ROSSMOYNE SENIOR HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES ASSESSMENT

YEAR __10____ INQUIRY TASK
Criminal Investigation 20%
Assessment Structure:
Section Marks My Mark
1 Inquiry Questions (Questioning) 3
2 Research notes (Research) 5
3 References/Bibliography (Research) 3
4 Research Summary (Evaluating) N/A 0
5 Analysis (Analysing) 4
6 Final Product (Communicating) 5
Final Mark /20

Achievement Standards:
 At Standard, students construct a range of questions and use a variety of methods to select, collect and
organise information and/or data from appropriate sources.
 They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When
interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion.
 They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and
to sequence events and developments.
 Students apply subject-specific skills to translate information and/or data from one format to another, in both
familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts.
 Students represent information and/or data in appropriate formats to suit audience and purpose. They
develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support
findings and acknowledge sources of information.

Student Reflection:
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Assessment Instructions:
Complete the inquiry tasks and your final product by the deadline provided. Submit all your research notes
and a transcript of your final product (i.e. essay, speech from video, text on visual display, etc), including
your bibliography to TurnItIn (via SEQTA) by the due date. In addition submit a hard copy of your final
product (movie, museum display, essay, etc), if applicable, to your teacher by the same date.

Assessment Weighting: 15%

Student Name: ____________________________ Date Distributed: ___________

Teacher Name: ____________________________ Due Date: ___________
Task Overview

Overarching question:
Explain the events of a criminal case in (how it was committed) which the person was caught and
accused. Analyse the case to determine if a fair trial occurred and if the punishment suited the crime. If it
is a cold case explore who the key suspects are and analyse which suspect is most likely to have
committed the crime. If the suspect was charged and imprisoned include that information in detail.

Task Description:

Complete the research in your Cornell Notes for each of the 3 inquiry questions you write to fit your case.
Remember to include a graphic organiser for each question to achieve full marks and write your research
in your own words. You need a Harvard Bibliography of 5 references, 4 websites/articles and 1 video
clip. The analysis should be in the notes, please highlight where you have formed an opinion or identified
pros and cons of the case trial. (See me for help with this if needed). Please choose from the following
cases. The final product is a hand built or digitally built diorama with an annotations sheet explaining how
the crime was committed.

 A bank heist of your choice (real life) 

 Isabella Gardner Museum Theft – billions of dollars of art stolen Boston USA 
 John Dillenger – American Gangster 1930’s Mafia  
 Pablo Escobar – Stolen Millions (not drug taking scenes) 
 Frank Abagnale – Catch me if you can 
 Thomas Crown Affair – art theft Paris  
 Azaria Chamberlain – A dingo took my baby! 
 Jack the Ripper  
 John F Kennedy assassination
 OJ Simpson
 
Additional requests will be considered.  
 
Note: Maximum one page per inquiry question
Inquiry Questions 1: Example question starters: Investigate how... Explain how...
Note: Maximum one page per inquiry question
Inquiry Question 2: Question starters: Describe the details of the trial of... Explain the key
pieces of evidence used in the investigation of...
Note: Maximum one page per inquiry question
Inquiry Questions 3: Evaluate whether justice was served for the victim/s or not... Record
the final outcome of the case...
Harvard Bibliography required

You need to have the following number of references:

Year 10 for Criminal Investigation: - Bibliography includes at least 5 references from a wide range of
sources (at least one website, one online article and one visual media such as a YouTube clip). 

FINAL PRODUCT PLANNING PAGE (Construct a draft of your diorama or Sketch up annotation)
MARKING KEY
DESCRIPTION MARKS
Inquiry Questions: (Questioning) 3
Constructs a wide range of focus questions that are highly relevant to the topic and investigate the varying
3
perspectives/cause and effect/patterns and trends.
Constructs a range of focus questions that are relevant to the topic and demonstrate depth/breadth of
2
analysis.
Constructs a limited range of focus questions that have some relevance to the topic. 1
Research Notes: (Research) 5
Notes are highly relevant to each focus question.
Specific and relevant evidence is used to support the student’s responses to their focus questions. The
evidence selected is accurate, reliable, current and useful to answer the question.
Student selects the best method for recording information, including the use of graphic organisers/visual
stimulus, and include this in their notes. 5
Students draw conclusions within their notes that account for different interpretations and points of
view/perspectives in information and/or data.
Students appropriately acknowledge data, evidence and information (in text citation), taking into account the
purpose and perspective of their sources in their analysis.
Notes are relevant to each focus question.
Specific and relevant evidence is used to support the student’s responses to their focus questions. The
evidence selected is accurate, reliable, current and useful to answer the question.
4
Student selects the best method for recording information, which may include graphic organisers/visual
stimulus.
Students appropriately acknowledge data, evidence and information.
Notes are relevant to each focus question.
Specific and relevant evidence is used to support the student’s responses to their focus questions.
3
Student selects the best method for recording information, which may include graphic organisers.
Students cover the breadth and/or depth of the topic.
Notes are relevant to each focus question.
2
Some evidence is used to support the student’s responses to their focus questions.
Notes are of limited relevance to each focus question.
1
Limited evidence is used to support the student’s responses to their focus questions.
Bibliography (Research) 3
Bibliography includes a wide range and number of reliable sources (e.g. websites, print resources and
visual media) which correctly follows the Harvard referencing technique.
Includes at least 1 website, 2 print resources and 2 visual media
Year 9 - Bibliography includes at least 7 references from a wide range of sources (at least one website, one 3
print source and one visual media).
Year 10 - Bibliography includes at least 8 references from a wide range of sources (at least one website,
one print source and one visual media).
Bibliography includes a range of reliable sources which follows the Harvard referencing technique. 2
Bibliography includes a limited range of sources which may or may not follow the Harvard referencing
1
technique.
Research Summary: (Evaluating) N/A 4
Draws highly relevant, evidence-based conclusions from their research notes, drawing conclusions about
the positives and negatives of the topic/question.
4
Students take into account multiple perspectives/factors/patterns in providing their assessment.
Students synthesise a clear thesis/proposition relevant to the core focus of the task/question.
Draws relevant, evidence-based conclusions from their research notes that respond to the question, and
drawing conclusions about the positives and negatives of the topic/question. 3
Students include a their own thesis/proposition in response to the core focus of the task/question.
Draws basic conclusions based on evidence from their research notes that respond to the question. 2
Draws limited conclusions based on limited or no/limited evidence from their research notes. 1
Analysis: (Analysing) 4
Provides a very detailed analysis through interpretation of information to identify relationships and trends.
Apply subject-specific skills and concepts and vocabulary in their written analysis.
4
At this level students analyse the ‘big picture’, taking into account various contexts, patterns & predictions.
Students use a variety of sources/data/information to corroborate their analysis.
Provides a detailed analysis through interpretation of information to identify relationships and trends.
Apply subject-specific skills and concepts and vocabulary in their written analysis. 3
Students analyse the ‘big picture’, taking into account various contexts.
Provides an analysis through interpretation of information to identify relationships and trends.
2
Uses some subject specific skills and concepts and vocabulary in their analysis.
Provides a limited analysis through interpretation of information to identify relationships and trends. 1
Final Product: (Communicating) 5
Represents information using a very highly appropriate format to suit audience and purpose. Uses highly
complex subject-specific terminology/concepts and comprehensive comparative evidence to justify findings,
and weigh-up/evaluate conclusions and/or arguments. 5
Students at this level include a clear, original and complex proposition in response to the question/task and
their research.
Represents information using a very highly appropriate format to suit audience and purpose. Uses highly
complex subject-specific terminology/concepts and comprehensive comparative evidence to justify findings, 4
and weigh-up/evaluate conclusions and/or arguments.
Represents information using a very highly appropriate format to suit audience and purpose. Uses highly
complex subject-specific terminology/concepts and comprehensive evidence to justify findings, conclusions 3
and/or arguments.
Represents information using an appropriate format to suit audience and purpose. Uses appropriate
2
subject-specific terminology/concepts and evidence to justify findings, conclusions and/or arguments.
Represents information using a somewhat appropriate format to suit audience and purpose. Uses some
appropriate subject-specific terminology/concepts and some evidence to justify findings, conclusions and/or 1
arguments.

TOTAL / 20

Fill out the review and reflection section on SEQTA at the end of your project to reflect on your progress!