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18 Oct 2019

Review of Courses New in 2019

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Courses for Review

Arts English Humanities & Social Sciences Health & Physical Education Mathematics Mixed Field Science Technologies
  • Preliminary Arts Stages 1 – 4
  • Preliminary English Stages 1 – 4
  • First Nations Studies Level 3
  • Preliminary Humanities Stages 1 – 4
  • Preliminary Health and Physical Education Stages 1 – 4
  • Workplace Maths Level 2
  • Preliminary Mathematics Stages 1 – 4
  • Access to Work Stages 1 – 4
  • Preliminary Science Stages 1 – 4
  • Preliminary Technologies Stages 1 – 4

 

Timeline for Review

  • October 2019 – Formstack consultation through the Years 11 and 12 website
    • Submissions open on Friday 19 October at 9.00 am
    • Submissions close on Thursday 31 October at 5.00 pm.
  • November 2019 Curriculum Services work with TASC to address concerns
  • December 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  • Type 1 amendment – a factual error, typographical error or outdated material that needs updating; or,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.

Rationale

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.

​Please provide feedback here.