Introduction to Sociology and Psychology

Introduction to Sociology and Psychology Level 2, is an introduction to the disciplines of Sociology and Psychology, focusing on basic terms, concepts and theoretical perspectives of the disciplines. 

Learners develop an understanding of the scientific method of social inquiry to gather quantitative and qualitative evidence that can be used to explain social phenomena, human behaviour and issues. The basic concepts and theoretical perspectives will be applied to develop understanding of psychological development and youth culture. Learners will also study two specialist topics – one drawn from Sociology, the other from Psychology.

Introduction to Sociology and Psychology Level 2 uses an interdisciplinary approach through which learners develop an understanding of themselves and other individuals, groups and institutions within society and across cultures. It explores common human experiences and the interaction between motivation and behaviour. Through evidence based research and using the lenses of sociology and psychology, learners are encouraged to ask critical questions about social phenomena.

Through this course, learners gain valuable insights and understandings of both themselves and their worlds. They develop social and cultural literacy i.e. the essential skills, understandings and capabilities, to understand themselves and influence their own future and to participate with greater tolerance and respect in contemporary society, locally, nationally and globally.

Introduction to Sociology and Psychology Level 2 aims to develop learners’ understanding of:

• Behavioural knowledge: Learners outline and use basic terms, concepts and ideas as they describe human behaviour and motivation; social and cultural concepts; personal, social and cultural identity; individual development and interactions within societies and cultures
• Behavioural reasoning: Learners apply appropriate theories and mathematical and statistical techniques to interpret empirical evidence and information from a variety of sources
• Behavioural analysis: Learners examine evidence and the forces that influence behaviour to form conclusions about social phenomena, human behaviour and social issues and draw evidence-based conclusions
• Behavioural communication: Learners select and use basic behavioural terms and language conventions to convey meaning to interested parties
• Behavioural inquiry skills: Learners develop basic skills in the scientific method of social inquiry as they investigate social phenomena.

On successful completion of this course, learners will be able to:

Introduction to Sociology and Psychology Level 2  may serve as a pathway into the following TASC accredited courses: Psychology Level 3; Sociology Level 3; Media Production Foundations Level 2; and Media Production Level 3.

Working with Children Level 2; Focus on Children Level 1, may act as pathways to Introduction to Sociology and Psychology. Years 9 & 10 History, Civics and Citizenship and English also provide skills applicable to the study of Introduction to Sociology and Psychology.

Introduction to Sociology and Psychology may also act as a pathway to further education, training and employment for careers in which an understanding of the behaviour of individuals, groups and institutions is a key element, such as human resources, education, social, health and community work, policing, journalism and media studies, parenting and child care.

This course has a complexity level of 2.

At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgment is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.

This course has a size value of 15.

• Module 1 will be delivered first, followed by Module 2 and Module 3 in any order, then Modules 4 and 5, in any order
• Recommended percentage time spent on each module is specified in brackets
• Learner-devised research will be approved by the teacher on behalf of the provider, prior to the learner commencing the inquiry
• A Glossary of terms used in the standards and throughout the course document is provided in Appendix 1

OVERVIEW

Introduction to Sociology and Psychology Level 2, comprises three (3) compulsory modules of study and two (2) elective modules. Learners complete the three (3) compulsory modules, one (1) topic from Module 4 and one (1) topic from Module 5.

COURSE DETAILS: COMPULSORY MODULES

MODULE 1: AN INTRODUCTION TO SOCIOLOGY AND PSYCHOLOGY (30%)

PART 1A – WHAT IS SOCIOLOGY AND PSYCHOLOGY? (15%)

The focus for Part A of Module 1 is to introduce learners to sociology and psychology and the use of these disciplines in Australia today. It deals with the key purposes of each of the disciplines, how they differ in practice and aims and where they overlap. Learners are introduced to the terms and concepts that are central to each of the two disciplines. These should be sufficient to enable them to understand and discuss key ideas in each of the disciplines and investigate later modules in the course, such as socialisation, self, culture, family, behaviour, individual difference, institutions, stereotypes, empirical evidence, personality, perception and cognition.

Sociology provides an understanding of how the individual is located in and attached to various levels of social structures within a society. It seeks to identify and explain the relationship between an individual and various social groups, how each of these social groups is intricately connected and the idea of social change. It seeks to provide a description and analysis of the patterns and organisations that shape human behaviour in contemporary social life. Learners are introduced to the mindset known as sociological imagination, one which is constantly critiquing, asking questions such as ‘Is it possible to be objective?’, ‘Where is the evidence?’ and ‘Are there other ways to understand this?’ As a discipline Sociology seeks to interpret empirical evidence and look for patterns of relationships and inequality among the main institutions of society – family, education, work and the media.

Psychology provides an understanding of the mind and human behaviour and experiences of the individual. Its goals are to describe, understand, predict and control behaviour. Whenever possible psychologists seek empirical evidence (objective and observable) based on scientific observation. Important steps in scientific investigation usually include defining a problem, reviewing the literature, proposing a hypothesis, choosing a research design, collecting the necessary data, analysing the results and drawing conclusions.

KEY CONTENT

• brief historical overview of Sociology and Psychology
  • areas of study for Sociology and Psychology will include a brief overview of the following topics:
    • Sociology – youth, the family, deviance, crime, culture and ethnicity, community and social change
    • Psychology – psychological development, influences on individual behaviour, mind, brain and body, memory and learning, and mental health
• ways of finding out and approaches taken – how are they the same, how are they different?
• current practitioners – what sociologists and psychologists may be working on and in which environments
• sociological and psychological practices used by practitioners in Australia today
• Sociology and Psychology as sciences, distinct but not separate disciplines, within a broad range of social sciences
• core theories and concepts
  • Sociology – functionalist (e.g. Durkheim), conflict (e.g. Marx) and symbolic interactionism (e.g. Goffman)
  • Psychology – behaviourist, cognitive, bio-psychological and sociocultural
• apply the principles of academic integrity and use appropriate referencing and citation.

PART 1B – RESEARCH METHODOLOGY (15%)

The focus for Part B of Module 1 is on how sociologists and psychologists ‘know’. Do psychologists and sociologists approach research in the same manner? What methods and study designs are used to gather data? Learners are introduced to the scientific method as it applies to social inquiry.

The scientific method engages in building a body of knowledge through gathering data, testing ideas and the formation of hypotheses and critical analysis, within an ethical framework.

ETHICAL STUDY AND RESEARCH PRACTICE

Ethical considerations underpin the beliefs and values of a caring, compassionate society and are reflected in the social inquiry model. Learners develop the capacity to form and make ethical judgements as they learn about key sociological and psychological theories. They learn about the way in which the rights, integrity and propriety of people who are the subject of research are held in high regard as they explore and apply ethical guidelines when planning, conducting, processing and interpreting the outcomes of the research methodology. 

As part of this course learners will be involved in activities that include research and experimental investigations using human subjects. Providers and teachers have a legal and moral responsibility to ensure that learners follow ethical principles at all times when undertaking such inquiries.

This course focuses on four key ethical considerations:

• voluntary participation
• informed consent
• privacy
• confidentiality of data.

Further advice on sources of information about the principles for ethical study and research practice can be found in Appendix 2.

THE SOCIAL INQUIRY APPROACH

The social inquiry approach can be represented by the following diagram and table:

Source: Tasmania Department of Education (2015)

*Learners may use a range of quantitative data that may include: surveys, questionnaires, secondary data (for example, Bureau of Statistics); representation of this data may include but is not limited to bar graphs, pie charts, histograms, tables, percentages.Learners may also collect secondary (and primary, where relevant) qualitative data. Main methods for collecting qualitative data may include interviews and observations.

WORK REQUIREMENTS: COMPULSORY MODULE 1

 MODULE 2: LIFESPAN DEVELOPMENT (20%)

The focus of this module is on lifespan psychology, from infancy to old-age. Key questions include: What makes me the person I am? Was I born this way? Will I stay this way? What will change as I age? It is about the complex interaction of heredity and environment.

Changes in the interaction between biological, cognitive and socio-cultural influences and learned behaviours contribute to an individual’s psychological development and mental wellbeing at different stages. Learners consider how classic and contemporary studies contribute to our understanding of changes that take place across an individual’s lifespan. They use the major perspectives in contemporary psychology to explain cognition and behaviours associated with particular stages of development, taking into account heredity and environmental influences.

KEY CONTENT

Learners will investigate an overview of the following topics:

• What is lifespan development?
• stages of the lifespan – infancy, childhood, adolescence, early adulthood, middle age and old age
  • How do individual differences and personality develop?
  • the nature and incidence of mental illness in the population across the lifespan
  • successful ageing – cognitive and psychosocial changes in the very old, as informed by Paul Baltes’ work.
• areas of lifespan development – physical, social, cognitive, emotional
• heredity and environmental factors influencing psychological development
  • interactionism – the interaction between heredity and environmental factors (‘nature versus nurture’) in influencing psychological development
• classic and contemporary theories – a brief overview of all topics and the key findings of at least two (2) of the following in detail:
• perceptual development: Eleanor Gibson’s work on infant perception
• emotional development: John Bowlby and Mary Ainsworth’s work on attachment theory with reference to Harry Harlow’s work on attachment in monkeys
• cognitive development: Jean Piaget’s four-stage theory
• psychosocial development: Erik Erikson’s eight-stage theory
• moral development: Lawrence Kohlberg’s six-stage theory; Carol Gilligan

WORK REQUIREMENTS: COMPULSORY MODULE 2

In addition to any provider developed instruments, in Module 2 learners will use the social inquiry approach to investigate and apply critical thinking to a social phenomenon.

Learners will work individually (not in groups) to complete assessment tasks. Tasks may be scaffolded by the teacher. Learners will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. Learners will write a report that may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 3: SOCIALISATION and YOUTH CULTURE (20%)

This module introduces learners to the sociological concept of socialisation and the ways in which socialisation has changed, in Australia and globally. Learners examine the extent to which social, economic, and cultural changes have shaped the lives of people. They examine the beliefs, values, customs and practices of culture in comparison with other cultures in the broader Australian cultural context.

Studies may include cultures of other countries as a basis for understanding Australian cultural differences and ethnicities, contrasting with Australian society. They also explore changes in youth experience (e.g. in the youth labour market), the ways in which young people are represented in the media and young people as citizens.Learners consider how the social construction of prejudice and stereotypes, including how stereotyping affects youth. They investigate the ways in which young people create their place and identity in the community.

 Learners consider factors that affect youth culture (e.g. neighbourhood, sense of community, socio-economic status, popular culture, demographic characteristics, gender and ethnic background). They may also investigate creative ideas on non-material aspects of life that promote well-being and are intrinsically rewarding, contributing to a sense of belonging in communities.

KEY CONTENT

 Learners will investigate an overview of the following topics:

• socialisation
• the concept and place of social categories
• the social categories of youth and adolescence and how their definitions have changed over timekey factors leading to differences in the experience of being young:
  • ethnicity (including young Indigenous people), age, class, rural/urban location, gender and other social differences
  • unemployment, education, demographic shifts, intergenerational inequity and use of new technologies
  • attitudes to environmental and social sustainability
  • cultural formations such as in dress, music and media
  • reasons for categorisation of youth and consequences of homogenous thinking about youth and adolescence, including stereotyping, prejudice and discrimination
  • youth subcultures e.g. rap, punk, extreme sport, ‘jock’, ‘emo’, ‘mean girls’
  • cliques and outcasts
  • at-risk youth and deviant behaviour
• classic and contemporary theories – a brief overview of all topics and the key findings of at least two (2) of the following in detail:
  • C H Cooley (Looking Glass Self);
  • G H Mead (Three Stage Theory of Self)
  • Classic Theories of Deviance, Sutherland (Cultural Transmission Theory)
  • Hirshi (1969 Control Theory)
  • Lemert and Becker (1963) (1951 Labelling Theory)
  • Merton (Structural Strain theory, 1968)

WORK REQUIREMENTS: COMPULSORY MODULE 3

In addition to any provider developed instruments, in Modules 3 learners will use the social inquiry approach to investigate and apply critical thinking to a social phenomenon.

Learners will work individually (not in groups) to complete assessment tasks. Tasks may be scaffolded by the teacher. Learners will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. Learners will write a report that may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

ELECTIVE MODULES

One (1) topic will be selected from the list for Module 4 and one (1) from the list for Module 5. No more than one topic from each module will be chosen.

Each module has a prescribed focus or basis for study and a guide to content. The key skills of the social inquiry method of learning as outlined in Module 1 must be used in addressing this focus. Teachers and learners are encouraged to explore issues within the chosen modules. Teachers are encouraged to negotiate content to be studied, taking into account the experiences and interests of the learners. Learners are encouraged to ask their own questions, explore possible sources of information and develop or identify solutions to them. There will be many questions that have no satisfactory answers or have several possible answers and it is important for learners to recognise these situations.

MODULE 4A: SOCIOLOGY (15%)

In Module 4 learners will choose one of:

Either

 Module 4.A: Social Stratification

Or
Module 4.B: Sociology of Gender
Or
Module 4.C: Family

MODULE 4A: SOCIAL STRATIFICATION

Social stratification refers to the mechanisms in society that rank people in a hierarchy. Some groups of people in society have greater status and power. It is a universal trait, is evident in all societies but may manifest in variable ways and be more evident in some societies than others. Social stratification leads to inequality, may persist over successive generations or evolve due to significant societal change.

The focus for this module is power i.e. the ability or capacity to influence or persuade others to a point of view or action to which they would not normally agree. Learners are introduced to how inequitable practices are established, sustained and challenged within and across structures in Australian society.

KEY CONTENT

Learners will investigate an overview of the following topics:

• core terms – agency, class, ideology, inequality, inequity, power, race, social mobility, social stratification, status, socioeconomic status
• the nature of social stratification in Australia
• core theories include but are not limited to:
  • conflict (Marx)
    • feminist e.g. Marxist, liberal, radical (Habermas; de Beauvoir; Steinem; Arendt)
    • interactionist e.g. Labelling (Mead, Blumer)
    • white race privilege e.g. the social construction of whiteness (Giddens)
  • functionalist (Spencer; Durkheim; Parsons; Merton)
  • Weberian (theory of stratification)

Learners will investigate a brief overview of the key findings of the core theories and at least one (1) of the theories in detail: At least one (1) theorist will be referenced in investigating Module 4A. 

Refer to reference list for recommended resources.

MODULE 4B: SOCIOLOGY OF GENDER

Sociology of gender looks at the social construction of gender and how gender interacts with other social forces in society such as race, class, religion, culture and sexuality.

This module focuses on the social construction of gender, how differentiated gender role socialisation is a dimension of inequality and how individuals develop their perception of gender roles within culturally established designations between masculine and feminine behaviours. From an early age people are socialised by family, society, religious leaders, peer groups and the wider community to behave and express their identity in certain ways. Media and popular culture also play an important role in communicating gender identity. This process may limit life chances as it channels individuals into narrow, traditional gender roles and fails to embrace the diversity of the modern world.

KEY CONTENT

Learners will investigate an overview of the following topics:

• core terms and concepts – primary, secondary and tertiary socialisation, agents of socialisation, alternative sexualities, androgynous, biological, chromosome, embryo, environment, female and male, feminine and masculine, gender and sex, gender-differentiated play, gender re-assignment, gender identity, gender roles, gender socialisation, gender stereotypes, causes and consequences of gender inequality, heredity, intersex condition, heterosexual, homosexual, identity formation, maturation, sex-based crimes, sexual orientation, transgender surgery
• core theoretical perspectives and theorists may include but are not limited to:
  • sociobiological perspectives – evolutionary theory (Darwin; Wallace)
  • functionalist e.g. instrumental and expressive gender roles (Spencer; Durkheim; Parsons)o feminist e.g. the reproduction of mothering (Chodorow)
  • masculinity e.g. cross-cultural concepts of masculinity (Connell)

Learners will investigate a brief overview of the key findings of the core theoretical perspectives and at least one (1) of the theoretical perspectives in detail: At least one (1) theorist will be referenced in investigating Module 4B. Learners may access resources from the Australian Institute of Family Studies; Australian Bureau of Statistics; McCrindle Research.

MODULE 4C: FAMILY

Learners will investigate the social institution of family in this module.

The notion of ‘family’ is a social phenomenon that has significance in the history of human society. Family is defined by the relationships and structures that characterise it as an institution including marriage and economic, legal and ethical practices. Family is a community of people that have, traditionally, been related by blood, however over time the nature of family has changed. Family is characterised by a stable set of values, norms, attitudes, and behaviours.

There is also a complex relationship between family and the norms of society. Family ensures the continuity of society and a range of factors have contributed to change. Group behaviour within society is impacted by social, economic and cultural conditions of family.

Sociological studies look at the analysis of family including the nature of family, family life, the structure or organisation of family, norms of behaviour, moral responsibility of family and the relationship of family to society.

Specific methodologies are used in the analysis of families. Learners will undertake investigations in Module 4C on the nature of ‘family’.

KEY CONTENT:

• pre-modern family and the role of religion in the formation of family
• the family as a social institution today
  • demographics
  • roles of family members
  • gender and acceptance of difference
  • reliance of members of family on each other – impact on structure.
• social equality
  • economic level and mobility of family.
• social bans e.g. interracial marriage (historically)
• interactions of family with other social institutions
• diversity of family structure – what factors impact on the structure of family?
• life chances; a social science theory of the opportunities each individual has to improve their quality of life social issues and their impact on family in Australia’s society
• change in society impacting on the nature and characteristics of family
• impact of socialisation on children
• core theoretical perspectives and theorists may include but are not limited to:
  • functionalism (Herbert Spencer, Emile Durkheim, Talcott Parsons, and Robert Merton)
  • conflict theory (Marx)
  • exchange theory (Homans; Blau)
  • tructuration theory (Giddens)
  • individualisation (U and E Beck-Gernsheim)
  • feminist perspectives on the family (may include Liberal Feminists, Marxist Feminists and Radical Feminists.)

Learners will investigate a brief overview of the key findings of the core theoretical perspectives and at least one (1) of the theoretical perspectives in detail: At least one (1) theorist will be referenced in investigating Module 4C.Learners may access resources from the Australian Institute of Family Studies; Australian Bureau of Statistics; McCrindle Research.

WORK REQUIREMENTS: MODULE 4

In addition to any provider developed instruments, in Module 4 learners will use the social inquiry approach to investigate and apply critical thinking to a social phenomenon. Learners may work independently, in pairs or in small groups (not more than three).

Learners work collaboratively, as appropriate. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. Learners will write a report that may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

Learners respond to one (1) topic only in Module 4.

MODULE 5:  PSYCHOLOGY (15%)

In Module 5 learners will choose one of:

Either

 Module 5.A: Communication
Or
Module 5.B: Prosocial and Antisocial Behaviour
Or 
Module 5.C: Forensic Psychology

MODULE 5A: COMMUNICATION

 This module focuses on how humans communicate including language and non-verbal communication (the process of communication through sending and receiving wordless (mostly visual) cues between people).

Nonverbal communication encompasses body language, the use of voice, touch, distance, physical appearance and the environment.

Communication allows people to share thoughts, ideas, feelings, concepts and is an essential skill for functioning in society. Communication there is a process of coding (formulating the message in an appropriate and relevant way) and decoding the message (which may be verbal and non-verbal), a process of arriving at an understanding of what the message means.

In this module learners will investigate forms of communication, including language and non-verbal communication, its value and the impact of cultural differences on understanding communication.

KEY CONTENT

 Learners will investigate an overview of the following topics:

• core terms and concepts – language, first impressions, gazing, gestures, haptics, kinetics, paralinguistics, personal space, posture, proxemics, signs, symbols
• the nature of communication
• how language is developed
• definition and importance of non-verbal communication
• creating impressions
  • first impressions
  • creating and maintaining a positive impression.
• the role of non-verbal communication in interpersonal relationships
• whether communication is universal or culturally dependent
• core theoretical perspectives and theorists may include but are not limited to:
  • facial expressions (Darwin; Ekman; Friesan)
  • gestures and signs (Hewes)
  • paralinguistics (Crystal and Mehrabian)
  • body language and posture; kinesics (Darwin; Birdwhistell; Ekman; Friesan)
  • proxemics (closeness and personal space) (Hall)
  • haptics (touching) (Lowenfeld)
  • appearance (Trevarthan; Gallagher; Stern (Interaction Appearance theory)).

Learners will investigate a brief overview of the key findings of the core theoretical perspectives and at least one (1) of the theoretical perspectives in detail: At least one (1) theorist will be referenced in investigating Module 5A.

MODULE 5B: PROSOCIAL AND ANTISOCIAL BEHAVIOUR

This module focuses on the investigation of the processes involved in pro and antisocial behaviour.

Prosocial behaviour incorporates voluntary behaviour that is intended to help others. This module will explore prosocial behaviour and the actions or patterns of behaviour, including altruism (the desire to help others with no expectation of reward) but may also be performed for a variety of reasons including selfish and manipulative reasons. Learners will also look at the elements of behaviour that social psychologists have identified to predict behaviour.

Prosocial behaviour is evident in young children but changes in expression and frequency as the child develops. The likelihood of expressing prosocial behaviour is affected by a range of factors including socialisation, heredity and situational factors.

Antisocial behaviour causes alarm, distress, harm, harassment, hostility or aggression to one or more persons. This type of behaviour exists on a continuum of severity that violates social rules, the rights of others and defies authority. It is a pattern of coercive behaviour and can be identified early in children’s lives and if unchecked may escalate into a chronic behavioural disorder.

Learners will investigate the nature of prosocial and antisocial behaviour, create definitions and investigate how these forms of behaviour are interpreted by theorists.

KEY CONTENT

Learners will investigate an overview of the following topics:

• core terms and concepts – aggression, altruism, antisocial behaviour, bystander apathy, conformity, criminal behaviour, deindividuation, individual and situational factors, obedience, prosocial behaviour, reciprocity, types of antisocial behaviour, types of prosocial behaviour
• core theoretical perspectives and theorists may include but are not limited to:
  • bystander effect/diffusion of responsibility (Darley and Latané, Piliavin)
  • frustration/aggression hypothesis (Dollard and Miller)
  • cost benefit analysis (Berkowitz)
  • in group theory (Asch, Zimbardo)
  • empathy (Batson).

Learners will investigate a brief overview of the key findings of the core theoretical perspectives and at least one (1) of the theoretical perspectives in detail.

At least one (1) key theorist will be referenced in investigating Module 5B.

MODULE 5C: FORENSIC PSYCHOLOGY

 This module focuses on the application of psychology to the criminal justice system – the criminal investigation, the court system and correction facilities.

Forensic psychologists apply scientific knowledge, theory and skills to the practice of the legal and criminal justice system in the forensic setting. This may include the application of clinical skills to assessment, treatment and evaluation of forensic settings as well as the application of cognitive and social psychology to legal questions e.g. eyewitness identification. It involves the psychological assessment of people who are connected with forensic evidence associated with legal contexts.

Forensic psychologists may analyse threat assessments, competency evaluations, counselling to victims of crime, assessment of post-traumatic stress disorder, evaluation of treatment programmes for juvenile and adult offenders and expert witness testimony.

KEY CONTENT

 Learners will investigate an overview of the following topics:

• core terms and concepts – antisocial behaviour, behaviour modification, conflict, conformity, crime scene, criminal, criminal justice system, criminal mind, delinquent, evidence, forensic, leading questions, magistrate, norms, prejudice, profiling, provocation, punishment, recidivism, signature, serial offender, Supreme Court, testimony, victimology, witness
• forensic psychology and the role of forensic psychologists
• crime – definition, history of criminology, attitudes to crime and victims of crime, and determinants of crime
• victims and offenders
• role of forensic psychologists
• core theories – learners investigate an overview of the key findings of the following and at least one (1) of the following core theories. Theories and theorists include but are not limited to:
  • eye-witness testimony (Bartlett, Loftus)
  • memory and attribution bias (Heider)
  • profiles and profiling (Canter)
  • serial killers (Godwin, Davidson, Hare)
  • juries (Asch).

At least one (1) key theorist will be referenced in investigating Module 5C.

WORK REQUIREMENTS: MODULE 5

In addition to any provider developed instruments, in Module 5 learners will use the social inquiry approach to investigate and apply critical thinking to a social phenomenon.

Learners may work independently, in pairs or in small groups (not more than three).

Learners work collaboratively, as appropriate. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. Learners will write a report that may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes. Learners respond to one (1) topic only in Module 5.

WORK REQUIREMENTS: SUMMARY

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. Find more about quality assurance processes and assessment information, or see the TASC Senior Secondary Handbook.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

Each provider will submit bodies of learners’ work sufficient to allow an assessment against a nominated range of criteria and the overall award to an annual review meeting organised by TASC. The work, while not necessarily be fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. TASC will give each provider guidance regarding the selection of learners and the nominated criteria.

Each body of work that providers submit to the meeting will include sufficient and appropriate material for judgements to be made about the learner’s standard of numeracy. The review meeting will give advice regarding the provider’s interpretation and application of the selected criteria’s standards to the evidence of student work. Providers are expected to act on this advice.

TASC may require providers to supply further samples of individual learners’ work to determine that standards have been applied appropriately and/or undertake audits. The nature and scope of such requirements will be risk-based.

Additionally, TASC may select to undertake scheduled audits of this course (Provider Standards 1, 2, 3 & 4), and of work requirements.

The assessment for Introduction to Sociology and Psychology Level 2 will be based on the degree to which the learner can:

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 7 ratings.

EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’, 2 ‘B’ ratings

HIGH ACHIEVEMENT (HA)
3 ‘A’, 3 ‘B’, 1 ‘C’ ratings

COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
4 ‘C’ ratings.

A learner who otherwise achieves the ratings for an SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2025.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 13 August 2017 for use in 2018. This course replaces BHX215116 Introduction to Sociology and Psychology that expired on 31 December 2017.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2024, without amendments.

Glossary

References:

Aspen, L. 1996, Focus on Australian Society. 2nd ed. Melbourne: Longman Australia

Hofstede, G. (1997), Cultures and Organizations: Software of the mind, New York: McGraw Hill.

Thomson, 2014, Feminist Perspectives on the Family, https://revisesociology.com/2014/02/10/feminist-perspectives-family/ accessed on 25th May 2017.

Haralambos and Holborn (2013) – Sociology Themes and Perspectives, Eighth Edition, Collins. 

Chapman et al (2015) A Level Sociology Student Book One, Including AS Level [Fourth Edition], Collins. 

Robb Webb et al (2015) AQA A Level Sociology Book 1, Napier Press.

Ethical Study and Research Practice

The principles for the ethical conduct in research for learners and teachers are available from:

• About Human Research Ethics at the University of Tasmania (www.utas.edu.au/research-admin/integrity-and-ethics/human-ethics/about-human-research-ethics) 
• the National Statement on Ethical Conduct in Human Research (2007 – Updated 2014) issued by the National Health and Medical Research Council (NHMRC) in accordance with the NHMRC Act 1992 (Cwlth), available from the NHMRC website (www.nhmrc.gov.au/guidelines/publications/e72)
• the Australian Privacy Principles (March 2014) available from the website of the Office of the Australian Information Commissioner (www.oaic.gov.au/images/documents/privacy/privacy-resources/privacy-fact-sheets/privacy-fact-sheet-17-australian-privacy-principles_2.pdf)
• the Code of Ethics of the Australian Psychological Society (APS), available from the APS website (www.psychology.org.au/about/ethics).

Line of Sight