sace research project b subject outline

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How to ace the Research Project in SACE

As daunting as it may sound, let’s dive into what the SACE research project is and how you can make it as useful to you as possible (and maybe even fun!)

2 years ago • 4 min read

Ahhh the research project - the subject of developing a specific, (but not too specific!) open-ended research question on the topic of your choice. Your entire semester will revolve around this developed question, and you’ll keep on coming back to it to write reflections on your progress as you go. As daunting as this may sound, let’s first dive into what the research project is and how you can make it as useful to you as possible (and maybe even fun!)

So what is the research project?

Unlike your other SACE stage 2 subjects being 20 credits, the research project is a 10-credit SACE subject you will either complete in year 11 or 12 depending on which high school you attend. The subject consists of three parts: the folio, outcome, and review for research project A or the evaluation if you are undertaking research project B. Despite research projects A and B having different performance standards, both encourage you to explore a topic of choice in depth, gathering various sources and writing reflections on your learning. In the first few weeks of the subject, your teacher will guide you when developing your question. The folio is 10 pages in length and typically consists of your reflections and the main sources you have collected through your research (both primary and secondary sources!). You will then write an outcome that is essentially answering your original research question. Lastly, comes the evaluation or review where you will write an overall reflection and evaluate the findings in the outcome.

So why is the research project necessary?

While the big workload can be overwhelming at first, the research project is good at teaching you analytical and research skills. Doing source analysis enables you to critically evaluate your chosen sources. You will scrutinize the reliability, credibility, and validity of each of your sources. While the relevance of doing all these analyses may be hard to see at this time, the skills you develop are extremely useful during university and in the workplace. You want to be confident that the information you use can be relied upon and is not something just made up by someone. Treat the research project as a practice for your post-high school life. You want to make sure that you have these skills in your toolbox for when you really need them!

How do I develop the best question for my topic of interest?

The most important part of the research is picking the right topic. You want to pick something you have a strong interest in. This way, it will be much easier for you to feel more motivated to sit down and do your research. However, at the same time, you want to pick a topic that will have lots of research behind it, you don't want to be stuck for sources! To avoid this, write down a list of topics you have an interest in and do some research on each - see what is available online or at a local library. This way, you will be more prepared when your teacher comes over to your desk to ask you what you have done so far! Once you have picked your topic, create another list of possible questions you could investigate. These questions should be open-ended, not just with a simple yes or no answer. Keep in mind you will be writing a 1500 to 2000-word answer to this question, so make it a question you can go into complete depth with. Typical questions should be specific and may begin with ‘to what extent’, ‘evaluate’, ‘what’ or ‘how’. For example, if you picked social media as your topic, your question could be ‘to what extent does social media use impact the attention spans of teenagers aged 13-17?’ rather than ‘does social media impact attention spans?’. You may then have to break down your main question into four more guiding questions to help you structure your folio and outcome. For example, ‘how much time do teenagers aged 13-17 spend on social media every day?’. It is important that you keep documentation of this process as you will be displaying it in your folio.

If you're interested in learning how to write the best SHE task - check out this comprehensive guide.

But how do I complete my folio?

The folio is the first assessment of both research projects A and B. There is no right or wrong way to complete it but you do have to follow specific SACE criteria if you want the highest marks. The majority of students start their project with how they came to their question and a reflection on this process. You can then include the main sources you have used with source analysis. Organising interviews with professionals in your topic’s field and sending out surveys really impresses SACE markers as it shows your engagement with the subject. It demonstrates your research skills and independence to create your own data to support your outcome. Your folio should also include a capability statement to show how you have developed in your chosen SACE capability.

What should I write in my outcome? How do I do my evaluation or review?

Your outcome is the synthesis of all your ideas and findings. You can structure it however you want. This may be in the form of a magazine, report, project, video or in any other form which demonstrates all that research you have done. You must clearly conclude your findings and cite your sources. For research project A, the review begins with a 150-word summary of the process and then a 1500-word review follows which focuses on a reflection of your knowledge and skills as well as the quality of your outcome. For research project B, you should also begin with a 150-word summary of the process and then follow with a 1500-word evaluation, critically evaluating your decisions and processes as well as determining the quality of your outcome. Above all, keep in mind that your teacher is there to help you through this process. It is exciting as you begin to come up with an answer to your question. If you need any help during this time, you can find your best local tutor at: https://kisacademics.com/find-a-tutor . SACE tutors understand how stressful it can be and are more than happy to help!

Written by KIS Academics Tutor for SACE English, Biology and Psychology, Charlotte Kenning. Charlotte is currently pursuing a Bachelor of Speech Pathology at Flinders University and has received stellar reviews from her past KIS Academics students. You can view Charlotte's profile here and request her as a tutor.

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Curriculum 2024

Research Project B

Introduction
Australian Curriculum
Curriculum Offerings 2024
Learning Area Flowcharts
Assigning English and Mathematics Classes
Positive Education
Senior School Planning and Pathways
Pathways Program - VET
Year 11 SACE Stage 1
Year 12 SACE Stage 2

STUDY PROGRAMS
OVERSEAS STUDY CONSULTING
SCHOLARSHIPS

Australian courses

Research project.

I. INTRODUCTION

Stage 2 Research Project is a compulsory 10-credit subject. Students must achieve a C–grade or better to complete the subject successfully and gain their SACE.

Students enrol in either Research Project A or Research Project B.

The external assessment for Research Project B must be written. Students can choose to present their external assessment for Research Project A in written, oral, or multimodal form.

Research Project B may contribute to a student’s Australian Tertiary Admission Rank (ATAR).

Students choose a research question that is based on an area of interest to them. They explore and develop one or more capabilities in the context of their research.

The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

The Research Project provides a valuable opportunity for SACE students to develop and demonstrate skills essential for learning and living in a changing world. It enables students to develop vital skills of planning, research, synthesis, evaluation, and project management.

The Research Project enables students to explore an area of interest in depth, while developing skills to prepare them for further education, training, and work. Students develop their ability to question sources of information, make effective decisions, evaluate their own progress, be innovative, and solve problems.

II. LEARNING SCOPE AND REQUIREMENTS

1. Learning Requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Research Project B.

In this subject, students are expected to:

generate ideas to plan and develop a research project
understand and develop one or more capabilities in the context of their research
analyse information and explore ideas to develop their research
develop specific knowledge and skills
produce and substantiate a Research Outcome
evaluate their research.

Stage 2 Research Project B is a 10-credit subject.

The content of Research Project B consists of:

developing the capabilities
applying the research framework.

In Research Project B students choose a research question that is based on an area of interest. They identify one or more capabilities that are relevant to their research.

Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities, explore the concept of the capability or capabilities, and how it or they can be developed in the context of their research.

Students synthesise their key findings to produce a Research Outcome, which is substantiated by evidence and examples from the research. They evaluate the research processes used, and the quality of their Research Outcome.

2.1. Developing the Capabilities

The purpose of the capabilities is to develop in students the knowledge, skills, and understanding to be successful learners, confident and creative individuals, and active and informed citizens.

The capabilities that have been identified are:

information and communication technology capability
critical and creative thinking
personal and social capability
ethical understanding
intercultural understanding.

The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts.

2.1.1. Literacy

In Research Project B, students develop their capability for literacy by, for example:

communicating with a range of people in a variety of contexts
asking questions, expressing opinions, and taking different perspectives into account
using language with increasing awareness, clarity, accuracy, and suitability for a range of audiences, contexts, and purposes
accessing, analysing, and selecting appropriate primary and secondary sources
engaging with, and reflecting on, the ways in which texts are created for specific purposes and audiences
composing a range of texts — written, oral, visual, and multimodal
reading, viewing, writing, listening, and speaking, using a range of technologies
developing an understanding that different text types (e.g. website, speech, newspaper article, film, painting, data set, report, set of instructions, or interview) have their own distinctive stylistic features
acquiring an understanding of the relationships between literacy, language, and culture.

2.1.2. Numeracy

In Research Project B, students develop their capability for numeracy by, for example:

using appropriate language and representations (e.g. symbols, tables, and graphs) to communicate ideas to a range of audiences
analysing information displayed in a variety of representations and translating information from one representation to another
justifying the validity of the findings, using everyday language, when appropriate
applying skills in estimating and calculating, using thinking, written, and digital strategies to solve and model everyday problems
interpreting information given in numerical form in diagrams, maps, graphs, and tables
visualising, identifying, and sorting shapes and objects in the environment
interpreting patterns and relationships when solving problems
recognising spatial and geographical features and relationships
recognising and incorporating statistical information that requires an understanding of the diverse ways in which data are gathered, recorded, and presented.

2.1.3. Information and Communication Technology Capability

In Research Project B, students develop their capability for information and communication technology by, for example:

understanding how contemporary information and communication technologies affect communication
critically analysing the limitations and impacts of current technologies
considering the implications of potential technologies
communicating and sharing ideas and information, to collaboratively construct knowledge and digital solutions
defining and planning information searches of a range of primary and secondary sources when investigating research questions
developing an understanding of hardware and software components, and operations of appropriate systems, including their functions, processes, and devices
applying knowledge and skills of information and communication technology to a range of methods to collect and process data, and transmit and produce information
learning to manage and manipulate electronic sources of data, databases, and software applications
applying technologies to design and manage projects.

2.1.4. Critical and Creative Thinking

In Research Project B, students develop their capability for critical and creative thinking by, for example:

thinking critically, logically, ethically, and reflectively
learning and applying new knowledge and skills
accessing, organising, using, and evaluating information
posing questions, and identifying and clarifying information and ideas
developing knowledge and understanding of a range of research processes
understanding the nature of innovation
recognising how knowledge changes over time and is influenced by people
exploring and experiencing creative processes and practices
designing features that are fit for function (e.g. physical, virtual, or textual)
investigating the place of creativity in learning, the workplace, and community life
examining the nature of entrepreneurial enterprise
reflecting on, adjusting and explaining their thinking, and identifying the reasons for choices, strategies, and actions taken.

2.1.5. Personal and Social Capability

In Research Project B, students develop their personal and social capability by, for example:

developing a sense of personal identity
reviewing and planning personal goals
developing an understanding of, and exercising, individual and shared obligations and rights
participating actively and responsibly in learning, work, and community life
establishing and managing relationships in personal and community life, work, and learning
developing empathy for and understanding of others
making responsible decisions based on evidence
working effectively in teams and handling challenging situations constructively
building links with others, locally, nationally, and/or globally.

2.1.6. Ethical Understanding

In Research Project B, students develop their capability for ethical understanding by, for example:

identifying and discussing ethical concepts and issues
considering ethical and safe research processes, including respecting the rights and work of others, acknowledging sources, and observing protocols when approaching people and organisations
appreciating the ethical and legal dimensions of research and information
reflecting on ethics and honesty in personal experiences and decision-making
exploring ideas, rights, obligations, and ethical principles
considering workplace safety principles, practices, and procedures
developing ethical sustainable practices in the workplace and the community
inquiring into ethical issues, selecting and justifying an ethical position, and understanding the experiences, motivations, and viewpoints of others
debating ethical dilemmas and applying ethical principles in a range of situations.

2.1.7. Intercultural Understanding

In Research Project B, students develop their capability for intercultural understanding by, for example:

identifying, observing, analysing, and describing characteristics of their own cultural identities and those of others (e.g. group memberships, traditions, values, religious beliefs, and ways of thinking)
recognising that culture is dynamic and complex and that there is variability within all cultural, linguistic, and religious groups
learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others, and cultivate mutual respect
developing skills to relate to and move between cultures
acknowledging the social, cultural, linguistic and religious diversity of a nation, including that of Aboriginal and Torres Strait Islander societies in Australia
recognising the challenges of living in a culturally diverse society and of negotiating, interpreting, and mediating difference.

2.2. Applying the Research Framework

The four parts of the research framework for Research Project B are:

initiating and planning the research
developing the research
producing and substantiating the Research Outcome
evaluating the research.

The four parts of the research framework are explained below.

2.2.1. Students Initiate and Plan their Research

Students plan their research by making decisions, seeking help, responding to and creating opportunities, and solving problems.

Students Formulate and Refine a Research Question

Formulating and refining the question help students to focus their research.

A research question:

could be based on an idea or issue, a technical or practical challenge, a hypothesis, creating an artefact, or solving a problem
may be an area of interest that is not related to a subject or course
may be linked to content in an existing subject or course. Work that has been previously assessed for another subject or course cannot be used in this subject. However, information gained or ideas expressed in one assessment task can be extended in another assessment task.

Students refine their question, ensuring that the question lends itself to being researched and that the research is likely to be manageable and achievable. Refining a question may involve identifying a precise context, for example, place, type, age group, or time period.

Students and teachers must ensure that the research question and processes proposed do not compromise the principles of honest, safe, and ethical research.

Students Plan their Research

consider, select, and/or design research processes (e.g. qualitative and quantitative research, practical experimentation, fieldwork) that are appropriate to their research question
investigate and propose safe and ethical research processes
identify knowledge, skills, and ideas that are specific to their research question
identify people with whom to work (e.g. their teacher, a community expert, or a peer group) and negotiate processes for working together
plan the research in manageable parts
explore ideas in an area of interest
explore the concept of a capability or capabilities in the context of their research
consider the form of and audience for the Research Outcome.

2.2.2. Students Develop their Research

develop a capability or capabilities in ways that are relevant to their research question
develop and apply specific knowledge and skills
develop and explore ideas
locate, select, organise, analyse, use, and acknowledge information from different sources
consult teachers and others with expertise in their area of interest
participate in discussions with the teacher about the progress of their research
apply safe and ethical research processes
review and adjust the direction of their research in response to feedback, opportunities, questions, and problems as they arise
maintain a record of progress made and sources used.

2.2.3. Students Produce and Substantiate their Research Outcome

Students synthesise their key findings (knowledge, skills, and ideas) to produce a Research Outcome.

The Research Outcome is substantiated by evidence and examples from the research, and shows how the student resolved the research question.

Substantiation should be relevant to the Research Outcome, and is usually provided in one or both of the following ways:

By referencing the key findings from the research to sources, using, for example, in‑text references and thereby demonstrating the origin of ideas and thoughts.
By explaining the validity of the methodology adopted and thereby demonstrating that it is able to be reproduced.

The Research Outcome must include the key findings and substantiation. The Research Outcome can take the form of:

the key findings and substantiation, which together form a product

Examples include: an essay, a report, an oral or written history with appropriate in-text referencing and a bibliography and/or references list; a multimedia presentation; a documented science experiment

the key findings and substantiation, with elements of or reference to a separate product

Examples include: a supporting statement and annotated photographs of a product that has been created; an extract from a student-developed children’s story, with a record of the background research

the key findings presented as annotations on a product, and substantiated by evidence and examples of the research

Examples include: a recorded dance performance with notes and a director’s statement.

Students negotiate with their teacher suitable forms for producing their Research Outcome.

2.2.4 Students Evaluate their Research

explain the choice of research processes used (e.g. qualitative and quantitative research, practical experimentation, fieldwork) and evaluate the usefulness of the research processes specific to the research question
evaluate decisions made in response to challenges and/or opportunities (e.g. major activities, insights, turning points, and problems encountered)
evaluate the quality of the Research Outcome
organise their information coherently and communicate ideas accurately and appropriately
communicate in written form.

III. ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component.

1. Evidence of Learning

The following assessment types enable students to demonstrate their learning in Stage 2 Research Project B:

School Assessment (70%)

Assessment Type 1: Folio (30%)

Assessment Type 2: Research Outcome (40%)

External Assessment (30%)

Assessment Type 3: Evaluation (30%).

2. Assessment Design Criteria

The assessment design criteria are based on the learning requirements and are used by:

teachers to clarify for the student what he or she needs to learn
teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

students should demonstrate in their learning
teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

development

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

2.1. Planning

The specific features are as follows:

P1: Consideration and refinement of a research question.
P2: Planning of research processes appropriate to the research question.

2.2. Development

D1: Development of the research.
D2: Analysis of information and exploration of ideas to develop the research.
D3: Development of knowledge and skills specific to the research question.
D4: Understanding and development of one or more capabilities.

2.3. Synthesis

S1: Synthesis of knowledge, skills, and ideas to produce a resolution to the research question.
S2: Substantiation of key findings relevant to the Research Outcome.
S3: Expression of ideas.

2.4. Evaluation

E1: Evaluation of the research processes used, specific to the research question.
E2: Evaluation of decisions made in response to challenges and/or opportunities specific to the research processes used.
E3: Evaluation of the quality of the Research Outcome.

3. School Assessment

The Folio is a record of the student’s research. Students develop a research question and then select and present evidence of their learning from the planning and development stages of the research project. The Folio includes a proposal (evidence of planning), and evidence of the research development, which may take a variety of forms, including a discussion.

consider and define a research question, and outline their initial ideas for the research
consider and select research processes that are likely to be appropriate to their research question (i.e. valid, ethical, and manageable research processes).

Evidence could include:

guiding questions
a written statement
an oral discussion
a multimedia presentation,

that may lead to the development of, and its incorporation in, a management plan.

Research Development

develop the research, including knowledge and skills specific to the research question
organise and analyse information gathered
explore ideas
understand and develop one or more capabilities.
information collected, selected, annotated, and analysed, and ideas explored in relation to the research question

Examples include: notes, drafts, letters, sketches, plans, models, interview notes, observations, trials, reflections, data from experiments, records of visits or fieldwork, photographs, annotations, feedback, translations, and interpretations

responses to feedback, interactions, questions, and problem-solving

Examples include: major activities, insights, turning points, and problems encountered

recordings of discussions with the teacher (either digital or in the form of notes taken by the student) about how the research is developing, the research processes used, ideas that are developing through the research, and the knowledge and skills being developed and applied.

For this assessment type, students provide evidence of their learning in relation to all specific features of the following assessment design criteria:

Refer to the subject operational information on the Research Project minisite on the SACE website ( www.sace.sa.edu.au ) for details about materials to be submitted for moderation.

The Research Outcome is the resolution of the research question, through the presentation of the key findings from the research.

Students identify the intended audience for their Research Outcome, and consider the value of their research to this audience. The form and language of the Research Outcome should be appropriate to the intended audience.

In resolving the research question, students come to a position or conclusion as a response to their research question.

Students synthesise their key findings (knowledge, skills, and ideas) to produce a Research Outcome and substantiate these with evidence and examples from their research to show how they resolved the research question.

The Research Outcome must include the key findings and substantiation. The Research Outcome can take the form of:

Examples include: an essay, a report, an oral or written history, with appropriate in-text referencing and a bibliography and/or references list; a multimedia presentation; a documented science experiment

Students negotiate with their teacher suitable forms for producing their Research Outcome, for example:

written results, conclusions, recommendations, or solutions to a problem or question (e.g. an essay, a report, a booklet, or an article)
a product (e.g. an artefact, a manufactured article, or a work of art or literature) and a producer’s statement
a display or exhibition with annotations
a multimedia presentation and podcast
a performance (live or recorded) with a supporting statement
a combination of any of the above.

Students submit their Research Outcome to the teacher and, if they choose, present it to a broader audience (e.g. other students or community members).

Evidence of the Research Outcome must be:

a maximum of 2000 words if written
a maximum of 12 minutes for an oral presentation
the equivalent in multimodal form.

For this assessment type, students provide evidence of their learning in relation to all specific features of the following assessment design criterion:

4. External Assessment

Assessment Type 3: Evaluation (30%)

The Evaluation is a series of judgments about the research processes used and the Research Outcome produced.

For this assessment type, students:

evaluate the usefulness of the research processes used specific to the research question.

Students make judgments about the effectiveness of processes they used to collect information as part of their research (e.g. qualitative and quantitative research, practical experimentation, fieldwork). They make reference to specific sources of information to provide examples of the usefulness of the research processes.

evaluate decisions made in response to challenges and/or opportunities specific to the research processes used.

Students make judgments about their actions when faced with challenges and/or opportunities while using research processes. They draw conclusions about the effect of these actions on the research.

evaluate the quality of the Research Outcome.

Students make balanced judgments about the quality of their Research Outcome with a focus on the significance of their findings, and the particular features that influence the overall value and worth of their Research Outcome, including the extent to which the question has been resolved.

organise their information coherently and communicate ideas accurately and appropriately.

Students prepare a written summary of the research question and the Research Outcome, to a maximum of 150 words. This summary is assessed.

Students must present their Evaluation in written form to a maximum of 1500 words (excluding the written summary).

The Evaluation can include visual material (e.g. photographs and diagrams), integrated into the written text.

The following specific features of the assessment design criteria for this subject are assessed in the external assessment component:

evaluation — E1, E2, and E3
synthesis — S3.

5. Performance Standards

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

referring to the performance standards
assigning a grade between A+ and E- for the assessment type.

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-.

6. Assessment Integrity

The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).

IV. SUPPORT MATERIALS

1. Subject-specific Advice

Online support materials are provided for each subject and updated regularly on the SACE website ( www.sace.sa.edu.au ). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

2. Advice on Ethical Study and Research

Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website ( www.sace.sa.edu.au ).