Student Directed Inquiry

Student Directed Inquiry enables learners to explore an area of interest in a real world setting with a Mentor to guide them. Learners are encouraged to collaborate beyond the confines of the school context to solve problems, make decisions, create personal meaning and develop deep transdisciplinary understanding.

This course will challenge learners to set themselves learning goals that will enable them to explore deeply in an area of personal interest and that will require them to:

• take responsibility for their learning
• reflect on progress of their learning using formative and self-assessment
• make connections with others and between bodies of knowledge
• undertake quality research processes
• act autonomously and independently
• apply a range of substantial new learnings/knowledge.

Student Directed Inquiry provides opportunities for learners to undertake research, solve problems, communicate ideas, and manage their workload and learning in a personalized, authentic, meaningful context.

Through undertaking a transdisciplinary student directed inquiry, learners develop an understanding of: what constitutes quality research; the purpose of an effective inquiry question; and what constitutes an ethical, robust, disciplined and rational approach to gathering, interpreting and evaluating evidence.

Living and learning in the 21^st Century demands a new set of skills. Information is being accessed, used and created in new ways. This is creating a heightened need for well-developed 21^st Century skills for learning, work and life. Student Directed Inquiry prepares learners for participation in an advanced knowledge economy in which globalisation, collaboration and automation are the norm.*

The skills learners develop in Student Directed Inquiry will be transferable to further education, employment and in living a fulfilling life. The inquiry product may also provide evidence as part of portfolio entry to university.

*Queensland Curriculum and Assessment Authority: 21^st Century Skills For Senior Education (an analysis of educational trends, November 2015).

The course provides learners with the opportunity to explore their learning in an area of personal interest. The study will be transdisciplinary in nature and involve learners in making meaningful connections between bodies of knowledge and the creation of new learnings for the learner.

The course promotes key skills, dispositions and ways of thinking essential for the development of self-directed, self-managing, life-long learning in the 21^st Century. These include:

• planning and organising
• inquiry, problem solving, decision making
• making connections, synthesising, applying and transferring of knowledge and skills
• creative, critical and reflective thinking, seeking deep understanding
• communicating
• working autonomously and working collaboratively with others in the learning process
• global awareness, social responsibility and working ethically.

The course is designed for Year 12 learners; however learners may be considered in Year 11 at the discretion of the provider based on previous high achievement in academic or vocational studies with evidence of capacity for self-directed learning. Learners undertaking the course must show evidence to providers of:

• as a minimum, meeting the B standard in Australian Curriculum English at Year 10
• formulating inquiry questions
• planning and conducting research methods
• constructing evidence-based arguments
• using and analysing primary and secondary sources and drawing conclusions.

The course may be delivered to individuals outside the context of a class grouping.

On successful completion of this course, learners will be able to:

1. engage in transdisciplinary inquiry
2. apply creative and critical thinking
3. apply ethical principles in terms of the context of the inquiry and the perspectives of others
4. utilise, implement and apply tools for working (such as information literacy, ICT literacy, and qualitative and quantitative research methodologies)
5. apply capabilities of decision making, thinking globally, risk management and self-regulation within the context of the inquiry
6. work individually and collaboratively, using effective time management, planning and organising strategies and skills
7. effectively communicate in a range of modes and contexts
8. use metacognition to manage the learning process.

Each provider offering this course will develop an annual learning design. The learning design will be submitted to TASC for approval before the end of February each year.

A learning design will be approved if it demonstrates that the provider’s implementation of the course framework will meet the content, processes and assessment requirements, and have a coherent assessment program, consistent with the learning outcomes and standards given in the course document.

The learning design will specify over what period the program will be conducted, subject to meeting TASC requirements for procedures that ensure state-wide comparability of standards and assessment for end of year reporting.

The learning design will describe how learners apply for the course and how a selection is made including ensuring entry/access requirements are met. The learning design will also specify any limits to the range of studies.

The learning design will name staff allocated to the program with details of their relevant expertise. It will describe how any changes in staff availability will be managed.

The learning design will describe the method for ensuring that student-directed inquiries will:

• have a strong theoretical component
• require complex concepts and problem solving
• be inter-disciplinary and trans-disciplinary
• focus on developing skills of inquiry, critical and reflective thinking
• involve new ideas for the learner
• not duplicate content from existing TASC accredited courses
• be sufficient and challenging enough to provide the evidence described in the Work Requirements
• adhere to the principles of academic integrity.

Students are required to have access to:

• A Supervisor
• Mentor(s)
• Subject Expert(s)

The Supervisor will approve the Mentor(s) and Subject Expert(s). The Supervisor may also act as a Subject expert or Mentor, but not both.

Individuals may take on one or two of these roles, but must not take on all three.

Both the Mentor and Subject Expert roles require a commitment to support the learner to develop confidence, inquiry skills and knowledge of the area of inquiry.

Supervisor:
The Supervisor facilitates the learning and guides the learner towards personal and academic growth. The Supervisor differs from the Mentor in that they assess the learner’s progress and the process and end product of the inquiry.

The Supervisor and the Mentor will need to collaborate for assessment purposes. The learner must be gathering evidence from conversations or interactions with the Mentor(s) and the Subject Expert(s) to include in their portfolio of evidence for assessment purposes.

The Supervisor may also take on the role of Mentor or Subject Expert, but not both.

Mentor:
The Mentor will provide guidance, encourage personal growth and academic development throughout the duration of the inquiry. The role of the Mentor is to be a sounding board, provide constructive and timely feedback, and generally support the learner in their inquiry endeavour.

Mentors may be another teacher or any other suitable adult holding a valid Working with Vulnerable People registration.

Students may engage more than one Mentor during their Inquiry.

Mentors may also take on the role of Supervisor or Subject Expert, but not both.

Subject Expert:
The Subject Expert will be an academic expert or industry expert in the field(s) in which the student is undertaking the inquiry.

Providers are encouraged to support learners to access external Subject Experts. The role of the Subject Expert is to provide guidance on aspects of the inquiry within their area of expertise. Some inquiries may require more than one Subject Expert. The Subject Expert can be from outside of the school, either working or teaching in the field or they can be from within the school. If the Subject Expert is from within the school they must be an expert in the field of inquiry being undertaken by the learner.

Subject experts may also take on the role of Mentor or Supervisor, but not both.

Learners:
Learners will identify resources required to undertake their study as part of their study proposal and negotiate access to necessary resources.

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

The student directed inquiry, while building on the learner’s previous studies, will be new for the learner. Previous studies and/or projects cannot be used in meeting the requirements of this course. For example, a learner may not use an independent study, folio or project from a previously or concurrently studied TASC accredited or recognised course.

Student Directed Inquiry is not an extension of any existing course, nor is it a substitute or alternative for any existing courses.

It is differentiated from any other TASC courses in that it enables transdisciplinary enquiry at levels of depth and sophistication outside the specifications of other TASC accredited courses.

The content of Unit 1 will be delivered throughout the Phases of the Inquiry (Unit 2) as appropriate.

The negotiated transdisciplinary study has two components:

• Part 1: The Planning stage – Underpinning skills, knowledge and understanding
• Part 2: The Inquiry process – Practical and applied inquiry.

UNIT 1: THE PLANNING STAGE: UNDERPINNING SKILLS, KNOWLEDGE AND UNDERSTANDINGS

The Inquiry Process

• forms of inquiry:
  • historical
  • scientific
  • mathematical
  • philosophical
  • aesthetic.
• role of form of inquiry in developing research methods
• process of inquiry – using an inquiry cycle.

Strategies to Develop Thinking (stimulate, monitor, regulate and evaluate thinking processes)

• formulating Inquiry questions
• divergent thinking
• thinking strategies
  • scamper
  • SWOT
  • PMI
  • brainstorming
  • mind mapping
  • lotus diagram.
• nature of innovation and entrepreneurial thinking
• role of creativity in the workplace and community
• metacognition
• perspective taking
• ethical reasoning
• reflective thinking.

Transdisciplinary Theories, Perspectives and Application

• theories that inform collaboration, communication, and plan tasks and achieve deep understanding of issues.

Planning and Organising

• development of personal capability
  • personal identity
  • reviewing and planning personal goals.
• developing social capability
  • individual and shared responsibilities and rights
  • making responsible decisions.
• principles of backward planning
• problem solving.

Project Management

• stages and phases of an inquiry
• skills and strategies for project management:
  • collaboration
  • tools and templates
  • managing timeframes.
• research timeframes – access and specific approvals
• progress monitoring
• risk management
  • risk identification and reduction.
• creating a project plan and inquiry proposal.

Research and Synthesis

• purpose of research:
  • role of research in our lives
  • large scale research (e.g. Census)
  • for charting the future (projecting health
  • market research
  • social media as a research tool
  • role of international research such as that undertaken by the United Nations
  • nature of research by individuals in relation to aspects of their own lives.
• range of research methods
  • qualitative research
    • ethnographic research (techniques such as observation, video diaries, photographs, contextual interviews and analysis of artefacts)
    • interviews
    • action research
    • case study research
    • narrative inquiry
    • focus groups.
  • quantitative research
    • descriptive studies – measures/observes behaviour or conditions. E.g. surveys, interviews, using tools such as discourse analysis or Likert scales of attitude
    • experimental/longitudinal/repeated studies – measures/observes behaviour, applies and intervention and then repeats the measurement to determine if any changes have occurred, often using a control or experimental group
  • other research methods that complement these approaches
  • mixed research
    • methods collecting and analysing both quantitative and qualitative data into a single study design.
• ethical research principles
  • safety practices relevant to particular studies
  • legislative requirements.
• creative and critical thinking
• accessing, analysing and selecting appropriate primary and secondary sources
• synthesising information from a range of sources
• report writing
  • audience and style of writing suitable for the specified audience
  • objective and subjective.

Academic Integrity

• academic integrity
• referencing
• copyright and ownership.

Oral Multimodal Presentations

• presentation styles
• presentation formats
• presentation tools.

Review and Evaluation

• impact of the inquiry on self and society
• consequences of the inquiry.

UNIT 2: PHASES OF THE INQUIRY: PRACTICAL AND APPLIED INQUIRY

Phase 1: Immersion / brainstorming

• exploring all the possibilities
• identifying an area of research interest which may include the development of a hypothesis or proposition.

Phase 2: Formulating an inquiry question

• develop an Inquiry Proposal:
  • developing an inquiry question
  • refining an inquiry question
  • developing guiding questions.

The following criteria must be considered in development of the proposed inquiry question:

• the question is substantial and significant
• the question is practical, realistic and manageable within the limits that the time and resources impose
• the question aims for critical distance and an impersonal or objective stance
• the question can be addressed by systemic and sound research methods
• the student can gain access to appropriate and relevant primary and secondary sources
• the question and the research methods are likely to produce a useful result
• the question is clearly and precisely worded
• the scope of the question is contained and focused
• the question and method comply with responsible and ethical research guidelines
• the question will sustain student inquiry over the duration of the study
• duplication does not exist with any other TASC course.

Phase 3: Planning the inquiry

• inquiry question must have been approved by the Supervisor before commencing Phase 3
• develop a project plan:
  • consider, select and design research processes that are appropriate to the inquiry question
  • investigate and propose safe and ethical research processes
  • identify knowledge, skills and idea that are specific to the inquiry
  • identify people with whom to work (Mentor, Subject Expert(s) or other)
  • negotiate processes for working together
  • plan the inquiry into manageable parts
  • identify any risks and a risk reduction plan
  • identify project management strategies.

Phase 4: Investigating

• develop and explore ideas
• locate, select, record, organise, analyse, use and acknowledge information from different sources
• consult with experts and Mentor
• participate in discussions with Supervisor and/or Mentor
• apply safe and ethical research processes
• conduct research which will include analysis of primary and secondary sources and may include (but not limited to) one or more of these methods
  • interview
  • case study
  • survey
  • statistical analysis
  • scientific experiment, and other established research methods.
• in selecting the most appropriate research methods, students should consider:
  • the particular nature and demands of the research question
  • the availability of resources and their constraints
  • the need for the research question to allow them to meet all the outcomes of the inquiry.

Phase 5: Organising and recording information and resources

• locate, select, organise, analyse, use and acknowledge information from different sources
• monitor progress being made and document actions taken in response to challenges and/or opportunities
• review and adjust the direction of the inquiry in response to feedback, opportunities questions and problems as they arise
• maintain a record of progress made and sources used.

Phase 6: Analysing and synthesizing (knowledge skills and ideas) to produce an outcome

• synthesise information and data (key findings)
  • what information has been gathered
  • collate information from all sources and viewpoints to gain a deep understanding of the inquiry question
  • put information back together to construct a coherent approach to generate new ideas, approaches, products or designs
  • describe what works and under what conditions
  • describe what doesn’t work and why.
•  interpret and interrogate data
  • what does the data tell you
  • what evidence supports / refutes the inquiry question
  • identify the significance of data that supports the inquiry question
  • refer to data in the preceding text
  • use appendix for large tables / figures and raw data.
• cross referencing information, ideas and data (own and others).

Phase 7: Drawing conclusions

• substantiate the research outcome
  • consistently reference aspects of the research outcome to sources, using, for example, in-text references and thereby demonstrating the origin of ideas and thoughts;
  • explain the validity of the methodology adopted and thereby demonstrating that it is able to be reproduced.
• make recommendations and conclusions
• present a balanced interpretation of findings
• present findings to appropriate audience.

Phase 8: Reviewing and evaluating

• review the knowledge and skills developed in response the inquiry question
• reflect on the quality of the research outcome
• reflect on own progress and achievements
• review decisions made in response to unexpected challenges and/or opportunities
• seek and consider feedback from others
• organise information coherently and communicate ideas accurately and appropriately and with academic integrity
• recommendations for future research
• communicate findings and evaluation to an appropriate audience.

Learners will provide evidence of their learning throughout the stages of their inquiry through:

• Inquiry Proposal – minimum 1000 words – including:
  • inquiry question
  • guiding questions
  • project plan – including:
    • research methodologies
    • timelines and milestones
    • resources required to undertake the study.
  • background research that will inform the inquiry question and the scoping of the research. (This may include a literature review.)

The proposed inquiry will have the following characteristics:

• significant challenge
• broad scope
• trans-disciplinary (* see glossary – minimum across two disciplines)
• requiring complex concepts and problem-solving
• involve new ideas for the learner.

• Inquiry Product with a record of transactional interactions* (minimum 2500 words)
  • the product must display characteristics of
    • compatibility with inquiry objectives
    • use of appropriate design and construction methods
    • use of ethical and safety principles
    • evidence of transdisciplinary knowledge
    • a strong theoretical component that demonstrates validity of research.
  • Communication Log will include, but are not limited to:
    • record of discussions with Mentor, Subject Expert and others and reflection on discussions
    • major activities undertaken and reasons for actions
    • sources and types of information gathered
    • diary or log of nominal hours.

• Reflective Journal – minimum 1500 words demonstrating how the learner:
  • monitored the effectiveness of the plans for their inquiry using appropriate strategies (e.g. developing criteria to measure effective implementation, checking progress according to a timeline, providing progress reports on action taken and decisions made during the process)
  • addressed problems encountered
  • analysed how perspectives were shaped by the sources of information they used
  • effectiveness of the collaborative strategies they used in planning and implementing their inquiry
  • evaluated the effectiveness of the inquiry including their research sources, methods, findings and plans and by revising their plans as problems arose.

The reflective journal serves an important function. It is a formal record that provides the student and Supervisor with documentation to authenticate student work. It may be maintained in print or electronic form. All items in the journal must be dated and legible. The reflective journal assists with ongoing support and supervision and will enable authentication of the learner’s work.

• Inquiry Presentation – This will be a student directed presentation to an external assessment panel. The presentation will be a maximum of 30 minutes in duration with 10 minutes for questions from the panel to the learner at the conclusion of the presentation. The presentation may be multimodal.*

The learner will provide evidence of:

• the inquiry process they undertook
• the decisions they made throughout the process and reasons for those decisions
• analytical thinking and generation of new ideas.

• Executive Summary

• 300–500 word summary of the Inquiry and findings.

• Verified acknowledgement of quality of subject matter by Subject Expert(s) using the SDI Acknowledgement of Student Work proforma.
• Authenticated record of progress form must be completed by the student and the Supervisor, and submitted with the Inquiry product.
• Midyear collaborative sharing and feedback from peers
  • where possible this will be between providers.

The total word count will not be more than a maximum of 15000 words. (N.B. this excludes documentation included in the Communication Log.)

The Inquiry Product and the Executive Summary are to be submitted to TASC four weeks prior to the external assessment. If the product is physical in nature electronic evidence (photo or video) must be submitted. Physical products may be presented at the presentation.

Summary of Work Requirements

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. For further information, see TASC's quality assurance and assessment processes.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

Additionally, the Office of TASC may select to undertake scheduled audits of this course and its work requirements (Provider standards 1, 2, 3 and 4).

The external assessment for this course will comprise:

A presentation and discussion of the study to an assessment panel comprising of:

• chief marking examiner
• two regional independent examiners.

Validation of the academic rigor of the research will be provided by the subject matter expert prior to the assessment occurring through a formal validation process. This will be submitted to TASC with the external assessment documentation.

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

Student Directed Inquiry Level 3 will be based on the degree to which the learner can:

• 1. apply self-directed, transdisciplinary inquiry skills *
• 2. utilise project management skills to manage the inquiry process
• 3. determine research methodologies and utilise appropriate tools and methods*
• 4. apply ethical understanding throughout all phases of the inquiry *
• 5. apply personal and social capabilities in the process of inquiry
• 6. apply creative and critical thinking to analyse and synthesise reasoning and procedures *
• 7. apply metacognition to reflect on processes and transfer knowledge into new contexts*
• 8. communicate in a range of modes and contexts.*

* = denotes criteria that are both internally and externally assessed.

Four criteria in this course align with the Australian Curriculum General Capabilities (GC) of:

• ethical understanding (Criterion 4)
• critical and creative thinking: analysing, synthesising and evaluating reasoning and procedures (Criterion 6)
• critical and creative thinking: reflecting on thinking and processes (Criterion 7)
• personal and social capability (Criterion 5).

Student Directed Inquiry Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 14 ratings (8 from the internal assessment, 6 from external assessment).

The minimum requirements for an award in Student Directed Inquiry Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
12 ‘A’ ratings, 2 ‘B’ ratings (with 5 ‘A’ ratings and 1 ‘B’ rating in the external assessment)

HIGH ACHIEVEMENT (HA)
6 ‘A’ ratings, 6 ‘B’ ratings, 2 ‘C’ ratings (with 2 ‘A’ ratings, 3 ‘B’ ratings and 1 ‘C’ rating in the external assessment)

COMMENDABLE ACHIEVEMENT (CA)
8 ‘B’ ratings, 5 ‘C’ ratings (with 2 ‘B’ ratings and 3 ‘C’ ratings in the external assessment)

SATISFACTORY ACHIEVEMENT (SA)
12 ‘C’ ratings (4 ‘C’ ratings in the external assessment)

PRELIMINARY ACHIEVEMENT (PA)
7 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2019 until 31 December 2025.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 7 February 2017 for use effective from 1 January 2017. This course replaces Student Directed Inquiry (SDI315113).

Version 1.1 – Renewal of accreditation on 13 August 2017 for use in 2018.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

Version 2 - Accreditation renewed on 14 July 2021 for the period 1 January 2022 until 31 December 2023. Criterion 5 is replaced by Criterion 3 for the external assessment of this course.

Accreditation renewed on 22 June 2023 for the period 1 January 2024 until 31 December 2025 without amendment.

Glossary of Course Terminology

LINE OF SIGHT – Student Directed Inquiry Level 3