This workshop will provide you with the opportunity to ask any questions related to conducting a research project.

Option 4: Research, Teachers and Pupils: Linking Universities with the Classroom – Dr Ceri Morris & Miss Clare Deane

In this session we will explore how university and classroom research can be used to improve practices and train pupils and students in the art and craft of research. We’ll explain the relevance of impact and engagement, discuss the significance of the position of the enquirer, whether researcher, teacher or pupil, and give some examples from both university and school-based research to support your teaching of research methods for pupils and students.