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You have to do the Research
Project!
Apathetic
Year 12! ?
Excited? Too
What are your hard.
feelings and Worried?
concerns?
Not a
‘real’
Stressed?
subject
Have you ever had to learn
Why RESEARCH
anything new?
or INQUIRE?
Interest?
Need?
Passion?
Why did
Challenge?
you learn
something
new?
Why are we doing the
Research Project?
Originally called the ELI (Extended Learning
Initiative) – from the Success for All Report (2006)
recommendation
It’s a compulsory 10 Credit point unit at Stage 2
level!
Incorporates a whole range of ‘lifelong learning’
skills (locating information, communicating with
others etc).
Gives students the opportunity research a passion
and interest at a Stage 2 level.
1. DEFINING (Brainstorming, Planning,
Initiating)
2. LOCATING (Keywords, Searching,
Interviewing, Surveying, Communicating)
3. SELECTING (Appropriate information)
4. ORGANISING (Plans, Headings etc)
5. PRESENTING / ACTIONING (Essays,
PowerPoint, Making or doing, Sythesising).
6. EVALUATING / ASSESSING (Meta-
cognition, Reflecting on the ‘process’).
New SACE
Compulsory Stage 1 40 Credits Compulsory Stage 2 70 Credits
‘C’ Grades PLP 10 Credits
or better
Numeracy 10 Credits
Literacy 20 Credits
‘C’ Grades
or better
Stage 2 Subjects & Courses
60 Credits
Compulsory Stage 1 = 40 Credits
Grades A to E Compulsory Stage 2 = 70 Credits
Additional choices = 90 Credits
SACE = 200 Credits
Modified subjects for students with significant disabilities
6
Some basic facts we probably already know
about
The Research Project at Stage Two
Compulsory subject in the new SACE
10 credit points at C-level or better
Students choose a topic or project of interest – linked
to another SACE subject, workplace or community
interest.
Capabilities:
‘Learning’ plus one other from Communication,
Citizenship, Personal Development or Work.
Assessment Types for the Research Project Page 1 of 1
2rp10-Assessment Types-v1.0 (November 2010)
More Research Project at Stage 2.
Assessment Type 1: Folio
- Initiating, planning and managing the research
carrying out the research – 40%
Assessment Type 2: Research Outcome
- Communicating the research outcome (product –
written, presented or practical) – 30 %
Assessment Type 3: Evaluation - 30 %
- A. Other – Written or other –(Eg. Video, practical etc).
- B. Written
(Externally Assessed and can be part of ATAR score).
Assessment Type 1: Folio (40 %)
Proposal – Preliminary ideas (Approximately 500 words if
written. 3 minutes oral (live or recorded) or multimodal.
Research Development – Evidence of research in written,
oral or multimodal form (A selection of evidence will be
presented for moderation).
Discussion – 1 or 2 formal discussions with the teacher.
10 minutes recording or 2 single slides of A4 student notes of
evidence required for moderation.
What is a Folio?
Your Folio can be a physical folder, a collection of
digital items (videos, photos etc) or a combination
of both.
The folder should demonstrate evidence of your:
Planning – Along with your Research Proposal, this might include:
To begin with,
mind-maps, ‘things to do lists’, letters / emails requested information,
budgets etc KEEP
EVERYTHING
Analysis – This means that you have analysed the sources (internet,
for your
books, people – surveys / interviews) according to your research
FOLIO!
process.
Development and Application – You have applied new knowledge
and/or skills to develop your research further.
photos and thoughts and
dockets pictures diagrams ideas
survey and charts
designs lists translations and
and interpretations
record of
list of results conversations
questions reflections
future and record of
film clips directions judgements fieldwork,
references observations
or planning
notes from and visits
bibliography EXAMPLES OF RESEARCH reading
letters DEVELOPMENT relevant
emails
EVIDENCE and texts
highlighted and Examples of evidence that could be drafts or
annotated included in the Folio written
written material material
(not a prescriptive list)
data
colour models
schemes record of
interview peoples’
notes or feedback
mathematical and recording
scientific calculations sketches,
and formulae plans,
designs
Assessment Type 1: Folio
-Some Ideas to get started…
Overview and familiarity of the subject, the nature of the subject,
the percentages of grades, rubric etc (Use version of this PowerPoint if
needed)
Assess your resources and get organised (Folder, Email, Moodle
access, Library membership etc) – what will help you in your research?
Consider timelines – set realistic goals (review SMART Goal Setting
from PLP) - also set by SACE / Agreed to by everyone.
Develop ‘independent’ study skills involved in this and that they
might be applied to other subjects – this includes the confidence to ask
questions and seek information when required.
Brainstorm and expand on ideas – there are many different IT
programs (Inspiration), Graphic organizers and Thinker’s Models to
Use (De Bono’s Thinker’s Hats, Thinker’s Keys etc). ‘Netball video’ on
Moodle
Keep and record everything – it can always be weeded out later.
Developing a Research Project?
1. Choose a broad topic / subject area
2. All students will be doing the capability LEARNING
plus one other.
Which
3. The other capabilities include: capabilities
- Citizenship would a
- Communication, student
choose for a
- Personal development
RP on:
- Work.
History in nursing
Careersof Car Racing? ?
Some Year 12 Research
• Amphitheatre to
Broadway Project Topics
• Animal Testing
• Australian Defence Force Paralowie R-12 2011
• Building a bass guitar • Trends
• Car maintanance • Victorian Dressmaking
• Catholic Vs Public • Filmmaking • Video Game Development
• Formal dress •
• Website History of
Schools • Wheat grass
• Freemasons Speedway in
• Che Guevara • Geneology • Woodturning South
• World Poverty
• Global Warming: Australia
• World War 2
manmade or •
• Home Day
• Development of • Muslim women in Australia World War 2 and Hitler
natural Care
• Xbox360 and PS3s
technology in warfare • Mythology" Godess of Love"
occurrence? • Hoon Drivers
since ww2 • Nursing
• Guerrilla Warfare • How do you
• Digital Dance Revolution • • History of Loreal
Nursing in S.A. become an
machines • Hair
Obesity Products AFL umpire?
• Paralowie Lions Club • How has
• Dressmaking
communicatio
• Driver education • Play in early childhood
n changed
• European Holiday over the last
• Fashion Design 50 years?
Assessment Type 1: Folio
-More ideas… Research Development
In the research development stage :
What skills and knowledge will you need?
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.
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.
Developing and
doing research. The development
of your Research
Project begins
with you!
Where will you begin?
What do you need to do
next?
Assessment Type 2: Research
Outcome
Production and substation of key findings
1500 words max or 10 minutes if oral or multimodal
Assessment Type 3: Evaluation
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)
Assessment Type 3: Evaluation
Discuss this throughout the Research Project
Establish whether you will be doing RP A or RP B (this
may change)
Students should 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.
Resources:
Research Project support teacher Adam Fitzgerald and Derek Slater (SS
Coordinator)
T and R Drives – ‘Research Project’
Research Project Workbook
Electronic Resources: ‘Making a Difference’ , ‘Researching Together’,
Graphic organizers.
Research Project Moodle: < http://dlb.sa.edu.au/parar12moodle/
Various Teacher – Reference books
SACE Board – Research Project website and Moodle
http://www.sace.sa.edu.au/stage-2-in-2011/cross-discplinary/research-
project
Resource Centre Annexe / Computer Rooms / Teacher –Librarians (Bec
Siney and Adam Fitzgerald).
Adapt the this subject and Research Project to suit you and your
students’ individual skills, interests and abilities.
Issues, Concerns and Questions
Who?
What?
When?
Why?
Where?
How?
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