Most students have an idea of what they want to do as a career. Those who don't will also benefit from this research project by focusing on a potential career they might like to have. Students will produce a report detailing their future career, including information such as the job description, responsibilities, required qualifications or necessary qualities needed for the job.
Also ask students to produce an "action plan" that focuses on what they need to do to obtain their desired career. This should include information such as education needed, knowledge required, experience necessary and the first steps to follow in beginning their career. Students will then produce a section that analyzes their current situation and focuses on what they need to do next. For example, if a timid student would like a career in law enforcement, which requires qualities such as leadership and confidence, the student should analyze her current qualities and determine what she personally needs to improve upon to become a law enforcement officer eventually.
Students can work in groups through the course of several lessons (or outside school hours) to produce a unique product and market it fictionally as a small business. They must know the basic procedures of starting their business, establishing their business and product type, establishing hierarchy within their group, marketing and advertising the product, and analyzing or identifying their ideal target audience.
Student groups will then introduce their fictional company and fictional product to the class in the form of a presentation. They will not only show their business and product to the class but will produce a portfolio or report to the tutor. The report will include details of how they came up with the idea, how they would set up their business in a real-life scenario (using generally correct procedures for new businesses), what marketing/advertising techniques they used, how they came across these techniques, and why they think their product or advertising campaign would be effective. They should base their reports on research in whatever form they feel is appropriate (i.e., gathering statistics, studies or producing their own research).
Students normally have strong opinions and little opportunity to express themselves. To encourage expression by students, as well as research and critical thinking, present students with a list of mildly controversial topics, such as animal cruelty, global warming, death penalties or even topics such as school rules. You could also include fictional topics.
Students must research both sides of the topic. They will create a report defending each viewpoint and using relevant research of evidence to defend each point. Students must then conclude with their own viewpoint, based on the evidence presented in the report. This is much like a academic essay but students should have creative ownership over their report -- the focus is not be on producing accurately sound research, but, instead, on exploring various research techniques. Encourage students to produce their own research in the form of questionnaires, experiments or observation, depending on the subject.
If there are any local issues within the school's community, encourage students to participate and engage themselves in community problems. For example, students could research crime in their local area and create new ideas to decrease it within the area. They can use almost any issue.
Students can either independently focus on a local issue project or work in groups. They must identify the issue, identify possible causes and possible solutions, and reference research they did. For example, students focusing on local crime issues may reference crime prevention tactics used by police, which shows they have researched the issue beyond observation.
Use this project in conjunction with local issue projects. Ask students to produce ideas that could help improve their community either in the form of a report or presentation. Ideas can vary and be broad, but students must research their idea -- has it been done elsewhere? Has it been successful? On what basis do they think their idea will be successful and an addition to the community?
Provide students with resources to use such as community centers, other community projects, and issues already identified within a community. Students can work in groups or independently on their project and should have creative control to present their ideas and information in a variety of formats.