sace research project results

Enterprising Research and the SACE Research Project

Topic outline, experiments.

Experiments involve making a prediction and gathering data.  There are two sorts of experiments:

Natural experiments 

These are where variables are not controlled. These are a good research method if a researcher would like to understand the environment without interference. However, this research cannot prove causation.  

Example: Tracking a dog’s activity throughout the day to understand how they spend their time alone. 

Controlled experiments

These involve comparing an experimental group with a control group. These two groups are identical except for one variable. 

Controlled experiments are a good research method to establish cause and effect. These also follow a specific procedure, which makes it easier for another researcher to replicate the study. 

Example: Studying to rock music, heavy metal, classical music, and jazz to understand the way each of these genres impact on concentration. 

High achieving year 12 students celebrate all their hard work paying off

By Rebecca Opie

By Shamsiya Mohammadi

Topic: Education

Shamiama Shahid with her mother, Samina Shahid, father, Shahid Hafeez, and brothers, Shaaf and Saarim Shahid. ( ABC News: Brant Cumming )

It was an amazing moment this morning when 18-year-old Shamiama Shahid's family huddled around her as she found out she had achieved an ATAR score of 99.25.

Key points:

• More than 15,000 students received their ATAR scores today
• ATAR stands for Australian Tertiary Admissions Rank
• Students had to overcome disruptions from the pandemic during the year

The cheers erupted, followed by congratulatory hugs and kisses.

"I feel really happy because I did not expect that, I thought that I would do a lot worse so I feel really happy," Shamiama said. 

"I'm also really grateful and proud of myself, and also all my peers, that we are finally at this final stage and we get to reap the rewards of the entire year's hard work." 

The Roma Mitchell Secondary College student said it had been a nerve-wracking wait for the results. 

"The last couple of days everybody just stopped talking about ATARs because it got so stressful," she said. 

Shamiama's mum, dad and two brothers were beaming with pride. 

"It's the nicest feeling ever because they are the people that supported me throughout the year and they were there for me when I was studying late night, cutting up fruits and giving them to me," Shamiama said. 

"It was really rewarding to have that moment with them, more than anyone else because they are my support system." 

Her father, Shahid Hafeez, said his daughter had always been a high-achiever. 

"I wasn't nervous at all, I was quite confident that she was going to do well," he said. 

"We are so proud and so happy — this is the best outcome that we can ever imagine." 

Roma Mitchell Secondary College student Shamiama Shahid, who got an ATAR of 99.25 and is also the school dux.  ( ABC News: Brant Cumming )

Shamiama was born in Pakistan and came to Australia with her family in 2011 after spending two years in Saudi Arabia. 

She said she had moved around a lot due to her father's career as a doctor. 

"My parents… from a very young age have taught me how to be self-sacrificial and really giving, and also they have taught me how to manage school with life in general," she said. 

Shamiama could end up following in her father's footsteps after applying to study medicine, but she is keeping her options open. 

"I've applied to medicine but I'm also happy and excited to do paramedics and public health. I've also applied to law, so there are a lot of decisions to make," she said. 

"I'll see where I get in and then I'll go from there." 

Scotch College graduate Katelin Gunn hopes to study speech pathology at university. ( ABC News )

Scotch College student Katelin Gunn focused her year 12 research project on the psychological adjustment strategies needed when adapting to a spinal cord injury. 

It characterised the determination she showed returning to school following a serious car accident that left her in a wheelchair. 

"I sustained a spinal cord injury as well as a brain injury, as well as I cut my hand pretty bad, which led me to having five months in hospital and going through a lot of rehab to get where I am today," Katelin said. 

"I got 88.90 which I was very proud about, because I have worked hard throughout the whole year." 

Abbey Beeche graduated from Reynella East College with an ATAR of 96.4. ( Supplied )

Reynella East College student Abbey Beeche achieved an ATAR of 96.4 and plans to study psychology at university. 

"It wasn't what I was expecting but I was really happy and the hard work has definitely paid off," Abbey said. 

Abbey said it had been a long year with the disruptions from the COVID-19 pandemic. 

"A lot of our events got cancelled, there was a lot of separation, and people had to work in different places and we had masks in school which added to the challenge and stress," she said. 

Education Minister John Gardner said more than 15,000 students had completed their SA Certificate of Education (SACE) this year. 

"This group of students had two years of senior secondary schooling and they have experienced both years of the pandemic, despite that they have achieved their SACE in record numbers," he said. 

"It's a sign that our schools have worked hard and our teaching workforce across South Australia has done very well in keeping the learning going despite the disruptions of the pandemic." 

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How the SACE works: Understanding South Australia and the Northern Territory's Year 12 ATAR system (SACE/NTCET)

Exactly how the mythical SACE/NTCET works is a constant source of confusion for parents and students. Learn about South Australia and the Northern Territory's shared Year 12 ATAR system here

3 years ago   •   3 min read

The South Australian Certificate of Education (SACE) and the Northern Territory Certificate of Education and Training (NTCET) are related senior secondary certificates both managed by the SACE Board.

To obtain the SACE or NTCET, students must achieve 200 credits. How are they counted? Let's take a look:

How the SACE works:

The SACE involves Stage 1 subjects and Stage 2 subjects.

Stage 1 subjects are mostly taken in Year 11, and Stage 2 subjects are mostly taken in Year 12.

Each semester of a subject is worth 10 credits when passed. (But we’re aiming for way higher here!) Credits can also be gained through recognised VET courses and other Recognised Studies. Here’s a breakdown of credit requirements:

50 Credits - Compulsory Subjects

Students must complete 20 credits of English subjects, and 10 credits of mathematics subjects. In addition to this, they must also complete:

The Personal Learning Plan (10 credits)

The Personal Learning Plan (PLP) is a Stage 1, 10-credit subject . Here, students consider their interests and strengths to form a plan for their future academic and professional goals. The PLP has a focus on student initiative by developing research skills and strategies to improve personal qualities. It’s often the first SACE subject a student will take, as most schools offer PLP in Year 10.

The Research Project A or B (10 credits)

The Research Project (RP) is a Stage 2, 10-credit subject . There are two variants: Research Project A does not allow the student to pursue an ATAR, while Research Project B enables both ATAR and non-ATAR pathways.

At the discretion of the school, students may take the subject in Year 11 or 12 (some even complete it during the summer break in-between!). Here, students select a research question, identify what makes high-quality research, refine research methods, analyse findings, and navigate problems encountered throughout.

60 Credits - Stage 2 or VET

Of the SACE/NTCET, 60 credits must come from Stage 2 subjects and/or recognised vocational education and training course(s). Students can undertake the two in whatever ratio they choose.

90 Credits - Other Studies

The rest of the 90 credits can be made up of any Recognised Studies. This may be:

• any SACE/NTCET subjects
• interstate/international senior secondary learning
• tertiary studies, including recognised VET and university studies
• community learning, through formal programs (like AMEB or St. John’s) or self-direction (like leading community projects or being a primary carer)
• plus way more!

Assessments

SACE/NTCET subjects are evaluated through internal (school-based) and external (set by the SACE Board) assessments. External assessments allow for moderated marking standards. While external assessments often include exams, not all subjects have one! For example, an English external piece may be an assignment completed over weeks, and an arts external assessment may be a live performance instead.

ATAR Calculation

SA and NT higher education admissions are managed by the South Australian Tertiary Admissions Centre ( SATAC ).

The ATAR pathway is only available to students who complete

• Research Project B
• at least 90 credits at Stage 2
• of which at least 60 credits must be from 20-credit Tertiary Admissions Subjects (TAS)
• and the other 30 credits from TAS, with up to 20 credits of Recognised Studies.

The aggregate calculation process involves selecting a student’s three best-performing subjects (with scaled marks out of 20) and a “flexible option”. This option can be another subject, credits from Recognised Studies, or a mix. SATAC will work out the option that gives each student the highest possible aggregate before ranking them against each other to calculate the ATAR.

The SACE system can be quite complex, and understanding what's going on can be very daunting for new students and parents. If you ever need some assistance with SACE studies or subject-specific help, KIS Academics tutors have a thorough understanding of their subjects and can assist in understanding curriculum requirements. Our online tutors are able to provide materials and teaching on how to prepare for SACE assessments. Learn about our SACE tutoring and book a free study skills consultation with a KIS Academics online tutor.

Written by KIS Academics Tutor and State Consultant for South Australia (SACE), Yumeng Liu. You can view Yumeng's profile here and request her as a tutor.

Disclaimer: KIS Academics is not affiliated with the South Australian Tertiary Admissions Centre ( SATAC ). For a more detailed overview of the SACE , please refer to SATAC materials.

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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 ).

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New NIHR Research Delivery Network to deliver key government priority projects

• 01 October 2024

Today marks a new chapter in the optimisation and delivery of health and care research in England, with the launch of the NIHR’s Research Delivery Network (RDN) .

The RDN is a new organisation which has been set up to respond to the changing requirements of the health and care research system.

Having taken over from the NIHR Clinical Research Network (CRN), a new organisational structure with an ambition to help make the UK a more attractive place to conduct high quality research, is now in place. 

This is a unified Network where systems are aligned and talent and resources are deployed nationally for maximum effect.

Delivering the government priority projects

Although the transition process from the CRN to the RDN is ongoing, the Network is already pressing ahead on delivering the government priority projects. Examples include:

The RDN has implemented the Terms and Conditions for NIHR CRN/RDN support (T&Cs) on behalf of DHSC, to the nationally agreed process and timelines. The T&Cs outline the expected actions and requirements for sponsors to access RDN support. The Sponsor Engagement Tool is being further developed to provide a more efficient and effective way for sponsors to provide regular assessments of study progress and ensure the data the Network holds is up-to-date. These collective actions will result in improved data quality and accuracy. This can be used to improve study planning and placement to make best use of the research system’s capacity and capability.

A new site ID service is being developed to enable sponsors to identify and connect with the most suitable locations across the whole health and care system to deliver each study. This will be a nationwide process and it will combine clinical research activity and infrastructure data for informed decision making.

The RDN continues to facilitate the UK’s interactive Costing Tool and play a  key role in operating the National Contract Value Review , a system-wide process that helps different parts of the research ecosystem function collaboratively. The process has already demonstrated a reduction in study set up times. Work is underway to support the next stage which covers early phase and Advanced Therapies Medical Products, and is due to launch in October.

The RDN provides a personalised account management service to organisations with significant research portfolios in the UK , working in partnership to help them plan, place and deliver their studies.  The service is being enhanced and expanded for delivery by industry-facing colleagues across the Network, with the ambition of increasing the number of commercial and non-commercial studies being placed in the UK. 

A more inclusive approach to health and care research 

By focusing on these and other government priority projects, the new organisation will bolster the UK’s position as one of the world’s key destinations for health and care research delivery. This in turn will enable more people to take part in research wherever they live - helping to address changing population needs, support the health and care system and the economy, and become a routine part of care.

Up until now, health and care research has predominantly taken place in secondary care settings but going forward, the RDN will focus on enabling research to be delivered where it is most needed and best placed. This will include more research in primary care, community care and residential settings, making research delivery as inclusive as possible.

A unified and collegiate organisation 

The key to enabling the government priority projects to flourish, is to operate as a single organisation, working as a team not just internally, but with our partners across the health and care research system. 

Throughout the process of transition, the Network has consulted and involved valued partners and stakeholders when making key decisions. The RDN will continue to seek the views of the wider system when deciding how the Network adapts its services and allocates its resources.

Building on the successes of the CRN 

The new RDN builds on the successes of the CRN including; involving over 10 million people in health and care research and supporting over 20,000 studies - 6,000 of which were commercial - to name just a few.

It was during the COVID-19 pandemic, that the innovation and commitment of the CRN really came to the fore. CRN teams recruited to our RECOVERY , PRINCIPLE and PANORAMIC trials and vaccine trials at an unprecedented pace and scale, the results of which have saved countless lives across the UK and around the world. 

Professor Lucy Chappell, Chief Scientific Adviser to the Department of Health and Social Care and Chief Executive Officer of the NIHR said:

“Today marks an important and exciting step forward for research delivery across England.

“Research delivery is taking place in more settings than before and as part of that change we need to be more strategic across our regions, and united as we drive consistent, continuous improvement. 

“With this new organisation in place, I look forward to seeing more high-quality health and care research studies successfully delivered, resulting in improvements in health for all communities.”  

Professor Andrew Ustianowski, Interim Executive Director of the NIHR Research Delivery Network said: 

“We have undergone a process of transition to a new organisation structure within our coordinating centre, and now that process is happening in the regions too alongside the start of our new regional contracts. 

“Work to fully transform the way we work with partners and the services we offer is also continuing, to ensure we meet the needs of a changing health and care system and act as effective partners in the research system. So although the RDN launches today and there is much important work underway, we need time to deliver what we are committed to. 

“Working as one unified RDN will be the cornerstone of our success. By pooling resources, working smarter and continuing to work as part of the broader system, we will unlock the full potential of UK research delivery.” 

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