Research Project A

2014 Subject Outline

Stage 2
Published by the SACE Board of South Australia,
0 !reenhill "oad, #ay$ille, South Australia %0&4
Co'yright ( SACE Board of South Australia 2010
)irst 'ublished 2010 for 2011 *'ublished online Se'te+ber
2010, 'rinted ,anuary 2011-
"eissued 2012, 201&, 2014
.SB/ 012 1 14102 12& 1 *online 3icrosoft #ord $ersion-
ref4 A202%22

This subject outline was accredited for teaching at Stage 2 from 2011 and reaccredited
in 2013 for teaching from 2014
CONTENTS
.ntroduction5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 1
Pur'oses of the SACE5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 1
Subject 6escri'tion555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 1
Aboriginal and 7orres Strait .slander 8no9ledge, Cultures, and Pers'ecti$es55555555555552
:earning Sco'e and "e;uire+ents555555555555555555555555555555555555555555555555555555555555555555555555555555555555 &
:earning "e;uire+ents555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 &
Content5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 &
Assess+ent Sco'e and "e;uire+ents55555555555555555555555555555555555555555555555555555555555555555555555555555 10
E$idence of :earning55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 10
Assess+ent 6esign Criteria555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 10
School Assess+ent5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 11
E<ternal Assess+ent55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 14
Perfor+ance Standards555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 1%
Assess+ent .ntegrity55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 12
Su''ort 3aterials5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 10
Subject=s'ecific Ad$ice5555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 10
Ad$ice on Ethical Study and "esearch555555555555555555555555555555555555555555555555555555555555555555555510
INTRODUCTION
PURPOSES OF THE SACE
7he South Australian Certificate of Education *SACE- is designed to enable students to4
de$elo' the ca'abilities to li$e, learn, 9or>, and 'artici'ate successfully in a changing
9orld
'lan and engage in a range of challenging, achie$able, and +anageable learning
e<'eriences, ta>ing into account their goals and abilities
build their >no9ledge, s>ills, and understanding in a $ariety of conte<ts, for e<a+'le,
schools, 9or>'laces, and training and co++unity organisations
gain credit for their learning achie$e+ents against 'erfor+ance standards5
SUBJECT DESCRIPTION
Stage 2 "esearch Project is a co+'ulsory 10=credit subject underta>en at Stage 25
Students +ust achie$e a C? grade or better to co+'lete the subject successfully and gain
their SACE5
Students enrol in either "esearch Project A or "esearch Project B5
)or "esearch Project A, students can choose to 'resent their e<ternal assess+ent in
9ritten, oral, or +ulti+odal for+5 7he e<ternal assess+ent for "esearch Project B +ust
be 9ritten5
"esearch Project A is not a 7ertiary Ad+ission Subject5 "esearch Project B +ay
contribute to a student@s Australian 7ertiary Ad+issions "an> *A7A"-5
Students choose a research ;uestion that is based on an area of interest to the+5 7hey
e<'lore and de$elo' one or +ore ca'abilities in the conte<t of their research5
7he ter+ Aresearch@ is used broadly and +ay include 'ractical or technical in$estigations,
for+al research, or e<'loratory in;uiries5
7he "esearch Project 'ro$ides a $aluable o''ortunity for SACE students to de$elo' and
de+onstrate s>ills essential for learning and li$ing in a changing 9orld5 .t enables
students to de$elo' $ital 'lanning, research, synthesis, e$aluation, and 'roject
+anage+ent s>ills5
7he "esearch Project enables students to e<'lore an area of interest in de'th, 9hile
de$elo'ing s>ills to 're'are the+ for further education, training, and 9or>5 Students
de$elo' their ability to ;uestion sources of infor+ation, +a>e effecti$e decisions, e$aluate
their o9n 'rogress, be inno$ati$e, and sol$e 'roble+s5
Stage 2 Research Project A 2014 1
ABORIGINAL AND TORRES STRAIT ISLANDER
KNOWLEDGE, CULTURES, AND PERSPECTIVES
.n 'artnershi' 9ith Aboriginal and 7orres Strait .slander co++unities, and schools and
school sectors, the SACE Board of South Australia su''orts the de$elo'+ent of high=
;uality learning and assess+ent design that res'ects the di$erse >no9ledge, cultures,
and 'ers'ecti$es of .ndigenous Australians5
7he SACE Board encourages teachers to include Aboriginal and 7orres Strait .slander
>no9ledge and 'ers'ecti$es in the design, deli$ery, and assess+ent of teaching and
learning 'rogra+s by4
'ro$iding o''ortunities in SACE subjects for students to learn about Aboriginal and
7orres Strait .slander histories, cultures, and conte+'orary e<'eriences
recognising and res'ecting the significant contribution of Aboriginal and 7orres Strait
.slander 'eo'les to Australian society
dra9ing students@ attention to the $alue of Aboriginal and 7orres Strait .slander
>no9ledge and 'ers'ecti$es fro+ the 'ast and the 'resent
'ro+oting the use of culturally a''ro'riate 'rotocols 9hen engaging 9ith and learning
fro+ Aboriginal and 7orres Strait .slander 'eo'les and co++unities5
Stage 2 Research Project A 2014 2
LEARNING SCOPE AND REQUIREMENTS
LEARNING REQUIREMENTS
7he learning re;uire+ents su++arise the >no9ledge, s>ills, and understanding that
students are e<'ected to de$elo' and de+onstrate through their learning in "esearch
Project A5
.n this subject, students are e<'ected to4
15 generate ideas to 'lan and de$elo' a research 'roject
25 understand and de$elo' one or +ore ca'abilities in the conte<t of their research
&5 analyse infor+ation and e<'lore ideas to de$elo' their research
45 de$elo' s'ecific >no9ledge and s>ills
%5 'roduce and substantiate a research outco+e
5 re$ie9 their research5
7hese learning re;uire+ents for+ the basis of the learning sco'e and assess+ent
re;uire+ents of this subject5
CONTENT
Stage 2 "esearch Project A is a 10=credit subject5
7he content of "esearch Project A consists of4
de$elo'ing the ca'abilities
a''lying the research fra+e9or>5
.n "esearch Project A students choose a research ;uestion that is based on an area of
interest5 7hey identify one or +ore ca'abilities that are rele$ant to their research5
Students use the research fra+e9or> as a guide to de$elo'ing their research and
a''lying >no9ledge, s>ills, and ideas s'ecific to their research ;uestion5 7hey choose
one or +ore ca'abilities, e<'lore the conce't of the ca'ability or ca'abilities, and ho9
itBthey can be de$elo'ed in the conte<t of their research5
Students synthesise their >ey findings to 'roduce a research outco+e, 9hich is
substantiated by e$idence and e<a+'les fro+ the research5 7hey re$ie9 the >no9ledge
and s>ills they ha$e de$elo'ed, and reflect on the ;uality of their research outco+e5
Stage 2 Research Project A 2014 3
Developing the Cp!ilitie"
7he 'ur'ose of the ca'abilities is to de$elo' in students the >no9ledge, s>ills, and
understanding to be successful learners, confident and creati$e indi$iduals, and acti$e
and infor+ed citiCens5
7he ca'abilities that ha$e been identified are4
literacy
nu+eracy
infor+ation and co++unication technology ca'ability
critical and creati$e thin>ing
'ersonal and social ca'ability
ethical understanding
intercultural understanding5
7he ca'abilities enable students to +a>e connections in their learning 9ithin and across
subjects in a 9ide range of conte<ts5
Lite#$%
.n "esearch Project A, students de$elo' their ca'ability for literacy by, for e<a+'le4
co++unicating 9ith a range of 'eo'le in a $ariety of conte<ts
as>ing ;uestions, e<'ressing o'inions, and ta>ing different 'ers'ecti$es into account
using language 9ith increasing a9areness, clarity, accuracy, and suitability for a range
of audiences, conte<ts and 'ur'oses
accessing, analysing, and selecting a''ro'riate 'ri+ary and secondary sources
engaging 9ith, and reflecting on, the 9ays in 9hich te<ts are created for s'ecific
'ur'oses and audiences
co+'osing a range of te<ts D 9ritten, oral, $isual, and +ulti+odal
reading, $ie9ing, 9riting, listening, and s'ea>ing, using a range of technologies
de$elo'ing an understanding that different te<t ty'es *e5g5 9ebsite, s'eech, ne9s'a'er
article, fil+, 'ainting, data set, re'ort, set of instructions, inter$ie9- ha$e their o9n
distincti$e stylistic features
ac;uiring an understanding of the relationshi's bet9een literacy, language, and culture5
N&'e#$%
.n "esearch Project A, students de$elo' their ca'ability for nu+eracy by, for e<a+'le4
using a''ro'riate language and re'resentations *e5g5 sy+bols, tables, and gra'hs- to
co++unicate ideas to a range of audiences
analysing infor+ation dis'layed in a $ariety of re'resentations and translating
infor+ation fro+ one re'resentation to another
justifying the $alidity of the findings, using e$eryday language, 9hen a''ro'riate
a''lying s>ills in esti+ating and calculating, to sol$e and +odel e$eryday 'roble+s
using thin>ing, 9ritten, and digital strategies
inter'reting infor+ation gi$en in nu+erical for+ in diagra+s, +a's, gra'hs, and tables
$isualising, identifying, and sorting sha'es and objects in the en$iron+ent
4 Stage 2 Research Project A 2014
inter'reting 'atterns and relationshi's 9hen sol$ing 'roble+s
recognising s'atial and geogra'hical features and relationshi's
inter'reting and incor'orating statistical infor+ation that re;uires an understanding of
the di$erse 9ays in 9hich data are gathered, recorded, and 'resented5
In(o#'tion n) Co''&ni$tion Te$hnolog% Cp!ilit%
.n "esearch Project A, students de$elo' their ca'ability for infor+ation co++unication
and technology by, for e<a+'le4
understanding ho9 conte+'orary infor+ation and co++unication technologies affect
co++unication
critically analysing the li+itations and i+'acts of current technologies
considering the i+'lications of 'otential technologies
co++unicating and sharing ideas and infor+ation, to collaborati$ely construct
>no9ledge and digital solutions
defining and 'lanning infor+ation searches of a range of 'ri+ary and secondary
sources 9hen in$estigating research ;uestions
de$elo'ing an understanding of hard9are and soft9are co+'onents, and o'erations of
a''ro'riate syste+s, including their functions, 'rocesses, and de$ices
a''lying infor+ation and co++unication technology >no9ledge and s>ills to a range of
+ethods, to collect and 'rocess data, and trans+it and 'roduce infor+ation
learning to +anage and +ani'ulate electronic sources of data, databases, and soft9are
a''lications
a''lying technologies to design and +anage 'rojects5
C#iti$l n) C#etive Thin*ing
.n "esearch Project A, students de$elo' their ca'ability for critical and creati$e thin>ing
by, for e<a+'le4
thin>ing critically, logically, ethically, and reflecti$ely
learning and a''lying ne9 >no9ledge and s>ills
accessing, organising, using, and e$aluating infor+ation
'osing ;uestions and identifying and clarifying infor+ation and ideas
de$elo'ing >no9ledge and understanding of a range of research 'rocesses
understanding the nature of inno$ation
recognising ho9 >no9ledge changes o$er ti+e and is influenced by 'eo'le
e<'loring and e<'eriencing creati$e 'rocesses and 'ractices
designing features that are fit for function *e5g5 'hysical, $irtual, or te<tual-
in$estigating the 'lace of creati$ity in learning, the 9or>'lace, and co++unity life
e<a+ining the nature of entre'reneurial enter'rise
reflecting on, adjusting and e<'laining their thin>ing, and identifying the reasons for
choices, strategies, and actions ta>en5
Stage 2 Research Project A 2014 5
Pe#"onl n) So$il Cp!ilit%
.n "esearch Project A, students de$elo' their ca'ability for self and society by, for
e<a+'le4
de$elo'ing a sense of 'ersonal identity
re$ie9ing and 'lanning 'ersonal goals
de$elo'ing an understanding of, and e<ercising, indi$idual and shared obligations and
rights
'artici'ating acti$ely and res'onsibly in learning, 9or>, and co++unity life
establishing and +anaging relationshi's in 'ersonal and co++unity life, 9or>, and
learning
de$elo'ing e+'athy for and understanding of others
+a>ing res'onsible decisions based on e$idence
9or>ing effecti$ely in tea+s and handling challenging situations constructi$ely
building lin>s 9ith others, locally, nationally, andBor globally5
Ethi$l Un)e#"tn)ing
.n "esearch Project A, students de$elo' their ca'ability for ethical understanding by, for
e<a+'le4
identifying and discussing ethical conce'ts and issues
considering ethical and safe research 'rocesses, including res'ecting the rights and
9or> of others, ac>no9ledging sources, and obser$ing 'rotocols 9hen a''roaching
'eo'le and organisations
a''reciating the ethical and legal di+ensions of research and infor+ation
reflecting on 'ersonal ethics and honesty in e<'erience and decision=+a>ing
e<'loring ideas, rights, obligations, and ethical 'rinci'les
considering 9or>'lace safety 'rinci'les, 'ractices, and 'rocedures
de$elo'ing ethical sustainable 'ractices in the 9or>'lace and the co++unity
in;uiring into ethical issues, selecting and justifying an ethical 'osition, and
understanding the e<'eriences, +oti$ations, and $ie9'oints of others
debating ethical dile++as and a''lying ethical 'rinci'les in a range of situations5
Inte#$&lt&#l Un)e#"tn)ing
.n "esearch Project A, students de$elo' their ca'ability for intercultural understanding by,
for e<a+'le4
identifying, obser$ing, analysing, and describing characteristics of their o9n cultural
identities and those of others *e5g5 grou' +e+bershi's, traditions, $alues, religious
beliefs, and 9ays of thin>ing-
recognising that culture is dyna+ic and co+'le< and that there is $ariability 9ithin all
cultural, linguistic, and religious grou's
learning about and engaging 9ith di$erse cultures in 9ays that recognise
co++onalities and differences, create connections 9ith others, and culti$ate +utual
res'ect
de$elo'ing s>ills to relate to and +o$e bet9een cultures
ac>no9ledging the social, cultural, linguistic and religious di$ersity of a nation, including
those of Aboriginal and 7orres Strait .slander societies in Australia
6 Stage 2 Research Project A 2014
recognising the challenges of li$ing in a culturally di$erse society and of negotiating,
inter'reting, and +ediating difference5
Appl%ing the Re"e#$h F#'e+o#*
7he four 'arts of the research fra+e9or> for "esearch Project A are4
15 initiating and 'lanning the research
25 de$elo'ing the research
&5 'roducing and substantiating the research outco+e
45 re$ie9ing the research5
7he four 'arts of the research fra+e9or> are e<'lained belo95
,- St&)ent" Initite n) Pln thei# Re"e#$h
Students 'lan their research by +a>ing decisions, see>ing hel', res'onding to and
creating o''ortunities, and sol$ing 'roble+s5
Students Formulate and Refine a Research Question
)or+ulating and refining the ;uestion hel's students to focus their research5
A research ;uestion4
could be based on an idea or issue, a technical or 'ractical challenge, a hy'othesis,
creating an artefact, or sol$ing a 'roble+
+ay be an area of interest that is not related to a subject or course
+ay be lin>ed to content in an e<isting subject or course5 #or> that has been
're$iously assessed for another subject or course cannot be used in this subject5
Eo9e$er, infor+ation gained or ideas e<'ressed in one assess+ent tas> can be
e<tended in another assess+ent tas>5
Students refine their ;uestion, ensuring that the ;uestion lends itself to being researched
and that the research is li>ely to be +anageable and achie$able5 "efining a ;uestion +ay
in$ol$e identifying a 'recise conte<t, for e<a+'le, 'lace, ty'e, age=grou', or ti+e 'eriod5
Students and teachers +ust ensure that the research ;uestion and 'rocesses 'ro'osed
do not co+'ro+ise the 'rinci'les of honest, safe, and ethical research5
Students Plan their Research
Students4
consider, select, andBor design research 'rocesses *e5g5 ;ualitati$e and ;uantitati$e
research, 'ractical e<'eri+entation, field9or>- that are a''ro'riate to their research
;uestion
in$estigate and 'ro'ose safe and ethical research 'rocesses
identify >no9ledge, s>ills, and ideas that are s'ecific to their research ;uestion
identify 'eo'le 9ith 9ho+ to 9or> *e5g5 their teacher, a co++unity e<'ert, or a 'eer
grou'- and negotiate 'rocesses for 9or>ing together
'lan the research in +anageable 'arts
e<'lore ideas in an area of interest
e<'lore the conce't of a ca'ability or ca'abilities in the conte<t of their research
consider the for+ of and audience for the research outco+e5
.- St&)ent" Develop thei# Re"e#$h
Stage 2 Research Project A 2014 7
Students4
de$elo' a ca'ability or ca'abilities in 9ays that are rele$ant to their research ;uestion
de$elo' and a''ly s'ecific >no9ledge and s>ills
de$elo' and e<'lore ideas
locate, select, organise, analyse, use, and ac>no9ledge infor+ation fro+ different
sources
+onitor 'rogress +ade and docu+ent actions ta>en in res'onse to challenges andBor
o''ortunities
consult teachers and others 9ith e<'ertise in their area of interest
'artici'ate in discussions 9ith the teacher about the 'rogress of their research
a''ly safe and ethical research 'rocesses
re$ie9 and adjust the direction of their research in res'onse to feedbac>, o''ortunities,
;uestions, and 'roble+s as they arise
+aintain a record of 'rogress +ade and sources used5
/- St&)ent" P#o)&$e n) S&!"tntite thei# Re"e#$h O&t$o'e
Students synthesise their >ey findings *>no9ledge, s>ills, and ideas- to 'roduce a
research outco+e5
7he research outco+e is substantiated by e$idence and e<a+'les fro+ the research, and
sho9s ho9 the student resol$ed the research ;uestion5
Substantiation should be rele$ant to the research outco+e, and is usually 'ro$ided in one
or both of the follo9ing 9ays4
by referencing the as'ects of the research outco+e to sources, using, for e<a+'le, in=
te<t references and thereby de+onstrating the origin of ideas and thoughtsF
by e<'laining the $alidity of the +ethodology ado'ted and thereby de+onstrating that it
is able to be re'roduced5
7he research outco+e +ust include the >ey findings and substantiation5 7he research
outco+e can ta>e the for+ of4
the >ey findings and substantiation, 9hich together for+ a 'roduct
E<a+'les include4 an essay, a re'ort, an oral or 9ritten history 9ith a''ro'riate in=te<t
referencing and bibliogra'hy andBor references listF a +ulti+edia 'resentationF a
docu+ented science e<'eri+ent
or
the >ey findings and substantiation, 9ith ele+ents of or reference to a se'arate 'roduct
E<a+'les include4 a su''orting state+ent and annotated 'hotogra'hs of a 'roduct that
has been createdF an e<tract fro+ a student=de$elo'ed children@s story, 9ith a record of
the bac>ground research
or
the >ey findings 'resented as annotations on a 'roduct, and substantiated by e$idence
and e<a+'les of the research
E<a+'les include4 a recorded dance 'erfor+ance 9ith notes and a director@s
state+ent5
Students negotiate 9ith their teacher suitable for+s for 'roducing their research outco+e5
0- St&)ent" Revie+ thei# Re"e#$h
8 Stage 2 Research Project A 2014
Students4
re$ie9 the >no9ledge and s>ills de$elo'ed in res'onse to the research ;uestion *e5g5
9hat students ha$e learned about their research, 9hat 'ractical and theoretical s>ills
they ha$e de$elo'ed through their research-
re$ie9 decisions +ade in res'onse to challenges andBor o''ortunities *e5g5 +ajor
acti$ities, insights, turning 'oints, and 'roble+s encountered-
reflect on the ;uality of the research outco+e
organise their infor+ation coherently and co++unicate ideas accurately and
a''ro'riately
co++unicate in 9ritten, oral, or +ulti+odal for+5
Stage 2 Research Project A 2014 9
ASSESSMENT SCOPE AND REQUIREMENTS
All Stage 2 subjects ha$e a school assess+ent co+'onent and an e<ternal assess+ent
co+'onent5
7eachers design a set of school assess+ents that enable students to de+onstrate the
>no9ledge, s>ills, and understanding they ha$e de$elo'ed to +eet the learning
re;uire+ents of the subject5 7hese assess+ents 'ro$ide students@ e$idence of learning in
the school assess+ent co+'onent5
E1IDENCE OF LEARNING
7he follo9ing assess+ent ty'es enable students to de+onstrate their learning in Stage 2
"esearch Project A4
School Assessment (70%
Assess+ent 7y'e 14 )olio *&0G-
Assess+ent 7y'e 24 "esearch Outco+e *40G-
!"ternal Assessment (30%
Assess+ent 7y'e &4 "e$ie9 *&0G-5
ASSESSMENT DESIGN CRITERIA
7he assess+ent design criteria are based on the learning re;uire+ents and are used by4
teachers to clarify for the student 9hat he or she needs to learn
teachers and assessors to design o''ortunities for the student to 'ro$ide e$idence of
his or her learning at the highest 'ossible le$el of achie$e+ent5
7he assess+ent design criteria consist of s'ecific features that4
students should de+onstrate in their learning
teachers and assessors loo> for as e$idence that students ha$e +et the learning
re;uire+ents5
)or this subject the assess+ent design criteria are4
'lanning
de$elo'+ent
synthesis
re$ie95
7he s'ecific features of these criteria are listed belo95
7he set of assess+ents, as a 9hole, +ust gi$e students o''ortunities to de+onstrate
each of the s'ecific features by the co+'letion of study of the subject5
10 Stage 2 Research Project A 2014
Plnning
7he s'ecific features are as follo9s4
P1 Consideration and refine+ent of a research ;uestion5
P2 Planning of research 'rocesses a''ro'riate to the research ;uestion5
Develop'ent
7he s'ecific features are as follo9s4
61 6e$elo'+ent of the research5
62 Analysis of infor+ation and e<'loration of ideas to de$elo' the research5
6& 6e$elo'+ent of >no9ledge and s>ills s'ecific to the research ;uestion5
64 Hnderstanding and de$elo'+ent of one or +ore ca'abilities5
S%nthe"i"
7he s'ecific features are as follo9s4
S1 Synthesis of >no9ledge, s>ills, and ideas to 'roduce a resolution to the research
;uestion5
S2 Substantiation of >ey findings rele$ant to the research outco+e5
S& E<'ression of ideas5
Revie+
7he s'ecific features are as follo9s4
"1 "e$ie9 of the >no9ledge and s>ills de$elo'ed in res'onse to the research
;uestion5
"2 6iscussion of decisions +ade in res'onse to challenges andBor o''ortunities5
"& "eflection on the ;uality of the research outco+e5
SCHOOL ASSESSMENT
A""e""'ent T%pe ,2 Folio 3/456
7he folio is a record of the student@s research5 Students de$elo' a research ;uestion and
then select and 'resent e$idence of their learning fro+ the 'lanning and de$elo'+ent
stages of the research 'roject5 7here are three 'arts to the folio4
'ro'osal
research de$elo'+ent
discussion5
Stage 2 Research Project A 2014 11
P#opo"l
Students4
consider and define a research ;uestion, and outline their initial ideas for the research
consider and select research 'rocesses that are li>ely to be a''ro'riate to their
research ;uestion *i5e5 $alid, ethical, and +anageable research 'rocesses-5
E$idence could include4
a +ind +a'
guiding ;uestions
a 9ritten state+ent
an oral discussion
a +ulti+edia 'resentation,
that +ay lead to the de$elo'+ent of, and incor'oration in, a +anage+ent 'lan5
Re"e#$h Develop'ent
Students4
de$elo' the research, including >no9ledge and s>ills s'ecific to the research ;uestion
organise and analyse infor+ation gathered
e<'lore ideas
res'ond to challenges andBor o''ortunities 9hen underta>ing the research
understand and de$elo' one or +ore ca'abilities5
E$idence could include4
infor+ation collected, selected, annotated, and analysed, and ideas e<'lored in relation
to the research ;uestion
E<a+'les include notes, drafts, letters, s>etches, 'lans, +odels, inter$ie9 notes,
obser$ations, trials, reflections, data fro+ e<'eri+ents, records of $isits or field9or>,
'hotogra'hs, annotations, feedbac>, translations, and inter'retations5
res'onses to feedbac>, interactions, challenges, o''ortunities, ;uestions, and 'roble+=
sol$ing
reflection on the research 'rocesses used, including 'rogress and decisions +ade, and
actions ta>en
E<a+'les include +ajor acti$ities, insights, turning 'oints, and 'roble+s encountered5
Di"$&""ion
Students 'artici'ate in one or +ore discussions 9ith the teacher about4
ho9 the research is de$elo'ing
the research 'rocesses they are using
ideas that they are de$elo'ing through the research
the >no9ledge and s>ills that they are de$elo'ing and a''lying5
12 Stage 2 Research Project A 2014
E$idence could include4
recordings of discussions 9ith the teacher *either digital or in the for+ of notes ta>en by
the student- about ho9 the research is de$elo'ing, the research 'rocesses they are
using, and >no9ledge, s>ills, and ideas that they are de$elo'ing and a''lying5
)or this assess+ent ty'e, students 'ro$ide e$idence of their learning in relation to all
s'ecific features of the follo9ing assess+ent design criteria4
'lanning
de$elo'+ent5
A""e""'ent T%pe .2 Re"e#$h O&t$o'e 30456
Students synthesise their >ey findings *>no9ledge, s>ills, and ideas- to 'roduce a
research outco+e5
7he research outco+e is substantiated by e$idence and e<a+'les fro+ the research, and
sho9s ho9 the student resol$ed the research ;uestion5
Substantiation should be rele$ant to the research outco+e, and is usually 'ro$ided in one
or both of the follo9ing 9ays4
by referencing the as'ects of the research outco+e to sources, using, for e<a+'le, in=
te<t references and thereby de+onstrating the origin of ideas and thoughtsF
by e<'laining the $alidity of the +ethodology ado'ted and thereby de+onstrating that it
is able to be re'roduced5
7he research outco+e +ust include the >ey findings and substantiation5 7he research
outco+e can ta>e the for+ of4
the >ey findings and substantiation, 9hich together for+ a 'roduct
E<a+'les include4 an essay, a re'ort, or an oral or 9ritten history 9ith a''ro'riate in=
te<t referencing and a bibliogra'hy andBor a references listF a +ulti+edia 'resentationF
a docu+ented science e<'eri+ent
or
the >ey findings and substantiation, 9ith ele+ents of or reference to a se'arate 'roduct
E<a+'les include4 a su''orting state+ent and annotated 'hotogra'hs of a 'roduct that
has been createdF an e<tract fro+ a student=de$elo'ed children@s story, 9ith a record of
the bac>ground research
or
the >ey findings 'resented as annotations on a 'roduct, and substantiated by e$idence
and e<a+'les of the research
E<a+'les include4 a recorded dance 'erfor+ance 9ith notes and a director@s state+ent
Students negotiate 9ith their teacher suitable for+s for 'roducing their research outco+e,
for e<a+'le4
9ritten results, conclusions, reco++endations, or solutions to a 'roble+ or ;uestion
*e5g5 an essay, a re'ort, a boo>let, or an article-
a 'roduct *e5g5 an artefact, a +anufactured article, or a 9or> of art or literature- and a
'roducer@s state+ent
a dis'lay or e<hibition 9ith annotations
a +ulti+edia 'resentation and 'odcast
a 'erfor+ance *li$e or recorded- 9ith a su''orting state+ent
a co+bination of any of the abo$e5
Stage 2 Research Project A 2014 13
Students identify the intended audience for their research outco+e, and consider the
$alue of their research to this audience5 7he for+ and language of the research outco+e
should be a''ro'riate to the intended audience5
Students sub+it their research outco+e to the teacher and, if they choose, 'resent it to a
broader audience *e5g5 other students or co++unity +e+bers-5
E$idence of the research outco+e +ust be4
a +a<i+u+ of 1%00 9ords if 9ritten
or
a +a<i+u+ of 10 +inutes for an oral 'resentation
or
the e;ui$alent in +ulti+odal for+5
)or this assess+ent ty'e, students 'ro$ide e$idence of their learning in relation to all
s'ecific features of the follo9ing assess+ent design criterion4
synthesis5
E7TERNAL ASSESSMENT
A""e""'ent T%pe /2 Revie+ 3/456
)or this assess+ent ty'e, students4
re$ie9 >no9ledge and s>ills s'ecific to the research ;uestion
discuss the decisions +ade in res'onse to challenges andBor o''ortunities
reflect on the ;uality of the research outco+e
organise their infor+ation coherently and co++unicate ideas accurately and
a''ro'riately5
Students 're'are a su++ary of the research ;uestion and research outco+e, to a
+a<i+u+ of 1%0 9ords if 9ritten, or a +a<i+u+ of one +inute for an oral 'resentation, or
the e;ui$alent in +ulti+odal for+5 7his su++ary is assessed5
Students choose, in consultation 9ith their teacher, the best for+ in 9hich to 'resent their
re$ie9F it +ay be in 9ritten, oral, or +ulti+odal for+5
Students 're'are an assess+ent to a +a<i+u+ of 1%00 9ords if 9ritten or a +a<i+u+ of
10 +inutes for an oral 'resentation, or the e;ui$alent in +ulti+odal for+ *e<cluding the
9ritten su++ary-5
)or this assess+ent ty'e, students 'ro$ide e$idence of their learning in relation to the
follo9ing assess+ent design criteria4
synthesis *focusing on s'ecific feature S&-
re$ie9 *focusing on s'ecific features "1, "2, and "&-5
14 Stage 2 Research Project A 2014
PERFORMANCE STANDARDS
7he 'erfor+ance standards describe fi$e le$els of achie$e+ent, A to E5
Each le$el of achie$e+ent describes the >no9ledge, s>ills, and understanding that
teachers and assessors refer to in deciding, on the basis of the e$idence 'ro$ided, ho9
9ell a student has de+onstrated his or her learning5
6uring the teaching and learning 'rogra+ the teacher gi$es students feedbac> on, and
+a>es decisions about, the ;uality of their learning, 9ith reference to the 'erfor+ance
standards5
Students can also refer to the 'erfor+ance standards to identify the >no9ledge, s>ills,
and understanding that they ha$e de+onstrated and those s'ecific features that they still
need to de+onstrate to reach their highest 'ossible le$el of achie$e+ent5
At the student@s co+'letion of study of each school assess+ent ty'e, the teacher +a>es
a decision about the ;uality of the student@s learning by4
referring to the 'erfor+ance standards
assigning a grade bet9een A+ and E for the assess+ent ty'e5
A SACE Board school assess+ent grade calculator is a$ailable on the SACE 9ebsite
*9995sace5sa5edu5au- to co+bine the grades for the school assess+ent5
.n the e<ternal assess+ent, assessors use the 'erfor+ance standards to +a>e a
decision about the ;uality of students@ learning, based on the e$idence 'ro$ided5
7he student@s school assess+ent and e<ternal assess+ent are co+bined for a final
result, 9hich is re'orted as a grade bet9een A+ and E5
Stage 2 Research Project A 2014 15
Pe#(o#'n$e Stn)#)" (o# Stge . Re"e#$h P#o8e$t A
16
Stage
2
Resear
ch
Project
A 2014
Planning Development Synthesis Review
A
P1 7horough consideration and
refine+ent of a research ;uestion5
P2 7horough 'lanning of research
'rocesses that are highly a''ro'riate to
the research ;uestion5
61 7horough and highly resourceful
de$elo'+ent of the research5
62 .n=de'th analysis of infor+ation and
e<'loration of ideas to de$elo' the
research5
6& Eighly effecti$e de$elo'+ent of
>no9ledge and s>ills s'ecific to the
research ;uestion5
64 7horough and infor+ed understanding
and de$elo'+ent of one or +ore
ca'abilities5
S1 .nsightful synthesis of >no9ledge,
s>ills, and ideas to 'roduce a resolution to
the research ;uestion5
S2 .nsightful and thorough substantiation
of >ey findings rele$ant to the research
outco+e5
S& Clear and coherent e<'ression of
ideas5
"1 .nsightful re$ie9 of >no9ledge
and s>ills de$elo'ed in res'onse to
the research ;uestion5
"2 .n=de'th discussion of decisions
+ade in res'onse to challenges
andBor o''ortunities5
"& .nsightful reflection on the ;uality
of the research outco+e5
17
Stage
2
Resear
ch
Project
A 2014
Planning Development Synthesis Review
B
P1 Consideration and so+e refine+ent of
a research ;uestion5
P2 Considered 'lanning of research
'rocesses that are a''ro'riate to the
research ;uestion5
61 Considered and +ostly resourceful
de$elo'+ent of the research5
62 So+e co+'le<ity in analysis of
infor+ation and e<'loration of ideas to
de$elo' the research5
6& Effecti$e de$elo'+ent of >no9ledge
and s>ills s'ecific to the research ;uestion5
64 .nfor+ed understanding and
de$elo'+ent of one or +ore ca'abilities5
S1 Considered synthesis of >no9ledge,
s>ills, and ideas to 'roduce a resolution to
the research ;uestion5
S2 Substantiation of +ost >ey findings
rele$ant to the research outco+e5
S& 3ostly clear and coherent e<'ression
of ideas5
"1 Considered re$ie9 of >no9ledge
and s>ills de$elo'ed in res'onse to
the research ;uestion5
"2 So+e de'th in discussion of
decisions +ade in res'onse to
challenges andBor o''ortunities5
"& Considered reflection on the
;uality of the research outco+e5
16
Stage
2
Resear
ch
Project
A 2014
Planning Development Synthesis Review
C
P1 So+e consideration of a research
;uestion, but little e$idence of refine+ent5
P2 Satisfactory 'lanning of research
'rocesses that are a''ro'riate to the
research ;uestion5
61 Satisfactory de$elo'+ent of the
research5
62 Satisfactory analysis of infor+ation and
e<'loration of ideas to de$elo' the
research5
6& Satisfactory de$elo'+ent of >no9ledge
and s>ills s'ecific to the research ;uestion5
64 Satisfactory understanding and
de$elo'+ent of one or +ore ca'abilities5
S1 Satisfactory synthesis of >no9ledge,
s>ills, and ideas to 'roduce a resolution to
the research ;uestion5
S2 Substantiation of so+e >ey findings
rele$ant to the research outco+e5
S& !enerally clear e<'ression of ideas5
"1 Satisfactory re$ie9 of >no9ledge
and s>ills de$elo'ed in res'onse to
the research ;uestion5
"2 Satisfactory discussion of
decisions +ade in res'onse to
challenges andBor o''ortunities5
"& Satisfactory reflection on the
;uality of the research outco+e5
17
Stage
2
Resear
ch
Project
A 2014
Planning Development Synthesis Review
D
P1 Basic consideration and identification
of a broad research ;uestion5
P2 Partial 'lanning of research 'rocesses
that +ay be a''ro'riate to the research
;uestion5
61 6e$elo'+ent of so+e as'ects of the
research5
62 Collection rather than analysis of
infor+ation, 9ith so+e su'erficial
descri'tion of an idea to de$elo' the
research5
6& Su'erficial de$elo'+ent of so+e
>no9ledge and s>ills s'ecific to the
research ;uestion5
64 Basic understanding and de$elo'+ent
of one or +ore ca'abilities5
S1 Basic use of infor+ation and ideas to
'roduce a resolution to the research
;uestion5
S2 Basic e<'lanation of ideas related to
the research outco+e5
S& Basic e<'ression of ideas5
"1 Su'erficial descri'tion of so+e
>no9ledge and s>ills de$elo'ed in
res'onse to the research ;uestion5
"2 Basic descri'tion of decisions
+ade in res'onse to challenges
andBor o''ortunities
"& Su'erficial reflection on the ;uality
of the research outco+e5
Stage
2
Resear
ch
Project
A
20141
17

Planning Development Synthesis Review
E
P1 Atte+'ted consideration and
identification of an area for research5
P2 Atte+'ted 'lanning of an as'ect of the
research 'rocess5
61 Atte+'ted de$elo'+ent of an as'ect of
the research5
62 Atte+'ted collection of basic
infor+ation, 9ith so+e 'artial descri'tion
of an idea5
6& Atte+'ted de$elo'+ent of one or +ore
s>ills that +ay be related to the research
;uestion5
64 Atte+'ted understanding and
de$elo'+ent of one or +ore ca'abilities5
S1 Atte+'ted use of an idea to 'roduce a
resolution to the research ;uestion5
S2 :i+ited e<'lanation of an idea or an
as'ect of the research outco+e5
S& Atte+'ted e<'ression of ideas5
"1 Atte+'ted descri'tion of so+e
>no9ledge or a s>ill de$elo'ed in
res'onse to the research ;uestion5
"2 Atte+'ted descri'tion of decisions
+ade in res'onse to a challenge
andBor o''ortunity5
"& Atte+'ted reflection on the ;uality
of the research outco+e5
16
Stage
2
Resear
ch
Project
A 2014
ASSESSMENT INTEGRITY
7he SACE Assuring Assess+ent .ntegrity Policy outlines the 'rinci'les and 'rocesses
that teachers and assessors follo9 to assure the integrity of student assess+ents5 7his
'olicy is a$ailable on the SACE 9ebsite *9995sace5sa5edu5au- as 'art of the SACE
Policy )ra+e9or>5
7he SACE Board uses a range of ;uality assurance 'rocesses so that the grades
a9arded for student achie$e+ent in the school assess+ent are a''lied consistently and
fairly against the 'erfor+ance standards for a subject, and are co+'arable across all
schools5
.nfor+ation and guidelines on ;uality assurance in assess+ent at Stage 1 are a$ailable
on the SACE 9ebsite *9995sace5sa5edu5au-5
18 Stage 2 Research Project A 2014
SUPPORT MATERIALS
SUBJECT9SPECIFIC AD1ICE
Online su''ort +aterials are 'ro$ided for each subject and u'dated regularly on the
SACE 9ebsite *9995sace5sa5edu5au-5 E<a+'les of su''ort +aterials are sa+'le learning
and assess+ent 'lans, annotated assess+ent tas>s, annotated student res'onses, and
reco++ended resource +aterials5
AD1ICE ON ETHICAL STUD: AND RESEARCH
Ad$ice for students and teachers on ethical study and research 'ractices is a$ailable in
the guidelines on the ethical conduct of research in the SACE on the SACE 9ebsite
*9995sace5sa5edu5au-5
Stage 2 Research Project A 2014 19