RPB FOLIO HACK: WHAT YOU NEED IN YOUR 10 PAGES

Prior to submitting your Folio, check to ensure that your Folio meets the following criteria.
FYI the page number range given for each Folio section is a guide only.

ALL PAGES HAVE

Your SACE number is on every page.

Your name is not anywhere in your Folio i.e. in a header.
Margins are between 0.5cm to 1cm wide.
Font size is minimum 10 and maximum 11. Images/screenshots and headings/subheadings excluded.
Font choice is legible. Arial, Times New Roman or similar is preferable.
Folio KEY is inserted into Header.
KEY label suggestions: Key words/phrases, Analysis, Key Findings, Capability Development
All key sentences/words/phrases in the Folio are bolded or highlighted (pale colours only) so that they
are easily distinguishable from the rest of the writing.
Page space is maximised i.e. there are no empty spaces.
There are no errors in spelling, grammar or punctuation.

PAGES 1 2: PROPOSAL SECTION (assessment design criteria P1 and P2)

PROPOSAL
Written proposal is separated into appropriate sections. A space between sections is optional.
Subheadings or bolded key words identify each section e.g. Choosing and Refining the Research
Project Question; Research Methods and Processes; Capabilities; Ethical Considerations and Time
Management.
Each section is written concisely (no needless repetition or fluff).
The Choosing and Refining the Research Project Question section explicitly explains:
o Potential topics for investigation considered.
o Which processes were followed/used (mind-mapping, brainstorming, preliminary research
etc.) to identify/select the final topic.
o Which processes were followed/used (mind-mapping, brainstorming, preliminary research
etc.) to refine the topic into the final question (how did the final wording come to be?).
The Research Methods and Processes section explicitly explains:
o What primary research methods and secondary source types you plan to use to investigate
your question.
o How you plan to conduct each method/access individual source types.
o Why each method/source type is suitable/appropriate to helping you to resolve a specific
aspect of your Research Project question.
o If there are reasonable opportunities/challenges e.g. contacting and interviewing an expert,
that you could expect by using these strategies to investigate your Research Project question.
The Capabilities section includes approximately two examples per capability. Each development
example is explicitly explained by referring to:
o What the development will be.
o How (explicit strategies) you will carry out this development.
o Why/how this development will positively impact on your current ability in this capability/your
Research Project question resolution.
The Ethical Considerations and Time Management section explicitly explains:
o How you will be ethical by discussing:
What ethical considerations you will make.
How (explicit strategies) you will carry out each consideration.
Why/how these strategies will positively impact on your ability to resolve your
Research Project question.
o How you will manage time by discussing:
What time management strategies you will use.
How (explicit strategies) you will carry out each strategy.
Why/how these strategies will positively impact on your ability to resolve your
Research Project question.
Key sentences/words/phrases in the proposal are bolded or highlighted (pale colours only) so that
they are easily distinguishable from the rest of the writing.
Annotations (where necessary) concisely explain the reason why a change has occurred i.e. change
of Research Project question.
Created by Ms Zehle March 2015 updated September 2016

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MIND MAP/LOTUS DIAGRAM/ACTION PLAN/TIMELINE REFLECTIONS

Each Mind map(s)/Lotus diagram(s)/Action plan(s)/Timeline(s) is thoroughly developed.
The reflection(s) explain why the creation of this/each mind map/lotus diagram has helped you to:
o Refine your Research Project question
o Plan your research methods/processes.

PAGES 3 5: SECONDARY RESEARCH SECTION (assessment design criteria D1, D2, D3, D4)
The secondary research section has a heading: Secondary Research.
Key sentences/phrases/words have been bolded or highlighted (pale colour only).
All annotations and reflections have been colour coded (where possible) so that variation of
annotation is immediately obvious match the colour key in header. Ensure consistency.
Key sources (that contribute directly to resolving the Research Project question) are annotated
separately and analysed in depth.
Lesser sources (that contribute in a more minor way to resolving the Research Project question) are
annotated concisely/briefly as part of an Annotated Bibliography.

SOURCE ANNOTATIONS SECONDARY SOURCES

Each source has an annotation that includes the following:
o Explicit identification of the source type i.e. book, website, article, video, documentary etc.
o Explicit identification of source topic i.e. technology in education
o Reference (full reference is preferred but URL is acceptable).
o Small screenshot of source (optional).
o Source is explicitly analysed for the following (this order is preferable):
Explicit explanation of if the source is/is not current (year of publication) and how this
impacts your research.
Explicit explanation of why the source is/is not credible (trustworthy) and how this
impacts your research.
Explicit explanation of why the source is/is not valid (gives accurate information) and
how this impacts your research.
Explicit explanation of why the source is/is not biased (subjective/objective) and how
this impacts your research.
o Source information/content is explicitly discussed in regards to why it is relevant/useful
(appropriate) to you in relation to at least one of the following:
Resolving a specific aspect of your Research Project question by developing your
knowledge/skills through providing you with specific information.
Confirming/cross-referencing your ideas/information gathered from other secondary
sources or research methods i.e. survey or interview.
Prompting you to realise you need to research into the topic further or something new.

GENERAL SOURCES REFLECTION

Each secondary research page has a concise reflection of either/both of the following:
o Capability/ies Development
Before writing a capabilities reflection, refer/review the Capabilities sheet to see all
aspects that fall under your chosen capability/ies
The reflection should explicitly and concisely explain of how you developed one/both
of your capabilities by mentioning:
What the development was
How you did it i.e. what processes did you use to undertake this development
Why/how it has developed your ability in this area of the capability
o Challenges/Opportunities
Explicit and brief explanation of any challenges or opportunities that were encountered
during secondary research.
Explicit and brief explanation of how challenges were overcome/opportunities were
taken advantage of, and how this impacted your research.

Created by Ms Zehle March 2015 updated September 2016

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PAGES 6 8: PRIMARY RESEACH SECTION (assessment design criteria D1, D2, D3, D4)

The each primary research method section has a heading i.e. Interview
Primary research is appropriately organised into sections based on method
Key sentences/phrases/words have been bolded or highlighted (pale colour only).
All graphs/tables/charts based on qualitative and quantitative data obtained from
surveys/interviews/questionnaires etc. have been created by the student using Word or Excel.
All annotations and reflections have been colour coded (where possible) so that variation of
annotation is immediately obvious match the colour key in header. Ensure consistency.

PROVISION OF PRIMARY RESEARCH CONTEXT PRIMARY RESEARCH SECTION

At the beginning of primary research method section/page (before results/responses are analysed),
the context of the research method is introduced by explicitly and concisely explaining:
o Why you anticipated that this research method was appropriate to conduct in relation to
resolving an aspect of your Research Project question.
o Who you decided to survey/interview etc. and why this person/sample was chosen:
Why you anticipated that this person/sample would contribute high quality
qualitative/quantitative data that would be relevant and useful to you.
o If any challenges/opportunities arose during the process of organising or carrying out the
research method, and how they were resolved/taken advantage of.
o How you were ethical in the organisation of your research methods/collection of data:
Informed consent (anonymity, right to withdraw, sensitivity).

ANNOTATIONS OF INDIVIDUAL QUESTIONS AND RESPONSES PRIMARY RESEARCH SECTION

Each primary research method has annotations that include the following:
o Concise discussion that compares the purpose/motive of asking individual to the responses
received.
o Key knowledge/skills learned/gained from individual responses is identified as is emerges
and is explicitly discussed in regards to why it is relevant/useful (appropriate) in relation to at
least one of the following:
Resolving a specific aspect of your Research Project question by developing your
knowledge/skills through providing you with specific information.
Confirming/cross-referencing your ideas/information gathered from other secondary
sources or research methods i.e. survey or interview.
Prompting you to realise you need to research into the topic further or something new.

END REFLECTION OF INDIVIDUAL PRIMARY RESEARCH METHODS

Each primary research method section has an explicit reflection that includes discussion of the
following:
o How effective/appropriate undertaking the research method was in relation to resolving an
aspect of the Research Project question.
o How effective/appropriate the choice of person/sample selected was in relation to
contributing expert information.
o Qualitative/quantitative data gained through this research method is explicitly analysed for
the following:
Explicit explanation of if the person/samples knowledge is/is not current (up-to-date
knowledge) and how this impacts your research.
Explicit explanation of why the person/sample is/is not credible (trustworthy) and how
this impacts your research.
Explicit explanation of why person/sample is/is not valid (gives accurate information)
and how this impacts your research.
Explicit explanation of why the person/sample is/is not biased (subjective/objective)
and how this impacts your research.
o Capability/ies Development
Before writing a capabilities reflection, refer/review the Capabilities sheet to see all
aspects that fall under your chosen capability/ies
The reflection should explicitly and concisely explain of how you developed one/both
of your capabilities by mentioning:
What the development was
How you did it i.e. what processes did you use to undertake this development
Why/how it has developed your ability in this area of the capability
Created by Ms Zehle March 2015 updated September 2016

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PAGE 9: CAPABILITIES DEVELOPMENT REFLECTION SECTION (assessment design criteria D4)

The capabilities reflection section has a heading: Development of Capabilities Reflection.

Key sentences/phrases/words have been bolded or highlighted (pale colour only).
Screenshots (with captions) have been included (where possible) to illustrate your examples.
Each capability is distinguished by its own subheading or has been bolded or highlighted.
The development of each capability is thoroughly explained by:
o Discussing to at least three examples of development from your research.
o The development of each example is explicitly explained by referring to:
Your ability level in this capability example prior to starting the Research Project.
What the development in this capability was.
Which processes/steps you undertook in order to develop this capability example.
Your ability level after completing these processes/steps, and how this shows that you
have developed your ability and knowledge of what is involved in this capability.

PAGE 10: OUTCOME OUTLINE SECTION (assessment design criteria D1, D2, D3, D4)
The Outcome outline section has a heading: Outcome Outline.
The Outcome outline is presented as mind map/lotus diagram/table (or combination) and has a
reflection.

OUTCOME OUTLINE MIND MAP/LOTUS DIAGRAM/TABLE

The Outcome outline mind map/lotus diagram/table (or combination) is thoroughly developed and
demonstrates:
o What format your Outcome will be presented in (report, essay etc.).
o Who the anticipated audience of your Outcome will be (who would be interested in your
research).
o What the key findings will be presented in the Outcome.
o Which sources (include references) will support each finding in the Outcome.

OUTCOME OUTLINE REFLECTION

The Outcome outline reflection includes the following:
o Explicit and brief explanation of why you chose to develop your Outcome outline in a mind
map/lotus diagram/table (or combination) format.
o Explicit and brief explanation of how this Outcome outline has helped you to plan your
Outcome:
What your key findings/sections will be.
Which sources you will use to substantiate your findings.
o Thorough explanation of how creating the Outcome outline helped to develop one or more of
your capabilities.

Created by Ms Zehle March 2015 updated September 2016

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