Getting started: Information for Students and
Teachers
Prepared by Mr. A. Fitzgerald
Research Project Teacher
/ Teacher Librarian
Updated January 2016
What do you know about the
Research Project?
What are your current feelings and
concerns about the RP?
Exciting
unlimited
opportunities!
Too hard or
too easy?.
It won’t last –
Aust.
Curriculum?
Not a ‘real’
subject
It’s challenging
students and
teachers to think
differently.
Less other
Year 12
Subjects
21st Century
individual (i)
learning..
Apathetic?
A different type of teaching and
learning…
Research Project:
• Teachers and students
think differently
• Process Orientated
• Constructivist
• Content is driven and controlled by
the student
• Inquiry based
• Teacher suggests tools / coaches
• Teacher and student learn together
• Relationships between students
and teachers are mutual
• Problem solving in encouraged
SACE
Compulsory Stage 1
‘C’ Grades
or better
40 Credits
Compulsory Stage 2
70 Credits
PLP 10 Credits
Numeracy 10 Credits
Literacy 20 Credits
‘C’ Grades
or better
Stage 2 Subjects & Courses
60 Credits
Compulsory Stage 1 = 40 Credits
Grades A to E
Compulsory Stage 2 = 70 Credits
Additional choices = 90 Credits
Modified subjects for students with significant disabilities
SACE = 200 Credits
Research Project will towards your ATAR score*
Unless you do more than four Stage 2 subjects.
4
Have you ever had to learn
anything new?
Why RESEARCH or
INQUIRE?
Was it a
Need?
Was it just
for
Interest?
Was it for
the
Challenge?
Was it a
Passion?
Why did
you learn
something
new?
Research Project : Subject Description Basics
• Research Project is compulsory (You must receive a C Minus Grade or better) to obtain
your SACE
• Students can either do Research Project A or B (By default students are enrolled in RB-B
at GGHS)
• Research Project B may contribute to a student’s Australian Tertiary Admissions Rank
(ATAR)
•
o
o
o
o
o
o
o
Choose one or more capabilities to develop throughout your Research:
literacy
numeracy
information and communication technology capability
critical and creative thinking
personal and social capability
ethical understanding
intercultural understanding.
• The term ‘research’ is used broadly and may include practical or technical
investigations, formal research, or exploratory inquiries.
Assessment Type 1: Folio
Planning
P1 Thorough consideration and refinement of a research question.
P2 Thorough planning of research processes that are highly appropriate to the research
question.
Development
D1 Thorough and highly resourceful development of the research.
D2 In-depth analysis of information and exploration of ideas to develop the research.
D3 Highly effective development of knowledge and skills specific to the research question.
D4 Thorough and informed understanding and development of one or more capabilities.
Assessment Type 2: Research Outcome
Synthesis
S1 Insightful synthesis of knowledge, skills, and ideas to produce a resolution to the research
question.
S2 Insightful and thorough substantiation of key findings relevant to the research outcome.
S3 Clear and coherent expression of ideas.
Assessment Type 3: Evaluation
Evaluation
E1 Insightful evaluation of the research processes used, specific to the research
question.
E2 Critical evaluation of decisions made in response to challenges and/or opportunities.
E3 Insightful evaluation of the quality of the research outcome
Assessment Type 1: Folio
Planning
P1 Some consideration of a research question, but little evidence of refinement.
P2 Satisfactory planning of research processes that are appropriate to the research
question.
Development
D1 Satisfactory development of the research.
D2 Satisfactory analysis of information and exploration of ideas to develop the research.
D3 Satisfactory development of knowledge and skills specific to the research question.
D4 Satisfactory understanding development of one or more capabilities.
Assessment Type 2: Research Outcome
Synthesis
S1 Satisfactory synthesis of knowledge, skills, and ideas to produce a resolution to the
research question.
S2 Substantiation of some key findings relevant to the research outcome.
S3 Generally clear expression of ideas.
Assessment Type 3: Evaluation
Evaluation
E1 Recount with some evaluation of the research processes used.
E2 Some evaluation, with mostly description of decisions made in response to
challenges and/or opportunities.
E3 Satisfactory evaluation of the quality of the research outcome
Developing a Research Project
question and capabilities.
1. Choose a broad topic / subject area
2. REFINE your topic – what THINKING is required?
3. Think about the capabilities that you will be developing
whilst researching this topic:
How might you
develop this topic
further?
History ofin
Carnursing
Racing? ?
Careers
Right-click to open URL link works
Note: Some old information regarding requirements.
Assessment Type 1: Folio
-More ideas… Research Development
• 30 % School (Teacher Assessed) – Externally moderated.
In the research development stage :
• Ask for help from your teacher , another student, parents, relatives, community
members to use: Email, Excel (Data management), Locating and analyse information
(Websites, books, experts), Conduct Interviews, Survey, Build, Sew, whatever it takes to
complete your research…
• Seek help where-ever you can (other students, siblings etc). This will be a learning
experience for everyone.
• Look at the previous Folio examples and SACE Exemplars for ideas.
• Consider how your Folio 10 pages might look to an external moderator.
• Begin writing, making, planning, preparing your research outcome (or product) – be
careful that they ‘record’ all their learning (drafts, phone call, note). Get them used to
recording their learning (“It’s ok to make a mistake, it’s not ok not to learn from the
mistake – or record it in your folio”).
• Begin to collect evidence for moderation – items that show real learning (Interview or
substantial book)
• Schedule ‘formal discussions’ with your teacher.
Developing a question:
Some tips.
• Mindmap or brain storm the information that you would like to research.
• The answer to your question will not be just facts (Eg. It can’t just be found
on Wikipedia or in a Reference book, and to answer this question it will
usually require thinking and synthesis by you)
• Combined parts of your topic of interest or investigate a challenge, orginal,
interesting aspect, issue, or alternatives etc
• Your question should be refined, but you can further refine or focus your
question as you research
• The main aim of your research should be to ANSWER your question with
research.
photos and
pictures
dockets
survey
designs
and
results
list of
questions
references
or
bibliography
letters
highlighted and
annotated
written material
diagrams
and charts
thoughts and
ideas
translations and
interpretations
lists
record of
conversations
film clips
future
directions
planning
reflections
and
judgements
notes from
reading
EXAMPLES OF RESEARCH
DEVELOPMENT
EVIDENCE
Examples of evidence that could be
included in the Folio
(not a prescriptive list)
record of
fieldwork,
observations
and visits
relevant
emails
and texts
drafts or
written
material
data
models
colour
schemes
mathematical and
scientific calculations
and formulae
interview
notes or
recording
record of
peoples’
feedback
sketches,
plans,
designs
Assessment Type 2: Research Outcome
- Answer Your Question • 40 % School (Teacher Assessed) – Externally
moderated.
• Production and substation of key findings
• Maximum 2000 words or 12 minutes if oral or
multimodal
Some more Outcome advice:
• There are many different ways to present your Research Outcome, these might
include:
- Information Report
Research Outcome Advice
- Product report or manual
from SACE:
- Persuasive Essay (Exposition)
https://www.sace.sa.edu.au/
- Video
documents/652891/1013182/
- PowerPoint presentation
Research+Project+Outcome+E
- Poster
xemplars.pptx/a5e682a4- Comic
26f8-4a31-87ec- Information brochure
c55ecd6bb6cb?version=1.1
- Presentation
- Lesson or demonstration
• Consider the format or your Outcome from the beginning
• Outcomes should suit your strengths and your research question
• Reference as you go (there are many ways to ‘reference’ or substantiate your key
findings
• Consider what your ANSWERS or KEY FINDINGS are going to be as you research
Assessment Type 3: Evaluation
• This is EXTERNALLY ASSESSED (Marked by a SACE Marker,
not your teacher), 30 %.
• Either…
- Research Project A (Cannot count for ATAR):
Presented in written, oral or multimodal forms.
1500 words (max.) or 10 minutes equivalent
- Research Project B (Can count for ATAR):
A written report 1500 words (max)
Assessment Type 3: Evaluation
• Discuss this throughout the Research Project
• Keep a ‘running record’ of key learning experiences to be later
in their evaluations.
• Use the Performance Standards to discuss your learning (aim for
a standard, and seek opportunities to reach these standards, A,
B or C?).
• Use scaffolded and structured sentences (if written or spoken)
• Begin the evaluation with enough time to finish.
• More information will come on this as required.
Developing and
doing research.
The development
of your Research
Project begins
with you!
Where will you begin?
What do you need to do
next?
Research topic?
Research question?
Resources:
• Research Project teacher
• Ms Cheryl Watt (Research Project Coordinator)
• SACE Board – Research Project website and Moodle:
http://www.sace.sa.edu.au/web/research-project
• Thiele Library, AccessIT and Data bases etc/ / Teacher Librarians and
Thiele Library Research Project Page:
http://www.thielelibrary.com/research-project.html
• UniSA Research Project Support: http://www.unisa.edu.au/Study-atUniSA/SACE-Research-Project-Support/
• Tea Tree Gully Library, including data-bases (with OneCard
Membership Access)
• Family, friends, other teachers, experts on your topic.
Some more tips and advice from the
SACE Board Youtube Channel:
Issues, Concerns and Questions
• Who?
• What?
• When?
• Why?
• Where?
• How?