Scaffolding Research Tasks

Heavy Scaffolding

Pre-Selected Information

• Provide printed extracts, quotes or key facts from sources pupils can use directly
• Highlight or annotate the most relevant sections
• Number or label different pieces of information so pupils can match them to research questions
• Include images, diagrams or simplified texts alongside original sources

Structured Research Frames

• Break the task into very specific sections (e.g. "Section 1: What did the Tudors eat? Section 2: What did they wear?")
• Provide a template for each section with headings and space for notes
• Include guiding questions for each section to focus the research

Staged Submission

• Allow pupils to submit sections separately for feedback and guidance before moving to the next section
• Provide a task checklist showing which stages must be completed and in what order
• Build in regular check-in points where pupils share progress with the teacher

Note-Taking Support

• Provide a note-taking template with prompts such as: "What I found out:", "Key words:", "Questions I still have:"
• Model how to identify key information and record it concisely
• Teach and display simple abbreviations or symbols pupils can use

Medium Scaffolding

Directed Resources

• Provide a list of specific, reliable websites with URLs
• Give book titles and page numbers where relevant information can be found
• Create a limited list of sources (e.g. 3-5 options) to prevent information overload
• Offer a mixture of text, video and image-based sources to suit different learning preferences

Research Questions and Prompts

• Supply a list of research questions pupils must answer
• Provide guiding questions that help pupils focus their search (e.g. "What were the main causes?", "How did people react?")
• Teach and model how to turn a research question into search terms

Organisational Tools

• Introduce concept maps, Venn diagrams or comparison tables to organise findings
• Provide a planning grid where pupils record information under headings before writing
• Teach the Cornell note-taking system (adapted for age and ability)

Source Evaluation

• Teach simple criteria for evaluating sources (e.g. Is it from a reliable website? Is it up to date?)
• Provide a checklist for assessing whether a source is useful
• Model comparing two sources and deciding which is more relevant or trustworthy

Feedback and Drafting

• Allow submission of a first draft with formative feedback before the final version
• Arrange peer review where pupils share their research and offer constructive feedback
• Use a "two stars and a wish" feedback structure

Light Scaffolding

Search Terms and Starting Points

• Suggest key search terms or keywords for online research
• Recommend the names of relevant books, websites or databases without specifying exact pages
• Provide one or two starting points and encourage pupils to find additional sources independently

Self-Assessment and Reflection

• Provide "What I can do" and "What I need help with" prompts to guide self-assessment
• Offer a research skills checklist pupils can use to monitor their own progress
• Encourage pupils to identify their own strengths and areas for development

Metacognitive Support

• Display a research process flowchart (e.g. 1. Identify question, 2. Find sources, 3. Take notes, 4. Organise, 5. Write)
• Teach pupils to ask themselves: "Do I have enough information?", "Is this relevant?", "What do I still need to find out?"
• Encourage planning and review stages where pupils reflect on their approach