1. Getting started: Information for Students and Teachers Prepared by Mr. A. Fitzgerald Research Project Teacher / Teacher Librarian Updated January 2016

2. Research Project What do you know about the Research Project? What are your current feelings and concerns about the RP ? Exciting unlimited opportunities! Less other Year 12 Subjects Too hard or too easy ?. It won’t last – Aust. Curriculum? Not a ‘real’ subject 21 st Century individual (i) learning.. Apathetic? It’s challenging students and teachers to think differently.

3. 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

4. SACE 4 Compulsory Stage 1 Compulsory Stage 2 PLP 10 Credits Numeracy 10 Credits Literacy 20 Credits Stage 2 Subjects & Courses 60 Credits Stage 2 Subjects & Courses 60 Credits 40 Credits 70 Credits Compulsory Stage 1 = 40 Credits Compulsory Stage 2 = 70 Credits Additional choices = 90 Credits SACE = 200 Credits ‘C’ Grades or better Grades A to E Modified subjects for students with significant disabilities Research Project will towards your ATAR score* Unless you do more than four Stage 2 subjects.

5. Have you ever had to learn anything new? Was it a Passion? Was it just for Interest? Was it a Need? Why RESEARCH or INQUIRE? Why did you learn something new? Was it for the Challenge?

7. 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) Choose one or more capabilities to develop throughout your Research: o literacy o numeracy o information and communication technology capability o critical and creative thinking o personal and social capability o ethical understanding o intercultural understanding. The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

9. 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

10. 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

11. 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 of Car Racing? Careers in nursing ?

12. Right-click to open URL link works Note: Some old information regarding requirements.

13. 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.

14. 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.

15. EXAMPLES OF RESEARCH DEVELOPMENT EVIDENCE Examples of evidence that could be included in the Folio (not a prescriptive list) letters survey designs and results future directions planning relevant emails and texts models interview notes or recording record of peoples’ feedback record of conversations list of questions film clips highlighted and annotated written material thoughts and ideas record of fieldwork, observations and visits translations and interpretations lists diagrams and charts reflections and judgements dockets data colour schemes sketches, plans, designs drafts or written material photos and pictures notes from reading references or bibliography mathematical and scientific calculations and formulae

16. Answer Your Question - 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

17. Some more Outcome advice: There are many different ways to present your Research Outcome, these might include: -Information Report -Product report or manual -Persuasive Essay (Exposition) -Video -PowerPoint presentation -Poster -Comic -Information brochure -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 Research Outcome Advice from SACE: https://www.sace.sa.edu.au/ documents/652891/1013182/ Research+Project+Outcome+E xemplars.pptx/a5e682a4- 26f8-4a31-87ec- c55ecd6bb6cb?version=1.1

18. 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)

19. 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.

20. Th e development of your Research Project begins with you! Where will you begin? What do you need to do next? Research topic? Research question? Developing and doing research.

21. 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 http://www.thielelibrary.com/research-project.html UniSA Research Project Support: http://www.unisa.edu.au/Study-at- UniSA/SACE-Research-Project-Support/http://www.unisa.edu.au/Study-at- UniSA/SACE-Research-Project-Support/ Tea Tree Gully Library, including data-bases (with OneCard Membership Access) Family, friends, other teachers, experts on your topic.

22. Some more tips and advice from the SACE Board Youtube Channel:

23. Issues, Concerns and Questions Who? What? When? Why? Where? How?