Courses for Review
|Humanities & Social Sciences||Health & Physical Education||Mathematics||Mixed Field||Science||Technologies|
|· Introduction to Sociology and Psychology Level 2
· Community Service Learning Level 2
· Tasmanian Aboriginal Studies Level 2
· Philosophy Level 3
||· Mathematics Specialised Level 4||· Career and Life Planning Level 2
· Project Implementation Level 2
· Building Connections Level 1
|· Environmental Science Level 3
· Physical Sciences Level 3
· Physical Sciences – Foundation Level 2
|· Computer Graphics and Design Level 3
· Housing and Design Level 3
· Computer Science Level 3
· Food and Nutrition Level 3
· Information Systems and Digital Technologies Level 3
· Computer Graphics and Design – Foundation Level 2
· Food, Cooking and Nutrition Level 2
· Engineering Design Level 2
Timeline for Review
- Nov – Dec 2018 Formstack consultation through the Years 11 and 12 website
- Submissions open on Monday 19 November (9.00 am)
- Submissions close on Wednesday 5 December (9.00 pm)
- Dec – Jan 2019 Curriculum Services work with TASC to address any major concerns
- Dec – Jan 2019 Teachers will be advised by start of Term 1 of outcome of this process (including responses to issues raised which will be made available on the 11 and 12 website)
Threshold for Change
Before providing feedback – please note the threshold for changing a course that has been accredited is high and will be considered in terms of likely outcomes for learners. These issues must be discussed with your school leadership before submitting (Principal/Curriculum AP/Line Manager).
There must be either:
- Type 1 amendment – a factual error, typographical error or outdated material that needs updating; or,
- Type 2 amendment – an issue with the course that is demonstrably affecting Learner Outcomes
- There is also an opportunity to provide feedback on external assessment specifications.
In providing feedback on Type 2 amendments, you will need to provide a rationale clearly substantiating the way in which the issue has demonstrably affected learner outcomes.
The rationale must also take into account the following aspects of course accreditation.
- level of complexity – how hard or demanding courses are
- size value – how big or long courses are
- robustness – the degree of reliability and validity of results issued in a course.
- general coherence: learning outcomes and aims must be appropriate for students in the senior secondary phase of education in Tasmania; and must be at least at the equivalent of the types of competencies characteristic of AQF Cert I; and has a balance of learning of both domain-specific and generic skills and knowledge
- internal coherence: alignment (line of sight) between learning outcomes, course content, the criteria and performance standards,
- coherence with other TASC accredited courses, Australian Curriculum courses and other national counterparts.
See here for Course Characteristics required by TASC.
See here for Course Accreditation criteria required by TASC.
Please provide feedback here.