Society and Culture
Personal Interest
Project
Student: _____________________________________________
2015
2015
Student: __________________________________________
Personal Interest Project
PIP Resources
Changes to the PIP requirements
PIP Course Requirements and marking criteria
(from Syllabus)
Creating an INTEGRATED PIP
How to create a Fantastic PIP
PIP outline from HSC Online
Choosing a PIP topic
Past PIP topics and sample PIPs
Course Concepts
Social & Cultural Literacy
Research Process
Research Methods
Using Personal Reflection in your PIP
Ethical research
Limitations of your research
Guide to writing the PIP
Referencing in your PIP and avoiding Plagiarism
Referencing Guide
How to prepare an Annotated Resource List and samples
Samples from effective PIPs
Finishing your PIP: Final Reminders
PIP Checklist
Tick / date when read
or completed
PIP Requirements
Are outlined in the Society and Culture Syllabus, found at;
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
(or just Google “Society and Culture Syllabus)
The Syllabus also contains information about the fundamental course concepts,
research methodologies, ethical research and a Glossary containing definitions of
many of the course concepts and all of the research methodologies.
Further information about the PIP and the Marking Criteria are available in the
document titled Assessment and Reporting in Society and Culture Stage 6 at the
Board of Studies website, also accessed at the above website.
PIP Resources
Sample PIPs:
 Lists of past Pip topics and short excerpts from them; http://www.scansw.com.au/
(or Google “Society and Culture Association NSW” then click on “resources” at the top of the
webpage, then “Personal Interest Project” then “HSC and PIP Awards”)
 PIP extracts on the State Library website:
http://www.sl.nsw.gov.au/services/learning_at_the_Library/pip_extract_index.html
 View samples of past PIPs from the HSC Standards Packages at;
http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#s
 The Wagga City Library has copies of Award winning PIPs
 Annotated samples (extracts from various sections of PIPs with notes inserted
about the strengths / weaknesses of each sample) available from the Society and
Culture Association website: http://www.scansw.com.au/ then click on “resources” at the
top of the webpage, then “Personal Interest Project” then follow the link under the heading
2009 AGQTP Grant PIP Resources
Other useful resources for the PIP;
 Class textbook/s
 Other PIP resources on the Society and Culture Association website;
http://www.scansw.com.au/
(or Google “Society and Culture Association NSW” then click on “resources” at the top of
the webpage, then “Personal Interest Project” )

the HSC online website;
http://hsc.csu.edu.au/society_culture/pip/pip/pip.html
 Newsbank (database of newspaper articles accessed via school homepage)
Available in the Library;
 Articles in the “Culturescope” magazines
 The “Issues in Society” series
 Articles in the “Current Social Issues” folder
Society and Culture
Changes to the PIP requirements
Most of the content of past PIPs is still relevant and can be very useful for providing
samples for students.
However, when reviewing past PIPs other information related to the PIP it is
important to be aware of changes which have occurred.
From 2010:
 The value of the Personal Interest Project was increased from 30% to 40% of
the external HSC exam mark. (Correspondingly, the exam was reduced from
70% to 60%).
 The Central Material word limit was reduced to 4000 words (previously it
was 5000 words)
 Continuity and / or change became compulsory
From 2015
The above changes from 2010 are still applicable, plus
 The new Syllabus implemented for Year 11 classes from 2014 for the HSC exam from 2015
affects the PIP in the following key aspects;
 Although the 5 fundamental concepts remain unchanged, definitions for some concepts
have changed slightly (Syllabus pages 15 – 16)
 The “4 additional concepts” have now become “6 additional concepts” (power, authority,
gender, technologies, identity and globalisation) (Syllabus page 17)
 There have been some slight alterations and adjustments to definitions of some Research
Methodologies (Syllabus pages 18 – 20 and Syllabus Glossary pages 51 – 59)
 MESO world has been added (previously only Micro and Macro worlds) (Syllabus p 24)
 Slight alterations to the characteristics of Social and Cultural Literacy (Syllabus page 25)
Reiterating above, many samples and sources of information are still very
useful, but the current Syllabus should always be checked and followed
to ensure that your PIP meets the current requirements.
Society and Culture
HSC course
Assessment structure
INTERNAL ASSESSMENT
EXTERNAL ASSESSMENT
The “ Assessment”mark;
 Assessment Tasks
 Half-year exam
 Trial HSC Exam
The “Examination” mark;
These create a mark out of 100
which is sent to the Board of
Studies.
 The Personal Interest Project (40
marks)
 The HSC exam (60 marks)
The HSC mark is the average of the assessment mark and
the examination mark.
From Society and Culture Syllabus (page 35) published in 2013 for first use for
the HSC course in 2015
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
8.5
Content: Society and Culture HSC course
HSC core: Personal Interest Project
(30% of course time)
The Personal Interest Project is integrated across the whole HSC course and draws together the
interests, research skills and personal experiences of the student.
Outcomes
A student:
H1
H4
evaluates and effectively applies social and cultural concepts
assesses the interaction of personal experience and public knowledge in the development of social and
cultural literacy
H5 analyses continuity and change and their influence on personal and social futures
H6 evaluates social and cultural research methods for appropriateness to specific research tasks
H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness,
validity and bias
H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate
for tasks ranging from the simple to the complex
H9 applies complex course language and concepts appropriate for a range of audiences and contexts
H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms
Content
Social and cultural research methods are to be applied through the process of completing the Personal
Interest Project.
Students are to:

develop a research proposal clearly outlining the topic, question or problem

select appropriate concepts to ensure that the topic and the subsequent research relate to the Society
and Culture course

select methods appropriate to the research proposal and apply these to the topic

gather and evaluate information and sources related to the topic

draft and edit text that analyses and synthesises the findings of the research

complete all formal requirements of the Personal Interest Project:





introduction
log
central material
conclusion
resource list

achieve an appreciation of the ethical implications of social research and apply these to the Personal
Interest Project (see page 21)

communicate the findings of their research.
Note: See Assessment and Reporting in Society and Culture Stage 6 for the
requirements of the Personal Interest Project. This document and other resources and advice related to
the Personal Interest Project are available on the Board’s website
(www.boardofstudies.nsw.edu.au/syllabus_hsc).
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-culture-assessment-reporting.pdf
Creating an INTEGRATED PIP
Integration is a critical element in creating a PIP which can
achieve a high band result.
The following excerpt is taken from:
Assessment and Reporting in Society and Culture Stage 6
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
Integrative skills
Has the Personal Interest Project integrated various aspects of Society and Culture?
Does the Personal Interest Project achieve a coherent structure?
Do the conclusions proceed from the statements in the introduction and the
arguments presented in the central material?
And from the Society and Culture Syllabus;
Is personal experience related to public knowledge?
The cross-cultural perspective and continuity and/or change should be integrated
in Ensuring
the central
material of the Personal Interest Project.
that your PIP is integrated can have a substantial impact on your final result.
So, how can you achieve this ?
One essential strategy for creating an integrated PIP is to structure your Central Material into
sections (usually Chapters), each of which is based on examining a particular theme or issue.
Each chapter should then incorporate a mix of;




Primary research
Secondary research
Cross-cultural perspective/s
Continuity and / or change
DO NOT organise chapters in a structure such as Chapter 1: Primary Research, Chapter 2:
Secondary Research, Chapter 3: Cross-cultural study, Chapter 4: Continuity and Change – each
of these aspects should be mixed in (integrated) throughout your PIP, NOT just in one section.
Have a look at high achieving past PIPs to examine how integration is achieved.
How to Create a Fantastic Personal Interest Project
by Robin Julian, Monte Sant' Angelo College
1. What IS a Personal Interest Project?
• Using appropriate methodologies, a student spends three terms researching a
focussed topic that is of interest to him/her, can be connected to Society and Culture
through the course concepts and which includes a cross-cultural perspective.
2. What does doing the PIP do for a student?
• Learn invaluable research skills
• On completion, an exhilarating sense of achievement
• becomes a genuine 'expert' on the chosen topic
• Real independent learning occurs — especially important if the student goes on to
tertiary study.
3. What's in a PIP?
• The introduction (500 words)
A brief description of what the topic is about, why it was chosen, and how it
contributes to a better understanding of Society and Culture. It explains and justifies
the choice of methodologies and specifies the cross-cultural component.
• The Log (500 words)
A summary of the student's diary, which shows the sequential development of the
project
• Central Material (2,500 — 4.000 words)
Containing description and analysis of the research carried out in investigation of the
focus question or hypothesis. May include photos, tables or graphs, but these must be
labeled and incorporated into the text through discussion. Must contain a crosscultural perspective.
• Conclusion (500 words)
What has the student learned from doing the PIP?
• Resource List
with annotated references
4. Getting started: possible sources of ideas
• Family/personal world
• An issue the student already feels strongly about
• Social issues arising from S&C or other classes
• Social issues arising from films, novels, TV documentaries, magazines
• Class discussions
• Inspiration from past PIPs and ex-S&C students
• Inspirational people in the student's life
• Interests and hobbies
• Future career ideas
5. Cross-cultural?
• The student must show some knowledge and understanding of viewpoints other than
their own
• The topic needs to reflect a perspective different from the immediate culture of the
student (over space and/or time)
• For example: generation, socioeconomic group, gender, ethnicity or location
• The cross-cultural perspective needs to be integrated into the central material of the
project
Examples:
—Comparing marriage rituals in two different cultures (ethnicity, location)
— Researching the similarities and differences in mother daughter relationship
between the student, student's mother and student's grandmother (generation)
— Examining the different approaches to communication exhibited by males and
females (gender)
6. What about structure?
• Make sure all the essential elements are there: Log, Introduction, Central Material,
Conclusion, Annotated Resource List
• Using a 'chapter' format for the Central Material can help students organise their
information and set short term progress goals.
7. The 'chunk' approach
One of the most important strategies a student can apply to the process of putting a
PIP together is to view the project as something that can be broken into smaller
chunks.
A PIP can seem insurmountable unless the student realises that small chunks (like
arranging and carrying out an interview) can be achieved in a realistic time frame.
Of course, time management skills help immeasurably to achieve the ultimate goal of
assembling all the chunks into an integrated whole.
8. Why are S&C 'Concepts' so important?
• The smooth, effective use of concepts distinguishes the PIP as a professional piece
of Society and Culture work
• Concepts make the important connection between the student's research and the
subject Society and Culture
• The use of concepts indicates understanding of the social world i.e. social and
cultural literacy.
9. The teacher's role
• Help with topic choice and refinement of question/changes of direction or topic
• Monitor and encourage 'chunk' progress
• Provide instruction in research methodologies
• Provide instruction and advice about referencing of secondary sources
• Help the student believe in his/her ability to complete the PIP
• Provide ladders to scale 'brick walls'
10. What are the features of a good PIP?
• Well-conveyed passion for the topic
• Clear focus and direction
• Integrated flow of different aspects (including cross-cultural perspective) and
methodologies
• Originality, or a fresh approach to a 'preloved' topic
• Thorough, ethical and appropriate research methodologies applied — primary
supported by secondary
• Comfortable incorporation of S&C concepts
• Logical conclusions reached
• Someone reading the PIP feels that the student has undertaken a genuine 'learning
journey'
HSC online:
http://hsc.csu.edu.au/society_culture/pip/pip/pip.html
Society and Culture
Home > Society and Culture > Personal Interest Project > The Personal Interest Project (PIP)
The Personal Interest Project (PIP)
Outcomes
Why do a Personal Interest Project (PIP)?
Methodologies
Getting started
Teacher assistance
The structure
Importance of Society and Culture concepts
Meaning of “cross-cultural”
The “chunk” approach
Features of a good PIP
Questions
More
Outcomes
A student:
H1
H4
evaluates and effectively applies social and cultural concepts
assesses the interaction of personal experience and public knowledge in the development of social and
cultural literacy
H5 analyses continuity and change and their influence on personal and social futures
H6 evaluates social and cultural research methods for appropriateness to specific research tasks
H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness,
validity and bias
H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate
for tasks ranging from the simple to the complex
H9 applies complex course language and concepts appropriate for a range of audiences and contexts
H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms
Focus: During the HSC course you research a topic of your own choice that must be connected to
Society and Culture, through the course concepts, using appropriate methodologies and including a
cross-cultural perspective.
Why do a Personal Interest Project (PIP)?
Through the PIP process you learn valuable primary and secondary research skills such as;
interview, focus group and questionnaire techniques, as well as expertise in gathering information
from books, journals and electronic sources.
On completion, many students report experiencing an exhilarating sense of achievement, not just
because a major piece of work is finished, but also because he or she has become an “expert” on the
chosen topic. The independent learning skills that you develop will be very useful in the future,
especially if you choose to continue your studies at a tertiary level.
Methodologies
Appropriate methodologies you could use to research your PIP include:
survey; case study; participant observation; content analysis; focus group; action research;
questionnaire; interview; statistical analysis; ethnographic study; personal reflection; secondary
research.
When researching you should strive to be ethical, i.e. considerate of people’s privacy; asking
permission to use information others have provided; seeking permission if you wish to use
interviewees’ names; taking care when researching sensitive issues; always acknowledgingthe
sources of secondary information.
For more information go to the Methodologies section (Page 31) in HSC Core of the Society and
Culture Syllabus, which can be accessed via the Syllabus button at the top of this page.
Getting started
Ideas for PIP topics can be found if you consider: your family or personal world; a social issue you
already feel strongly about; issues arising from Society and Culture or other classes; social issues
arising from films, novels, TV documentaries, magazines, “net” browsing; class discussions;
inspiration from past PIPs and past Society and Culture students; inspirational people in your
student’s life; involvement in community activities; interests and hobbies; future career ideas.
You will know your idea is a good one if it can be connected to the Society and Culture course
through the course concepts. Once you have settled on a topic, it will need to be refined so that your
PIP has a manageable focus. Your teacher can help you achieve this.
Teacher assistance
Your teacher can advise you on topic choice, refinement of question or hypothesis or changes of
direction or topic. He or she can also monitor and encourage the “Chunk” approach, provide
instruction in research methodologies and provide instruction and advice about referencing of
secondary sources. Your teacher can also help you believe in your ability to complete the PIP and
provide ladders to scale any “brick walls”.
The structure
The introduction (no more than 500 words):
A brief description of what the topic is about, why it was chosen, and how it contributes to a better
understanding of Society and Culture. It explains and justifies the choice of methodologies and
specifies the cross-cultural component.
The log (no more than 500 words):
A summary of your diary, which you have kept throughout the entire research process. It shows the
sequential development of the PIP. This is often the most “revealing” section of your work.
Central material (should be between 2500 – 4000 words):
This contains description and analysis of the research carried out in investigation of your focus
question or hypothesis. It may include photos, tables or graphs, but these must be labelled and
incorporated into the text through discussion. This section must contain a cross-cultural perspective.
All sources of secondary information need to be acknowledged by using a method such as the
Harvard system. Using a “chapter” format may help you organise your information more effectively
and set short-term progress goals.
Conclusion (no more than 500 words):
What have you learned from doing the PIP? Reflect on social and cultural literacy.
Resource list:
Annotated references. This means a list, alphabetical by author’s name, with full publication details
and a brief description of how each item was useful in your research process. Your resource list can
be categorised according to whether it is print material, video, film, CD-ROM or Internet.
Importance of Society and Culture concepts
Concepts make the important connection between your research and the Society and Culture course.
The smooth, effective, integrated use of concepts distinguishes the PIP as a professional piece of
Society and Culture work. The use of concepts also reflects your understanding of the social world,
i.e. your social and cultural literacy.
Meaning of “cross-cultural”
You must show some knowledge and understanding of viewpoints other than your own. In other
words, your topic needs to reflect a perspective different from your immediate culture (in terms of
space and/or time). For example: time or generation, socio-economic group, gender, ethnicity or
location. The cross-cultural perspective needs to be integrated into the Central Material section of
your project. Examples may include: comparing marriage rituals in two different cultures (ethnicity,
location); researching the similarities and differences in mother-daughter relationships between
yourself, your mother and your grandmother (time/generation); examining the different approaches
to communication exhibited by males and females (gender).
Continuity and Change
Your PIP must demonstrate knowledge and understanding of continuity and change. You may
include information about the changes from the past to the present and how it might change in the
future. You might consider how people of different generations view the information in your study.
Integrative Skills
The PIP should integrate different aspects of Society and Culture. Integrating means to bring
together a number of aspects using a coherent structure. The conclusions of the study should be
based on the information found in the introduction as well as the body of the study.
Communications Skills
Your PIP should demonstrate your ability to communicate using social and cultural literacy as well
as effective communication to the intended audience.
The “chunk” approach
One of the most important strategies you can apply to the process of putting a PIP together is to
view the project as something that can be broken into smaller chunks. A PIP can seem
insurmountable unless you realise that small chunks (such as arranging and carrying out an
interview) can be achieved within a realistic time frame. Of course, time management skills will
help you to achieve the ultimate goal of assembling all the chunks into an integrated whole.
Features of a good PIP








well-conveyed passion for your topic
clear focus and direction
integrated flow of different aspects (including cross-cultural perspective) and methodologies
originality, or a fresh approach to a “pre-loved” topic
thorough, ethical and appropriate research methodologies applied—primary supported by
secondary
comfortable incorporation of Society and Culture concepts
logical conclusions reached
someone reading your PIP feels that you have undertaken a genuine “learning journey”.
Questions
1. Think of possible topics for your PIP and develop mind maps to explore possibilities for you
focus question or hypothesis.
2. What methodologies might be appropriate to research this topic?
3. What personal contacts might I already have to begin my research?
4. Where could I go to find secondary sources of information?
More: The Society and Culture Association journal Culturescope has published a number of
articles on the Personal Interest Project.
View examples of past students’ work from previous years either at your school or other schools.
Guide to Addressing the PIP
by Kevin Steed, St Marys Senior High School
Choosing Your PIP Topic
The following exercises will help you to choose and refine a suitable
PIP topic as well as develop appropriate research questions and
methodologies.
Remember, to be successful at this exercise, you must carefully
work your way through the set questions and guidelines in an
honest manner. Don’t fool yourself by answering half-heartedly!
Once you have done this, a PIP topic will emerge that:
•
is of interest to you,
•
has a high degree of socio-cultural relevance,
•
has clear micro-focus.
Where Do You Start?
Most Year 12 Society & Culture students are faced with the
following concerns:
•
I need to undertake a social investigation
•
I don’t know where to begin
•
I have no skills or training in research
•
I am a little frightened by the task.
Throughout the first few weeks/months of Year 12, you will think of
many possible topics for your PIP. Most of these will be discarded
as you realise that your chosen topics:
•
are too broad
•
are not really related to Society and Culture concepts
•
pose difficulties in research.
Selecting a Research Question
If you haven’t already selected a research topic, you might like to
begin by jotting down some of your ideas. This is called
brainstorming. When you brainstorm you jot down ideas as they
occur to you.
The important thing is to think of as many ideas as possible. The
sorting out and organising of ideas comes later when you have
finished brainstorming. Even during the sorting and organising
process you will get more new or linked ideas. It is all part of the
process of building on what you know from personal experience
and public knowledge.
Make sure that you talk to your family and friends about topics you
would like to study – add their ideas in as well. The next step will be
to work out which of your ideas have social and cultural
significance. Select those ideas (which could be suitable topics) and
jot them down.
How Suitable Are These Topics?
To determine whether your topic is suitable, you will need to ask the
following questions:
•
•
•
•
•
•
•
•
Is it relevant to Society and Culture?
What fundamental course concepts does it relate to?
What other important concepts are involved?
Does it have a cross cultural dimension?
Can it easily be turned into a research question?
Will it be possible to obtain research data during the year?
Do I have access to sufficient resources to carry out the research?
Is the activity I am investigating legal?
Now, select the topic which you think is most suitable.
Write it down.
State the reasons why you want to undertake this research.
The topic you have chosen might well become the basis of your
research. Look at your research topic and ask yourself:
•
•
•
Is the topic too broad, or too narrow?
Are resources available to research it?
What are the key ideas?
Remember that a resource for Society and Culture students can be any
one of the following:
•
a person
•
library
•
book
•
a website
•
data gathered from questionnaires
•
Government publications (eg Australian Bureau of Statistics)
In order to develop your study topic you must draw a mind map
of headings that could prove to be useful include:
•
How useful is my research?
•
What conclusions can I draw?
•
How will I present data? (graphical/statistical/pictorial etc)
•
How will I organise data? By what method ?
(eg chapters/headings etc)
•
How will I collect and record information? (methodologies)
Remember that when you draw a mind map, you start at the centre
of a blank page. That is where you place your central idea – in this
case it would be your research question or hypothesis.
Turning Your Research Topic Into An Enquiry Question
An enquiry question can take several forms:
•
descriptive – eg what is?
•
explanatory – eg why are?
•
predictive – eg what might?
•
evaluative – eg what are the merits of?
Whatever form the question takes it must be in a form which it is
practical to research.
Write your research topic in the form of an enquiry question.
What are your reasons for doing this study?
•
Is my topic an important issue?
•
Will it be of benefit to other people?
•
Does it interest me?
What are your reason or reasons for selecting this research topic.
Now, let’s get back to your PIP topic. Write down your statement of
interest.
Now write your statement of interest as a question.
Now turn your question into a hypothesis?
Reasoning behind the hypothesis.
In this section you state why you came up with this hypothesis.
Information Required
When you have worked out the key questions you need to decide
what information is required to answer each of the subsidiary
questions. But before you do that you might need to find specific
information about key words in your statement.
Are there any problem words in your statement? What are they?
Write down the dictionary definitions.
Conclusion
If you have reached this stage in conjunction with your teacher, you
should have developed a viable PIP topic and a blue print for the
research and writing of your first PIP draft. Make sure that you
consult very closely with your teacher as you do so! Remember, the
more often you show your teacher what you’ve have written, the
greater is the chance that a quality PIP response will emerge.
Choosing a PIP topic
Reviewing past topics can be a useful tool for understanding the type of issues which
can be explored in a PIP.
Some past PIP Topics

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“Blame it on the Boogie”- The effects of music on teenagers
Multiculturalism or Integration ?
“Are we playing God ?”- An investigation of the ethics of medical technologies
Conforming to the extreme –Why do individuals join extremist groups ?
City slickers and Country Bumpkins – The great Australian Cultural Divide
“Get real” – why are we infatuated with reality TV ?
“Fear not” – What are the causes and effects of social phobias ?
Savage to civil – can two cultures co-exist peacefully and form a successful multicultural
society ?
Australia’s perceptions of refugees
If we are all individuals, then why do people stereotype ?
Cultural Chameleons: An examination of first generation Australians with dual cultural
identity
The positive and negative effects of video games
The effects of birth order on an individuals’ personality
“What’s love got to do with it ?” An investigation into the impacts of music on perceptions
of love
“Be a good sport mate” : A study of the behavior in sport
“The dying art of the smack” : An investigation into discipline methods and their effects in
the home, school and community
“He said, she said”: an examination of the influences and effects of gossip
“I gotta have it” : An investigation of the impacts of advertising on Generation Y
Does modern society value “motherhood” appropriately?
Jumping the communication hurdle: a study of diverse ethnic groups in a local community
Is 30 the new 18 ?
Snobs V Ferals: An investigation into the stereotypes associated with public and private
schools and the impacts this has on identity and interactions between students.
Past PIP Topics
 Lists of past Pip topics and short excerpts from them; http://www.scansw.com.au/
(or Google “Society and Culture Association NSW” then click on “resources” at the top of the
webpage, then “Personal Interest Project” then “HSC and PIP Awards”)
 PIP extracts on the State Library website:
http://www.sl.nsw.gov.au/services/learning_at_the_Library/pip_extract_index.html
 View samples of past PIPs from the HSC Standards Packages at;
http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#s
 The Wagga City Library has copies of Award winning PIPs
 Annotated samples (extracts from various sections of PIPs with notes inserted
about the strengths / weaknesses of each sample) available from the Society and
Culture Association website: http://www.scansw.com.au/ then click on “resources” at the
top of the webpage, then “Personal Interest Project” then follow the link under the heading
2009 AGQTP Grant PIP Resources
Personal Interest Project: Possible Topics
General topic / area
Possible focus question & brief outline of topic
Concepts
It is not a requirement to include all of the fundamental course concepts in the PIP.
Only those that are relevant to the topic should be selected and should be integrated
throughout the Central Material.
When selecting concepts consider any of;
 The 5 fundamental course concepts - persons, society, culture, environment,
time (definitions pages 15 – 16 of Syllabus)
 The 6 “additional” course concepts - power, authority, gender, technologies,
identity, globalisation (definitions page 17 of Syllabus)
 Any other relevant concepts from the Preliminary or HSC courses – refer to
Syllabus for each topic and the Syllabus Glossary
As you review the Syllabus, make a list below of any concepts which may be relevant
to your possible topic/s:
Topic
Concepts
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
Some terminology relevant to research:
Definitions from the Syllabus Glossary
primary research
Original information or research data collected first-hand by the person
doing the research. This new information is collected using the methods
of social research.
secondary
research
The researcher collects and collates existing information or other
people’s research on a topic to be investigated. This information
is then synthesised as a whole by the researcher. Secondary research
is a qualitative method because the researcher makes subjective
judgements about what material is useful, and therefore used, for the
purposes of the research. Secondary research information can be
derived from formal reports, journals, newspapers, magazines and
other publications.
research design
The way that the researcher develops and sequences the research methods,
and the ways in which these are applied to collect the research data,
according to the principles elaborated through the choice of underpinning
methodology.
research method
The term ‘method’ refers to the specific tools of the investigation,
or the ways that data can be collected and analysed – for example,
content analysis, focus group, interview, observation, participant
observation, personal reflection, questionnaire, secondary research
and statistical analysis.
ethical
Ethics refers to moral issues of what is right or wrong. Ethical behaviour
follows understood codes of what is morally right when undertaking
any study of people or society. In terms of social research, this means
informed consent, confidentiality and privacy, consideration of the
possible effects on research participants and on the researcher herself or
himself, consideration of vulnerable groups, such as children, and the
avoidance of any covert research, which would mean that no informed
consent from research participants was given. Ethical research also means
that any material from sources other than the researcher’s own work
is clearly acknowledged.
Research methods
Definitions from the Syllabus Glossary
case study
The case study method involves the collection of data related to an
individual or small group through one or more research methods – for
example, observation, interviews and the collection of documentary
evidence. Because case study can, and often does, include different
methods to collect data, which are then combined with the purpose of
illuminating the case from different angles, case study is considered as
a methodology by many social researchers.
content analysis
Used to investigate and interpret the content of the mass media and
historical documents in order to discover how particular issues are
(or were) presented. At its most basic, content analysis is a statistical
exercise that involves counting, categorising and interpreting words
and images from documents, film, art, music and other cultural products
and media in relation to an aspect or quality of social life. When used
as a qualitative method, content analysis helps the researcher to understand
social life through analysis and interpretation of words and images from
documents, film, art, music and other cultural artefacts and media.
focus group
A research method used to collect data from an in-depth planned
discussion of a defined topic held by a small group of people brought
together by a moderator. An interview schedule, time and place are
organised. The recording of responses increases the success of this
method. The techniques of conducting the focus group are similar
to those of conducting an in-depth interview. However, the researcher
needs to be able to manage the discussion.
interview
An interview may be tightly structured, semi-structured, unstructured,
in-depth or conversational. This method involves the researcher and the
interviewee in a one-to-one situation and may be quite time consuming.
The researcher may interview several people at different times using the
same interview questions.
observation
Involves watching and recording behaviours within a clearly defined area.
non-participant
observation
The researcher observes the action taking place without actively
engaging in it or interacting with the participants. The researcher
draws meaning from what is being observed, rather than simply
counting specific actions as in a quantitative observational study.
Non-participant observation can be covert (participants not aware
of the researcher) or overt (participants aware of the researcher and
his or her purpose). A criticism of overt non-participant observation
is that the very presence of the researcher alters the behaviours and
interactions of those being observed (the Hawthorne effect). A criticism
of covert research is that it raises ethical concerns.
participant
observation
The researcher is immersed in the action being observed and his or her
role as researcher is not obvious. An example of participant observation
occurs when the researcher joins a group in order to study it. Researchers
using participant observation must be aware of the ethical implications
of this method.
personal reflection
The use and evaluation of personal experiences and values to demonstrate
analysis and interpretation of data in the context of the research focus.
questionnaire
A set of questions that can be closed-ended and/or open-ended that allows
for the collection of information from a large sample or number of people.
It is an impersonal instrument for collecting information and must,
therefore, contain clear questions that have been worded as simply as
possible to avoid any confusion or ambiguity. The questionnaire should be
designed to fulfil a specific research objective; it should be brief and the
sequence of questions should be logical.
statistical analysis
(data analysis)
Examining data to interpret meaning, make generalisations and extrapolate
trends. Often the data is in graphical form. Because data is expressed in the
language of mathematics, they should be evaluated and interpreted
by means of appropriate mathematical or statistical procedures.
Using the methodology of Personal Reflection in your PIP
From the Society and Culture Syllabus Glossary;
Personal Reflection
The use and evaluation of personal experiences and
values to demonstrate analysis and interpretation of
data in the context of the research focus.
It is called a Personal Interest Project, so you need to show the
markers that you are interested in learning about your topic !
This can be done in all sections of your PIP by using Personal
Reflections.
You should comment regularly throughout your PIP about your
own thoughts or opinions arising from both your primary and
secondary research findings, as well as examining your own
experiences where relevant and appropriate.
This can then be completed in your conclusion by reflecting on
what you have learned and how you now feel about the issue/s
examined in your PIP.
In the table below list any research methods which may be suitable for PIP
topics which you are considering.
Every PIP needs to have BOTH primary and secondary research, although
some may be more heavily weighted towards either primary or secondary,
depending on the topic. At least 2 primary research methods should be
used, but to use three primary plus secondary research is preferable. Most
PIPs will benefit from the use of a questionnaire to examine public
opinions regarding the topic, plus one or two other suitable primary
research methods.
Topic
Possible Research Methods
Ethical Research in your PIP
Demonstrating that you have been ethical in your research procedures is critical and
has a substantial impact on your result.
You should direct the markers attention to your ethical research by commenting on
how you achieved this when discussing your research methodologies and presenting
your findings in your Central Material and / or in your Log.
A few simple ideas;
 It is usually best to have participants remain anonymous, unless they are an
“expert” and have given you permission to identify them in your PIP,
otherwise assign them an alias (eg. Interviewee 1)
 Keep all research from questionnaires, interviews etc anonymous and
confidential – state this at the top of your questionnaire or interview schedule.
Give participants the option to choose not to participate, or to stop participating
at any time.
 Ask permission of participants before recording them (eg in an interview or
focus group)
The following excerpt is taken from:
Assessment and Reporting in Society and Culture Stage 6
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
Social and Cultural research methods
Does the PIP demonstrate some of the research methods essential to the Society
and Culture course plus any other distinctive procedures? Are the research
methods appropriate for the topic? Is there evidence of a systematic approach to
the study of the topic? Is there an awareness of both the limitations and
the values of the research methods used? Students should consider the
ethical implications of both their topic and the methods they employ to research
that topic.
The Limitations of your research
It is important to reflect in your PIP on the value (how useful) your
research methods are, but also their LIMITATIONS.
To fulfil this criteria you should comment on the success and valuable
information gathered using your chosen methods.
You must also consider the problems or difficulties you have had, or the
inaccuracies which may be present in your data. This reflects a mature and
honest approach to evaluating your own primary research and secondary
sources.
No research is expected to be completely accurate or problem-free, so it is
important to acknowledge that your research did not always proceed as
planned or achieve the outcomes you hoped or expected.
Aspects such as small sample sizes and limited time / resources are
common factors which often impact upon the validity of the results
primary research and ability to extrapolate results of your research to the
general population.
You should consider a variety of aspects which have impacted on your
research. This may be commented on in your Log, Central Material and /
or Conclusion.
Guide to the Writing of the PIP
by Kevin Steed, St Marys Senior High School
Introduction
First
paragraph:
• What is your PIP about and why did you
choose the area of enquiry?
Second
paragraph:
• What is your central hypothesis? ie what are
you setting out to prove via this research?
Third
paragraph:
• What methodologies have you employed in
this research and why?
• Justify your selection of research tools - what
are their advantages and why are they best
suited to your research topic?
Fourth
paragraph:
• Explain how your PIP investigation will
address the cross cultural component
• Remember to explain how this cross-cultural
perspective will allow you (the researcher), to
empathise with the “other”
• Also remember to explain how this cross
cultural study presents you with a view that is
beyond your normal realm of experience.
Explain how continuity and / or change will be
explored
Fifth
paragraph:
• This paragraph should allow you to round off
the introduction.
• It should also explain how this PIP “journey”
will enhance both your investigative skills and
your socio-cultural literacy
Central Material (CM)
1
Create around six (more if that is appropriate to your topic) focus questions that you would
like your hypothesis / research to answer. Use these as major headings or chapter titles
throughout the CM
2
Go through the syllabus systematically and select all of the relevant course themes that
relate to your PIP. Ensure that you “weave” these into the sentences and paragraphs that
eventually make up your CM – remember that your PIP should “read” like Society and
Culture!
3
Always try to blend (synthesise) both primary and secondary data throughout each section
of your CM. Where possible, try to support your primary findings with the work of other
researchers (secondary sources). Synthesis is the hallmark of a band 5/6 student!
4
Ensure that you source all information via footnote (even if it is from your research). Source
all of your primary research to your appendix items (include the exact appendix page
number via your footnote)
5
Place all quotes from questionnaires / focus groups / interviews etc in italics and source
them.
6
Do not insert photos, graphs or diagrams unless you intend explaining and analysing
them. (Otherwise place these into the appendix and simply refer to them via footnote)
7
When you quote your statistical findings in the CM, always try to explain what social and
cultural forces were at work to produce that data. Remember, the examiner is looking to see
if you are attempting to analyse (making a judgment) this data.
8
If you attempt to “analyse” your findings throughout the PIP, your mark starts to trend
upwards into the Band 5 range (ie 19–24 marks). If you simply “describe” your findings, your
mark will never move out of the Band 3 mark range (ie 13–18 marks) because of its
descriptive nature.
9
Always have a copy of the HSC PIP marking guidelines beside you as you write the CM.
Focus specifically on the 25–30 (Band 6) mark range. There are no secrets to the marking
process. If you adhere to these guidelines, you should score in that mark range. (assuming
of course, that you express yourself clearly, concisely and utilise the relevant course themes
and concepts).
10
Always show your work to your teacher to obtain constructive feedback. It’s also a good idea
to get others to read your work (Mum, Dad & friends). They will pick up spelling errors, poor
grammar etc and will also provide a litmus test for how clearly you have expressed your
ideas.
11
Be prepared to rework your CM many times. Every sentence and paragraph should be
crafted to ensure that it delivers a powerful socio-cultural message.
12
As you write, constantly ask yourself, “Is this section I’m writing helping me to prove my
hypothesis?” If the answer is no, then what you are writing is just meaningless padding. It
helps you to meet the word limit, but does nothing for your research.
13
Also try to ensure that you carefully craft the concluding sentences of each sub-heading so
that it “leads” into the next section of your PIP. By doing this, you create a smooth flow of
thoughts and ideas throughout the entire PIP response. Remember, its all about continuity
and integration!
14
Always be on the look out for information pertaining to your PIP topic. Read the newspaper
every day. Place them on your favourites file re your home computer; visit the school library;
browse quality book shops; check out amazon.com for book titles; read the weekly TV
guides; watch and listen to the ABC; regularly check the ABC web site (especially ABC Online). In short become even more socially literate!
15
Do not, under any circumstances, attempt to plagiarise information. Various internet
searches are undertaken as a matter of course at the Marking Centre. This is especially true
of work that reads/sounds as though it were produced from an academic source.
16
Finally, immerse yourself in your research. Enjoy the process, become expert, and grow as
a person!
Writing a PIP Conclusion
First
paragraph:
What did you learn as a consequence of your
chosen social investigation?
Second
paragraph:
Did your research prove the hypothesis that you
established for your inquiry? If not, why not?
Third
paragraph:
How effective were your research tools? How
appropriate were they with the advantage of
hindsight? Did they work? Why?
Fourth
paragraph:
If you were to undertake this research again,
what changes would you make to both your
methodology and process? Why?
Fifth
paragraph:
How has this research enhanced your social
literacy? How have you grown as an individual
and researcher because of the PIP experience?
Referencing in your PIP: Avoiding Plagiarism
You must reference throughout your PIP at any time when you use information, ideas
or quotes from a source.
This may be through the use of either in-text referencing or footnotes. Most PIPs use
footnotes for referencing.
The full Bibliographic details of any source referenced in your PIP should also appear
in your Resource List.
From the Mater Dei Referencing Guide;
Reasons for referencing
When you use the ideas or words or work of another person in your
work, you must acknowledge this. Referencing allows the reader to
find the same sources of information that you did, to enable them to
read more on the topic or to check your interpretation. It is also
important to give credit where it is due. Referencing makes it clear
when you are drawing your own conclusions from the evidence
presented, or where you are quoting or paraphrasing from another
person's work. Most importantly, by referencing you avoid
plagiarism.
Plagiarism is to pretend that ideas or language of other people are
your own. In your assignments, you imply that all of the ideas and
language are your own, unless you explicitly indicate otherwise. If
you fail to make clear that sections of your work are not your own,
then you are guilty of plagiarism. Plagiarism is stealing, and is a very
serious offence.
You must reference when:
• quoting the exact words of another writer
Any concerns about plagiarism due to insufficient referencing can have a substantial
impact on your result. In serious cases it may result in a zero mark.
There is no set requirement regarding the style of
referencing to be used in the PIP. Whatever style is used
should be thorough and consistent throughout the PIP.
How to prepare an
Annotated Resource List for Society and Culture
This has two components:
A
reference list - refer to guidelines for using Harvard system.
and
an Analysis of EACH source.
This should be provided below each source and consist of one or two sentences commenting on;
 the usefulness of the source (e.g. which areas of the task did it assist you with ?).
 Your assessment of the validity of information (how accurate / reliable it is)
 Potential or actual bias.
NOTE: Do not be afraid to suggest that a resource may be biased - this does not mean that a
resource is not useful. You should acknowledge if a resource is/ may be biased and demonstrate that
you have been aware of this and used the resource carefully. For example, an interview is inherently
biased - it is one person’s opinion - but this does not mean that interviews are not useful. They are
an extremely valuable research resource, providing you are aware of the bias involved.
Some suggested aspects to consider when analysing validity / bias;
 where did the information come from ? is it recent, or outdated ? how was it collected ?
 who is the author ? Is he/she “qualified” in this area ? (anyone could create a web page and
present their information as fact !)
 what is the authors purpose ? what perspective are they presenting? who is the intended
audience?
 Is the author making a balanced judgement ? Do they seem to be trying to persuade the
reader / viewer to a particular point-of-view ?
 what information may have been selectively “left out” in order to present a particular view ?
 is the publisher reliable / well known ? (eg. well known university, the ABS, Sydney
Morning Herald newspaper are examples of sources generally well respected for their
accuracy)
 has the information been researched thoroughly and using valid techniques ?
For example;
How would you evaluate the validity / bias of a website which is promoting the positive aspects
of the views of the Klu Klux Clan ? (While you may have a personal opinion about this source
and its contents, it may be a very useful source that you could use for a variety of purposes.)
Consider, which of the above points could you use to write an evaluation of this source ?
(Remember to be objective – give REASONS for your evaluation – refer to some of the
suggestions given above.)
Some sample annotations
Pyers, G. Gott, R. (1993). Fertility Rights: The IVF Debate. CIS Publishers, Melbourne, Australia
- This source of information gives a detailed representation of both sides of the IVF debate. It was
both reliable and valid as coincided with all the other information that was presented. It was
unbiased due to the fact that it provided arguments for both sides of the debate and did not
attempt to persuade the viewer to take a side.
Enough Rope with Andrew Denton. Philip Nitschke. (2007). ABC, Australia. 19 November,
[DVD]
- This DVD of an ‘Enough Rope’ episode was quite helpful towards my research regarding Philip
Nitschke, a well known euthanasia advocate. Denton questioned Nitschke thoroughly regarding his
work and beliefs, which aided my understanding of him as a person immensely. The source was
reliable and valid, as Nitschke was talking about himself and his experiences in first-person. The
source was also unbiased as it did not portray Nitschke in a negative or positive light. It allowed the
viewers to come to their own conclusions.
Hamer, J. (1980). Declaration on Euthanasia [Internet]. The Vatican, Vatican City, Rome. <
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_1980
0505_euthanasia_en.html> (accessed 2 April 2008)
-This source is an official document for the Sacred Congregation for the Doctrine of Faith, which
occurred in 1980 and consequently decided the Catholic Church’s position regarding euthanasia.
This source is reliable and valid, as it is directly sourced from the Vatican. This source could be
deemed biased, due to the fact that it is from a Catholic perspective.
No author stated. Last updated 2004. Religion and Ethics – Buddhism [Internet]. BBC, United
Kingdom. < http://www.bbc.co.uk/religion/religions/buddhism/buddhistethics/abortion.shtml>
(accessed 2 April 2008)
-This website was totally devoted to discussing religious ethics, pertaining to a number of religions.
In this instance, Buddhism was being discussed, and their position regarding abortion. I found this
source to be valid, as well as reliable, as it was published by the BBC, a well-known and often
sourced broadcasting company in Britain. The information presented also included a number of
quotes from well known individuals from different fields of expertise, therefore reiterating the
reliability. The information was unbiased, as it was just stating Buddhism’s position regarding
abortion, not the writer’s position.
A sample of an Annotated Resource List
Australian Bureau of Statistics (2000) Canberra, Viewed 13 July, 2011,
http://www.abs.gov.au/ausstats/abs@.nsf/.
This site provided useful quantitative information in relation to the trends of women having children. The information
was provided by the Australian Bureau of Statistics and therefore presented reliable, unbiased and valid information as
it was completely factual and objective.
Australian Government, Department of Families, Housing, Community Services and
Indigenous Affairs (2010), Improving women’s economic wellbeing, viewed 10 may, 2011,
http://www.facsia.gov.au/sa/women/pubs/general/factsheet.
This source is an official document for the Australian Government, it is densely academic and provides an incredibly
comprehensive account and analysis of women economic and social situation. This source is reliable and valid, as it is
directly sourced from the Australian Government and provided factual information. However, this could suggest and
element of political bias. The site was useful in providing current statistics regarding women’s workforce participation
and levels of education.
De Vaus, D. (2011) Australian Government, Australian Institute of Family Studies, Diversity
and change in Australian families: Statistical profiles, viewed 20 May, 2011,
http://www.aifs.gov.au/institute/pubs/diversity/summary.html.
This site provided useful quantitative information. It provided reliable and up to date information as it was last modified
in 2011. The information presented was factual and sourced Australian Government, Australian Institute of family
studies suggesting further reliability. However, the site may suggest an element of political bias.
McLeod, F. (2008) Glass ceiling still firmly in place, The Australian, viewed 13 July, 2011,
http://www.theaustralian.com.au/business/legal-affairs/glass-ceiling-still-firmly-in-place.
This site provided useful quantitative information in relation to the ‘glass ceiling’ and underrepresentation of women in
the legal profession. This site proved to be valid and reliable, as another website I used provided the same information
with few discrepancies. However the site may have contained slightly out of date information as it was published in
2008, for my research however this information was still relevant.
Kolar, V and Soriano, G. (1998) Parenting in Australian Families: A comparative study of
Anglo, Torres Strait Islander, And Vietnamese communities.
I found that this source was valid as the authors had conducted extensive research, which was gauged by the extensive
bibliography at the back of the report. The report provided extensive quotes from individuals from Anglo, Torres Strait
Islander and Vietnamese communities in order to present a range of opinions and draw reliable conclusions. The report
appeared to be relatively unbiased as it presented a variety of perspectives.
Review some of the PIP samples;
 View samples of past PIPs from the HSC Standards Packages at;
http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#s
 Annotated samples (extracts from various sections of PIPs with notes inserted
about the strengths / weaknesses of each sample) available from the Society and
Culture Association website: http://www.scansw.com.au/ then click on “resources” at the
top of the webpage, then “Personal Interest Project” then follow the link under the heading
2009 AGQTP Grant PIP Resources
More PIP samples:
State Library of NSW
http://www.sl.nsw.gov.au/services/learning_at_the_Library/pip_extract_index.html
Personal Interest Project Extract Index
Selected sections of the award winning Personal Interest Projects have been digitised to show
excellence in various areas related to the construction of the PIP's.
2013
A Work in Progress: An investigation into the combined effect of language maintenance and
acculturation on the hybridisation of second-generation Chinese - Australians (PDF 292KB)
Activism: An investigation into the changing nature of adolescent social activism and teh extent to
which interative behaviours and decision-making influence the outcoems of activism (PDF 409KB)
Eyes Wide Open: An Investigation into how and why Chinese Australian adolescents' aspirations
towards westernisation are expressed in particular stylised manifestations, and the impacts on the
formation of Chinese identity (PDF 331KB)
'Go and do some homework and then get back in the kitchen!': The contradiction of the new
educational landscape for Afghan girls and traditional gender roles in the Afghan-Australian
diaspora (PDF 196KB)
Heteronomaltivity: Heteronormative practices in the mass media (PDF 499KB)
Lost in Translation (PDF 107KB)
Migrating Away (PDF 16KB)
Mirror, Mirror on the Wall, Does the Modern Woman Have it All? (PDF 24KB)
Racsim: It's not a Black and White Issue: A study into the unconscious prejudice embedded within
Australia's 'egalitarian' soceruty that accepts Aboriginal society (PDF 189KB)
Seeing Ourselves on Screen: An exploration of national identity through Australian film (PDF
411KB)
2012
Title
Rationale for selection for digitisation
Why Grandpa Says Inappropriate
Things: The Role of Age in Regards to
The student demonstrates the ability to make complex
Prejudice and Cultural Competency,
judgements on the process of conducting and analyzing
and the Ability to be Culturally
research, and is able to critically evaluate their own process
Tolerant
Holding Up Half the Sky? An
Investigation into the Effects of
Migration and Acculturation on the
Gender Values of Chinese-Australian
Women and Adolescent Girls
Student demonstrates outstanding application of concepts
and consistent and sustained synthesis throughout
Se(xx)y Talk: An Investigation into the
use of Gendered Language Within
Student makes sophisticated and conceptual judgements on
Afghan Media in the Portrayal of
the usefulness, validity and bias of the resources that
Women
contributed to the research
‘White Flight’ Leaves ‘Others’ Out of
Sight: White Flight from Public
Schooling is Discouraging Cultural
Student makes considered and insightful judgements on the
Diversity in Rural Areas, also Reflected value of the resources used in the research process
in Urban Areas, therefore not reflecting
a Multicultural Australia
Excellent application of sociological theory and
Write or Wrong: An Investigation into sophisticated synthesis of personal experience and public
the Discursive Construction of Asylum knowledge. In particular, the student explains and justifies
Seekers in Australian Print Media
their application of the methodology of Content Analysis in
a detailed and highly effective way
In Retrospect: Is the Rapidity of
Excellent synthesis of personal experience and public
Change in our 21st Century Lives the
knowledge, effectively supported with methodological data
Reason for our Fascination with Retro?
and secondary research
“Who’s Afraid of the Leading Lady?”
An exploration into how the changing
roles of women in film reflect our
Excellent use of secondary research to support ideas
changing society, from the 1950s to
today
From the Egg to the Phoenix:
Understanding the Upbringing of
Chinese Australians under Traditional Insightful reflection on the process of research and the
Chinese Educational Values and its
development of ideas
Impact on Australia
Window Shopping in the Department
Store of the Exotic Other: An
Constructs a complex and sophisticated thesis through
Investigation into the Fetishisation and applying a range of course concepts and clearly outlining
Consequent Commodification of
the aims of research
‘exotic’ cultures by the West
2011
Title
Rise of the Tiger Cubs
Rationale for selection for digitisation
Clear and critical judgements on the usefulness of resources
Sikh Gender roles
Applies concepts, justifies methodologies and demonstrates
an understanding of the limitations of their research
Lost in Translation
A thorough explanation of the 'how' and 'why' research was
conducted
Cultural Identity
Unveiling the Truth
Dissent to Disillusionment
Helping Me Helping You
Growing up Digital
Quality over Quantity
On Your Marks, Get Set, STOP!
Deep understanding of concepts
Synthesis of primary and secondary research
Effective application of theories, secondary research and
synthesis with primary research
Thorough and authentic engagement with the topic
Thorough detail on how primary research was conducted
Critical judgements on both primary and secondary sources
Excellent integration of content analysis
2010
Title
Rationale for selection for digitisation
Macedonian-Australian: Explaining the
Integration of research
Hyphen
A Change in the Weather
Excellent log
Baa-Baa Black Sheep
Process of research and consideration of time
Is That a Cape or An Apron?
Annotated research
Veiled Hopes, Western Woes
Personal experience and integration of concepts
It’s a Disney World After All
Conclusion
Come Out & Play
Methodological research
Where You From? You Sporty Thing! Equality & Difference
Confucius, Cultural Revolution &
Log
Capitalism
Weapons of Mass Consumption
Central Material – great start to chapter.
Whatever Floats Your Boat
Methodologies
Beyond the Paint: Graffiti’s Value in
Central Material
Contemporary Society
The Artist as Citizen
Concepts
The Gospel According To Disney
Introduction
PIP – some final reminders !
The Personal Interest Project should be carefully prepared for submission.
The body text must be in 12 point Times New Roman or Arial font.
It must be 1.5 spaced.
Remember the Word Limits for each section;
Section
Introduction
Log
Central material
Conclusion
Resource List
Word Limit
500
500
2500 - 4000
500
No limit
You should also include;
 a Contents page
 list of graphs / diagrams
Check that your name or your school are not mentioned anywhere
in your PIP. If possible, you should try to avoid identifying your
location (eg Wagga), instead refer to characteristics (eg a large
regional city). It doesn’t matter if the markers could possibly guess your location, but it
should not be stated.
Re -read the outline and marking criteria from the Syllabus and
checklist to make sure you have included everything required.
From “Assessment and Reporting in Society and Culture”
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/society-culture.html
Student:___________________________________________
Date: ____________________
PIP CHECKLIST
INTRODUCTION
Word limit: 500 words
what the topic is about
why this topic was chosen
in what ways it contributes to a better understanding of Society and Culture
(eg links to course concepts)
outline cross-cultural perspective/s
explain how change / continuity will be explored
choice of methodologies explained and justified
LOG
Word limit: 500 words
A summary of the development of the final product, outlining the procedures undertaken in
researching the topic
Outline the process of selecting a topic (eg topics considered, process of deciding upon
topic)
Developing and refining chosen topic
Conducting Secondary research
Conducting Primary research
Writing and editing processes
Include thoughts, problems, successes
Acknowledge limitations of your research (in Log and / or any other relevant section)
Identify any ethical considerations involved in your topic or research processes,
indicate your awareness and use of ethical research procedures (this could be included
in Log and / or any other relevant section)
CENTRAL MATERIAL
Word limit: 2500 - 4000 words
may be accompanied by photographs, tables, graphs and/or diagrams that should be
labelled and incorporated into the text through discussion
must contain a cross-cultural perspective
must address continuity and/or change
concepts, methodologies, cross-cultural perspective and continuity and/or change
should be integrated in the central material
CONCLUSION
Word limit: 500 words
a statement of what the student learnt from the Personal Interest Project.
Comments about improvements to Social and Cultural Literacy
REFERENCING THROUHOUT THE CENTRAL MATERIAL
either footnotes or in-text referencing used
RESOURCE LIST
No word limit
should include annotated references used in the Personal Interest Project
list of other kinds of resources, for example films, internet sites or electronic resources
referred to during the preparation of the project
resource persons (eg people interviewed, participants in focus group)
The references should be accurate and include publication/production details
For each internet site, the URL and the most recent date the site was visited
Comment on usefulness, validity, bias of each source