English – online safety to young people
RESEARCH PROJECT: WRITTEN REPORTFor this task, students research a topic of their choice and write a 2000 – 2500 word report describing the process and outcomes of the research. The majority of this task is to be completed in class but some research and preparation must be completed at home. For this task, you are required to submit evidence of your progress at various stages throughout the writing process. The completed report must reflect the writing your teacher has cited during the research and drafting phase.

This task can earn you a possible 40 marks. It is worth 20% of your final course grade.
LEVELS OF PERFORMANCE
Criteria / Descriptors Very Low Level
0-1 Low Level
2-3 Medium Level
4-5 High Level
6-7 Very High Level
8
Task: demonstrates an understanding of the requirements; topic is challenging and objectives purposeful; structured as an information report; presentation of report is clear and logical. Very little understanding of the requirements is evidenced; topic selected is inappropriate or lacking in scope; objectives are inconsistent and/or lack focus or are absent from report; some sections of the report are absent or inadequately completed; information is often unclear and/or illogically sequenced. Adequate understanding of the requirements is evidenced; appropriate topic is selected; objectives are inconsistent and/or
lack focus; all required sections of report are attempted; some attempt is made to clearly structure the information. A generally good understanding of
the requirements is evidenced; appropriate topic is selected with generally purposeful objectives; all required sections of report have been attempted to a competent standard; generally clear structure and logical sequencing of information is evidenced. Very good understanding of the requirements is evidenced; challenging topic is selected with appropriate and purposeful objectives;
all required sections of report are completed to
a high standard; clear structure and logical sequencing of information is evidenced. Sophisticated understanding of
the requirements is evidenced; challenging topic is selected with sophisticated and purposeful objectives;
all required sections
of report have been completed to a very high standard; very clear structure and highly logical sequencing of information is evidenced.
Research: resources are relevant, reliable and varied; in-text citations; list of resources. Resources are irrelevant and/or unreliable; only one type of resource has been used (e.g. only websites); little or no attempt is made to include relevant mathematical data (such as statistics); inadequate or no in-text references are given; inaccurate, inadequate or no list of resources
is evidenced. An attempt is made to find relevant and reliable resources; more than
one type of resource
has been used (such
as books, journals, newspapers and websites); little or no attempt is made to include relevant mathematical data (such as statistics); an attempt is made to cite sources as in-text references;
a list of resources is evidenced. Resources used are generally relevant, reliable and varied (include different types of sources such as books, journals, newspapers and websites); an attempt is made to include relevant mathematical data (such as statistics); sources
are generally cited consistently and accurately as in-text references; a list of resources is evidenced. Resources used are relevant, reliable and varied (include different types of sources such
as books, journals, newspapers and websites); research includes relevant references to mathematical data (such as statistics); sources are cited consistently and accurately as in-text references;
a comprehensive and accurate list of resources
is evidenced. Resources used are highly relevant, reliable and varied (include different types of sources such as books, journals, newspapers and websites); research includes relevant and sophisticated references to mathematical data (such as statistics); sources are cited consistently and accurately as in-text references;
a comprehensive and accurate list of resources
is evidenced.
Analysis:
objectives addressed; information synthesised from various sources; interpretation of data given; conclusions drawn. No attempt is made
to address objectives; no attempt is made to synthesise information; no attempt is made
to interpret data; conclusion is extremely unclear or not present. An attempt is made to address objectives with some variation in thoroughness / organisational structure; little or inadequate attempt is made to synthesise information or there is a reliance on summary; an attempt is made to interpret data; conclusions are illogical and/or unclear. All objectives are addressed with
some variation in thoroughness; an attempt is made to synthesise information from various sources; data is generally interpreted accurately and logically; student develops generally
clear conclusions from research. All objectives are addressed thoroughly; information from various sources is synthesised; data is interpreted accurately and logically; student develops logical and clear conclusions
from research. All objectives are addressed very thoroughly; information from various sources is synthesised in a sophisticated and controlled way; data is interpreted accurately and logically; student develops logical and sophisticated conclusions from research.
Evaluation: personal reflection on research,
oral communication
and organisational skills; goal setting. Limited or no attempt is made to reflect on own skills; many aspects of evaluation are absent or no evaluation is present; few or no areas are identified for improvement and goals are highly inadequate or not set. A limited attempt is made to reflect on own skills; some aspects of evaluation are absent; some or few areas are identified for improvement and goals are inadequate or not set. A generally detailed reflection is made on own skills in the three areas of research, oral communication and organisational skills; some specific areas
are identified for improvement and an attempt is made to set achievable goals. A detailed and perceptive reflection is made on own skills in the three areas of research, oral communication and organisational skills; specific areas are identified for improvement and achievable goals are set. A detailed, sophisticated and perceptive reflection is made on own skills in the three areas of research, oral communication and organisational skills; specific areas are identified for improvement and logical and achievable goals are set.
Language: use of vocabulary and language structures (e.g. syntax, sentence and paragraph structure, tenses, punctuation); formal language. Demonstrates very little control of language and/or language is highly inappropriate to the task. Demonstrates little control of language and/or language is inappropriate to the task. Demonstrates an attempt to control language which is generally appropriate to the task. Demonstrates controlled
and precise use of language appropriate to the task. Demonstrates sophisticated, controlled and precise use of language highly appropriate to the task.

Topic: Online safety for young people
Question 1: why is online safety important to young people?
Question 2: what effects cyber bullying has on children in the long term?
Question 3: how can we identify and manage cyber bullying in order to protect our children?

Five references per question.
Like question one. Two grapes or table per question
750 words per question.. That 750 is include a conclusion for each question. The other is for introduction and conclusion for the whole report.

Add another 1925 word for the whole report

TEACHER SUGGESTIONS FOR Q1:
USE a few point to explain how online safety is important for young people, like for young women. Question is the important for different group of young people, such as young women , children , teenagers.