Clarification details
Updated June 2025. This document has been updated to reflect the changes in Version 3 of the standard. Data presentation needs to use correct geographic conventions and terminology, and specific reference to maps has been widened to spatial data. Geographic concepts related to the research now need to be incorporated into the analysis of findings. Version 3 also provides additional support related to what can be considered under ‘consultation’.
The emphasis of this standard is on the research process, with a focus on primary data collected from the field. The main components of the process are outlined in Explanatory Note 2.
Explanatory Note 4 and the Conditions of Assessment clearly indicate that ‘consultation’ will result in students managing the research process. However, the teacher can provide the framework for the selection of the research topic (location or theme). This may help ensure that students select a topic that has a spatial component and allows for collection of sufficient primary data from the field.
Components of the research process
Students need to provide evidence for each component of the research process in their final report, including planning and data collection.
The focus is on the collected primary data, but supplementing this with secondary data will aid critical analysis and evaluation. Evidence for presentation of spatial data could include a map, precis sketch, cross section, etc.
To analyse the findings, presented data needs to be used to explore patterns, trends and relationships. This is a step up from simple explanation and needs to demonstrate a relative depth of understanding of the aim and collected data. The findings need to incorporate geographic concepts directly related to the research.
A critical analysis of the findings is required for Excellence. This involves closer examination of the findings which could include:
- identifying factors or circumstances that may have influenced them
- identifying and examining any irregularities in the findings
- examining any unexpected relationships that appear.
The evaluation needs to focus on the research process. This involves explaining the significance of any strengths and weaknesses of the process in relation to how they affect the validity of the findings and/or conclusions.
A critical evaluation requires students to extend their detailed evaluation of the research process through discussion of alternative methods and their implications. These could focus on addressing areas of weaknesses or building on the strengths.