1. Research Project
Getting started: Information for Students and Teachers
Welcome to this PowerPoint on the Year 12 Research Project. This PowerPoint is designed as an introduction to the background of the research project as a subject in the SACE and the basic requirements for completing the Research Project.
Prepared by Mr. A. Fitzgerald
Research Project Teacher
/ Teacher Librarian
Updated January 2017

2. 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?
It’s challenging students and teachers to think differently.
Have you heard about the Research Project? If you have you might have heard some good and bad information.
21st Century individual (i) learning..
Not a ‘real’ subject
Less other Year 12 Subjects
Apathetic?

3. A different type of teaching and learning…
Research Project:
Relationships between students and teachers are mutual
Teachers and students
Problem solving in encouraged
think differently
Process Orientated
Constructivist
Content is driven and controlled by the student
Inquiry based
Teacher suggests tools / coaches
Teacher and student learn together

4. SACE Research Project - 10 Credits SACE = 200 Credits
Compulsory Stage 1
40 Credits
Compulsory Stage 2
70 Credits
Research Project
- 10 Credits
‘C’ Grades or better
PLP 10 Credits
Numeracy 10 Credits
Literacy 20 Credits
‘C’ Grades or better
Stage 2 Subjects & Courses
60 Credits
Let’s remind ourselves of the new SACE requirements
We know that many of you may have seen this diagram before and maybe for others it will be new. But it makes good sense at the beginning of our day to refresh ourselves about the structure and requirements of the new SACE.
The new SACE has started this year with a 10 Credit Compulsory Stage 1 subject, the Personal Learning Plan (PLP) . This is deliberately positioned as the first subject to support student goal setting and review of skills. We’ll focus more on the PLP later.
The other compulsory requirements are Numeracy 10 Credits and Literacy 20 Credits. There are compulsory subjects at Stage 1 of 40 Credits. In these students need a ‘C’ or better for SACE completion requirements.
At Stage 2, the Research Project [ starting in 2011] is compulsory and contributes 10 Credits with Stage 2 Subjects & Courses contributing a further 60 credits to complete the 70 compulsory credits required. The 70 Stage 2 Credits also need a ‘C’ Grade or better.
Additional subjects & courses of 90 credits are free choice and they can be either stage 1 or 2 to make a total of 200 credits.
There are also a number of Modified subjects being developed based on achievement against personal goals for students with significant disabilities.
Grades A to E
Compulsory Stage 1 = 40 Credits
Compulsory Stage 2 = 70 Credits
Additional choices = 90 Credits
SACE = 200 Credits
Modified subjects for students with significant disabilities
Research Project will towards your ATAR score*
Unless you do more than four Stage 2 subjects.

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

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 will contribute to a student’s Australian Tertiary Admissions Rank (ATAR)
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.

8. Research Project Design
PLANNING
DEVELOPMENT
SYNTHESIS
EVALUATION

9. A Grade Performance Standards
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. C Grade Performance Standards
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.
Choose a broad topic / subject area
REFINE your topic – what THINKING is required?
Think about the capabilities that you will be developing whilst researching this topic:
How might you develop this topic further?
Careers in nursing?
History of Car Racing?

12. 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.

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

15. 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

16. Research Outcome Advice from SACE:
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:

17. 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)

18. 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.

19. 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?

20. Resources: Research Project teacher
Ms Cheryl Watt (Research Project Coordinator)
SACE Board – Research Project website and Moodle:
Thiele Library, AccessIT and Data bases etc/ / Teacher Librarians and Thiele Library Research Project Page:
UniSA Research Project Support: UniSA/SACE-Research-Project-Support/
Tea Tree Gully Library, including data-bases (with OneCard Membership Access)
Family, friends, other teachers, experts on your topic.

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

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