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From the Principal

From the Principal

Dear St Michael’s College Community,

YearA grade bandB grade bandC grade bandD grade bandE grade bandA+
202068%31%1%0%0%36 students
201961%36%3%0%0%39 students
201857%39%4%0%0%30 students
201753%38%9%0%0%26 students
201649%46%5%0%0%21 students
201548%41%12%0%0%16 students
201439%41%20%0%0%7 students
201327%49%24%0%0%3 students

Earlier this week, the SACE Board released the Research Project results for Semester 1 2020. The Research Project is a compulsory 10-credit subject undertaken at Stage 2 (Year 12 at St Michael’s College), where students must achieve a C– grade or better to complete the subject successfully and be eligible for their SACE.

The SACE Board summarise the Research Project as follows:

Students across the state choose a research question that is based on an area of interest to them and explore and develop one or more capabilities in the context their research. 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.” (SACE Board)

Whist there has been varied discussion about the value and place of the Research Project in SACE over the years, I firmly believe it is of great value to our students and provides them with a much needed opportunity to develop lifelong learnings, whilst exploring areas of personal interest. It is increasingly important for us to provide opportunities for young people to identify the uniqueness of their skills, qualities, characteristics, and passions so they can prioritise these when making choices about who they are as people, learners, and leaders in this ever-changing world.

Some examples of St Michael’s students’ Research Project questions from this year include:

  • What are the most effective climate change mitigation strategies for Northern Territory Parks and Reserves?
  • How can flow psychology be harnessed to optimise physical circus production?
  • How can buying second hand clothing be further encouraged to reduce the impact of fast fashion on the environment?
  • To what extent is the differentiated class room equipped to support the education of gifted students?
  • Should music lessons be compulsory for early learners?
  • To what extent are advancements in artificial intelligence likely to influence our medical landscape in the near future?
  • To what extent do stem cell transplants impact the lives of hematologic patients?
  • What are the key considerations when world-building for a fantasy novel?
  • What are the optimal recovery procedures for adolescent basketballers in a tournament setting?
  • To what extent can Remotely Piloted Aircraft Systems (RPAS) be used to effectively monitor Australian Beaches for the purpose of saving lives?”
  • Have recent amendments to Rule 35 effectively reduced experiences of racism amongst AFL players?
  • Which tea ingredients best harness both biochemical and physiological factors to ultimately improve vocal health and reduce performance anxiety?​

The results achieved by our Year 12 students this year were once again outstanding by any measure. The table below also indicates what can be done when a school community commits to an improvement agenda built around a meaningful purpose for the benefit of our students. This is central to our aspiration that ‘each individual is confident to explore their curiosities, flourish and fully realise their potential’. Well done to our students on their achievements, and to the talented, passionate, and dedicated teachers who worked with them.

Overall, the 209 students studying Research Project B achieved the following grades in band (previous years’ comparisons shown):


John Foley