Concurrent Enrolment in the Same Course
TASC will not issue qualifications (or ‘count’ associated TCE Participation and Achievement Standard credit points) in cases where a student completes the same TASC-accredited course more than once in the same academic year.
| Example | Notation |
| A student enrols in, and completes, English Applied Level 2 in two classes in the same academic year. | Only one qualification (such as English Applied Level 2 Satisfactory Achievement) will be issued and shown on the Qualifications Certificate, and only one set of credit points (in this case 15 points at Level 2) will contribute to the TCE’s Participation and Achievement Standard. |
| A student enrols in, and completes, Project Implementation Level 2 (size value 50 hours) twice during the same academic year. | Only one qualification (such as Project Implementation Level 2 Satisfactory Achievement) will be issued and shown on the Qualifications Certificate, and only one set of credit points (in this case 5 points at Level 2) will contribute to the TCE’s Participation and Achievement Standard. |
Repeating a Course in Separate Academic Years
A student may repeat a TASC-accredited course in a separate academic year. In such cases the qualifications issued in each year will appear on the learner’s Qualifications Certificate and both sets of credit points will contribute to the TCE’s Participation and Achievement Standard. In the case of Level 3 and 4 courses, only the highest scored achievement will contribute to the calculation of ATAR.
| Example 1 | Notation |
| A student completes Career and Life Planning Level 2 in Year 11 and gains a PA award. They do the same course again in Year 12 and gain an SA award. | Both qualifications [Career and Life Planning Level 2 Preliminary Achievement (in year x) and Satisfactory Achievement (in year y)] will be issued and shown on the Qualifications Certificate, and both sets of credit points (in this case 5 X 2 = 10 points at Level 2) will contribute to the TCE’s Participation and Achievement Standard. |
| Example 2 | Notation |
| A student completes English Literature Level 3 in Year 11 and gains an SA award. They repeat the same course in Year 12 and gain a CA award. | Both qualifications [English Literature Level 3 Satisfactory Achievement (in year x) and Commendable Achievement (in year y)] will be issued and shown on the Qualifications Certificate, and both sets of credit points (in this case 15 X 2 = 30 points at Level 3) will contribute to the TCE’s Participation and Achievement Standard. The SA award means that the student demonstrated achievement of the TCE’s ‘everyday adult’ reading and writing standard, and the CA award has no impact on this standard’s achievement. English Literature Level 3 contributes to the calculation of ATAR, but only one – not both – achievements will be used in its calculation. Typically the highest achievement is used, in such a case the score gained from the Year 12 study of the course (where a CA award was achieved) would be used. |
Completion of a Course Over Two Years
TASC-accredited courses are designed for – and intended to be delivered and assessed – within a single academic year. In exceptional circumstances a school might apply to TASC to split delivery and assessment over two academic years. For example, a student may undertake an international student exchange – leaving Tasmania part way through their Year 11, and returning part way through their Year 12 – and wish to continue in courses they had commenced in Year 11. In such a case TASC would require the following to be stored in the school’s central system:
- the student’s attendance record (up until the date they left for their exchange placement)
- a copy of the teacher’s scope and sequence for the course, with clear notations showing what course content had been delivered to the student and which assessment tasks they had undertaken
- copies of the student’s summative assessments to the date they left, the marks/grades gained and any relevant teacher comments
- a copy of the assessment records to the date the student left.
Given that there is a strong possibility that the teacher of the course in Year 11 may not be the same person teaching the course in Year 12 it is vital that the records noted above have clarity, and that their storage is known to – and accessible by – a number of senior staff at the school.
A school would also need to carefully check the accreditation period of the course. If the course being studied in Year 11 was expiring at the end of that academic year it is possible that it might not be accredited for use the following year (when the student returns from their exchange) or that major changes to the course occur during its re-development. If the original course simply expired the student would not be able to continue studying it on their return and would not gain any ‘credit’ for the work they had done in the year prior. If the course was replaced by a similar course, changes in content and assessment requirements would need to be identified and new/different content and assessments be added to the student’s Year 12 learning.
It is important to note that in the example given it is the special circumstance of a student that has led to the situation. TASC does not expect schools to plan to deliver and assess courses to a class over more than one academic year. Similarly TASC does not expect schools to plan the partial delivery of any accredited course.