1. Research Project at Cabra

2. Research Project at Cabra
Compulsory elements awarded a total of 110 credits towards SACE completion
These are the Board-accredited subjects and/or Board-recognised courses that must be completed at least at the equivalent of ‘satisfactory achievement’ level; that is, a grade of ‘C’* or better for all of the following:
the Personal Learning Plan at Stage 1, awarded 10 credits (a compulsory Board-accredited subject)
literacy requirement — from a range of English subjects or courses at Stage 1 and/or Stage 2, awarded 20 credits (see below for details)
numeracy requirement — from a range of mathematics subjects or courses at Stage 1 and/or Stage 2, awarded 10 credits (see below for details)
the Research Project at Stage 2, awarded 10 credits (a compulsory Board-accredited subject)
other Board-accredited subjects and/or Board-recognised courses at Stage 2, awarded 60 credits.

3. Research Project at Cabra
Flexibility
Semester 2 in Year 11 or Year 12 (Both Stage 2)
Allows students to tailor their workload and subject combinations to suit their needs
Opportunities for Success
ATAR
Refining research and reporting skills for the future

4. Research Project at Cabra
Resources
Teachers & Librarians
SACE Website
Formula for successful completion of RP
Communication
Students & Teachers
Students and Parents
Parents and Teachers

5. Assessment Types for the Research Project - B
School Assessed 70%
Externally Assessed 30%
Assessment Type 1:
Folio (30%)
Assessment Type 3:
Evaluation (30%)
Assessment Type 2:
Research Outcome (40%)
PROPOSAL
Students consider and define a research question and outline their initial ideas for research.
Production and substantiation of key findings
Research Project B
2000 words max or 12 minutes if oral or multimodal equivalent
Research Project B - Evaluation
A written summary of 150 words
plus
A written report of 1500 words (max)
(Can count for ATAR)
RESEARCH DEVELOPMENT
Evidence of the research in written, oral or multimodal form.
A selection of evidence will be presented for moderation. The evidence should comprise ten A4 pages (written) or a maximum of 20 minutes (oral), or the equivalent in multimodal form.
DISCUSSION
One or more discussions with the teacher.
The evidence selected for moderation may include material from the proposal, the research development and/or the discussion.

6. The Design of a Research Question
The exact phrasing of the research question can take time to emerge. Defining and refining a research question can be a challenging process.  
Identifying an area of interest
subjects, courses, extra-curricular activities, hobbies, part-time job, interests
future plans (further study, work directions, ambitions) something you have always wanted to look into.
Considering a question
Consider a question that:
is ‘researchable’ involves ‘new’ learning
is challenging but achievable within the time frame
involves safe and ethical practices
has the potential to lead to some ‘key findings’.
Defining a Research Question
clearly express what your research is about
provide a focus to guide your investigation
help you decide upon appropriate research processes (valid, ethical, manageable)
The way you phrase the question that you finally decide upon is very important. It is particularly important to have a clear link between a refined research question and your research outcome.

7. Developing the question
Draft 1: Why is there a mystery about the ship, the Mary Celeste?
Draft 2: What are the theories regarding the disappearance of the crew of the Mary Celeste?
Refined :To what extent is mutiny the most likely cause of the abandonment of the ship the Mary Celeste?
Draft 1 leads you towards a description of why a mystery exists. Whilst this is not an incorrect question, it lacks focus upon the ‘truth’, i.e. the best possible theory for the mystery that you are interested in.
Draft 2 focuses more upon the actual theories but only requires you to outline each one. Again, this suggests a more descriptive, rather than analytical, approach.
The Refined Research Topic allows you to show your thinking about the theories. By asking ‘to what extent’, you are required to make a considered judgement about the mutiny theory in comparison with the other theories. This enables you to demonstrate higher order thinking skills and show the depth of your knowledge and understanding of all the different theories.

8. Outcome A
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.

9. Evaluation Synthesis Evaluation S3 Expression of ideas
E1 Evaluation of the research processes used, specific to the research question
E2 Evaluation of decisions made in response to challenges and/or opportunities
E3 Evaluation of the quality of the research outcome
Allocate a grade from A+ to E–, and a numerical value from 1–30, to the set of assessment design criteria and specific features

10. Folio A Planning Development
P1 Thorough consideration and refinement of a research question.
D1 Thorough and highly resourceful development of the research.
P2 Thorough planning of research processes that are highly appropriate to the research question.
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.

11. Research Project Timeline
Draft Proposal: Last Lesson Week 10 Term 2
Final Proposal: First Lesson Week 1
Draft Outcome: Start of Week 7 Term 3
Final Outcome: Last Lesson Week 8 Term 3
Draft Evaluation: Last Lesson Week 9 Term 3
Final Evaluation: Last Lesson Week 10 Term 3
Folio: Start of Week 2 Term 4
Internal Moderation Start of Week 2 Term 4