Preliminary Science Stage 3

This course is organised into four sequential stages. Each stage includes a learning focus statement and examples of student learning. Each stage is designed to accommodate a student's level of readiness and reflects their stage of development. It may be likely that a learner will engage in only one stage of learning in their study of this course.

The learning program focuses on ideas, skills, techniques and processes. It includes engagement in concepts that emerge from a range of starting points and stimuli. 

This course has been accredited under Section 55ZI of the Office of Tasmanian Assessment, Standards and Certification Act 2003 - Other education. ‘Other education’ is defined by the Act as including ‘education specifically designed for a person with a disability’. 

Section 55ZM of the Act requires that providers of this course issue qualifications to learners who achieve a Preliminary Achievement (PA) award or higher at any stage or size value. For further information and examples, see the Supporting Documents section of this course.

In addition to provider-issued qualifications, course providers may report learner results to the Office of TASC in late November each year using prescribed methods. Reported results will be used by TASC for inclusion on students’ Qualification Certificates (QCs) and may form part of the evidence base for a Tasmanian Certificate of Educational Achievement (TCEA) for eligible learners.

Achievement in courses Preliminary to Level 1 does not contribute to the Tasmanian Certificate of Education (TCE). This allows for greater flexibility in regard to learner movement between stages and their learning time (reflected in variable size values for this course) than are available in Level 1 and higher senior secondary courses.

The Preliminary to Level 1 suite of courses are designed for learners whose circumstances significantly impact their learning – in an ongoing manner or for extended periods of time. 

These learners include:

• learners with disability as defined by the Disability Discrimination Act (DDA) 1992, whose disability requires educational adjustments to support access and participation in learning
• learners whose circumstances have significantly impacted their ability to attend school for extended periods of time or engage in courses with higher levels of complexity
• learners who require significant support for learning English as an additional language or dialect.

Preliminary Science is one of a suite of courses designed to provide basic skills to learners with high needs, many of whom have a learning difficulty or disability. Some learners may need the full suite of courses for study in both years 11 and 12, some may need it for only part of their course load, and other learners may need only some courses in year 11 before moving to other programs for year 12.

The study of Science involves learners in observing, categorising and interpreting their world and the relationship they have with it through a process of inquiry.
Preliminary Science caters for learners who require flexible and individualised programs. Learners will experience a range of learning activities in a familiar context that will assist them to attend to and explore the world around them with as much independence as possible. Learning experiences in this course are designed to move learners from an emergent level of responding to a level where the response indicates intention. 

Preliminary Science aims to offer better outcomes in all aspects of learners’ lives, and assist learners’ access to achievable pathways to further training and or employment outcomes.

This Preliminary Science course aims to ensure that learners develop:

• an interest in science as a means of expanding their curiosity, and willingness to explore andask questions about the world in which they live
•  an understanding of the vision that science provides of the nature of living things, of the Earth, and of the physical and chemical processes that explain the behaviour of all material things
• an understanding of scientific inquiry, including: questioning; planning and conducting experiments and investigations; collecting, organising and interpreting data; reflecting on results; and drawing evidence-based conclusions
• an ability to communicate scientific understanding and findings to justify ideas on the basis of evidence
• an ability to solve simple problems and make informed, evidence-based decisions
• an understanding of science activities to explore their place in the world
• knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge needed to explain and predict phenomena, and to apply that understanding.

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

1. identify properties and behaviour of some objects, living things and their environment
2. find patterns in properties and behaviour of some objects, living things and their environment
3. observe and interpret change in properties and behaviour of some objects, living things and their environment
4. use tools and equipment for a simple task
5. communicate ideas and observations about their environment, objects and living things
6. act on instructions and monitor their own progress.

This course focuses on progressing learners from an emergent to early conventional level.  It encourages learners to develop their independence as they explore, participate and engage in the world around them. Expectations for learner achievement are set at four stages which are not associated with age or year level that links chronological age to developmental progress. As learners progress through these stages the level of coactive support required decreases moving towards independence. 

This document is Stage 3 in four Stages of the course Preliminary Science. 

Stage 1
Within Stage 1 learners experience a range of learning activities that will assist them to attend to and explore the world around them with as much independence as possible. Experiences are designed for learners at an emergent level. Learners require high levels of coactive support and focused attention from the teacher to assist them to engage, react and participate. Learners demonstrate some awareness and recognition of familiar people and routine activities.

Stage 2
Within Stage 2 learners are reliant on verbal and physical prompts to facilitate their learning. They begin to explore their world independently and engage in cause and effect learning activities. Learners are able to focus on structured learning activities for short periods of time. They respond to familiar people and events in a familiar environment and begin to use ‘yes/no’ responses. 

Stage 3

Within Stage 3 Learners display the first signs of independence, are less reliant on partial physical prompts and respond more consistently to verbal and visual prompts and clear directions from the teacher. Learners begin to interact with their peers in social opportunities. They participate in structured activities alongside their peers and use pictures, photos and objects to communicate personal interests and experiences. They begin to use and link some familiar words and images to form a meaningful communication. 

 Stage 4

Within Stage 4 learners participate cooperatively in group learning activities with indirect supervision and gestural prompts. They express their feelings, needs and choices in increasingly conventional ways and combine and sequence key words and images to communicate personal interests and to recount significant experiences. They indicate beginning understanding of social rules and expectations and are beginning to reflect on their own behaviour.

Learners can enter the course at any of the four stages depending upon their level of readiness or ability. Providers will determine the entry point for learners based on each learner’s level of readiness.

All learners have a right to an education that meets their needs through full participation and engagement with learning. Providers enhance the quality of all students’ learning through responsive and planned learning programs that optimise achievement using inclusive practices.

Learners will have access to appropriate resources such as professional support staff; or adult assistance, and equipment such as assistive technology or modified facilities, as required. The Disability Standards for Education 2005 outline the obligations that educational providers must meet in supporting the needs of learners with disability through reasonable adjustments. 

Adjustments include a range of supports and accommodations including but not limited to: 

• supportive learning environments 
• tailored delivery models
• visual and organisational supports
• multimodal learning and assessment opportunities
• access to appropriate technology
• varying levels of prompting and adult assistance. 

‘Adjustment’ does not mean the lowering or removal of standards but rather it means allowing learners appropriate means to demonstrate their learning and achievement against standards.

In the instance of online, distance or flexible delivery, adjustments may be made in the delivery of the courses by providers to suit the individual student’s learning environment. This may involve differentiation to reflect the resources readily available to the learner within their home or community.

In addition to preparing and providing learners vital skills for personal independence this course prepares learners for a number of vocational pathways that utilise a knowledge of science.

For example:

• Access to Vocational Pathways;
• Agriculture;
• Aquaculture;
• Automotive Vocational Preparation;
• Conservation and Land Management;
• Engineering; Horticulture;
• Hospitality;
• Introduction to Construction; and
• Sport and Recreation.

This course has a complexity Preliminary to level 1.

Each stage of the course has a size value of 5 or 10 or 15 depending upon learners needs. A learner will undertake a minimum of 50 hours study in this course, through to a maximum of 150 hours dependent on learner needs.

There are many possible ways of combining the Stages of learning and the size value of 5 or 10 or 15 depending upon learners needs. 

For example:

•  A learner might study Preliminary to Level 1, Stage 3 of the course and complete it in 50 hours. This learner might then study Preliminary to Level 1, Stage 4 of the course and require 100 hours to achieve this. After successful completion, this learner might then undertake a Level 1 course in the following year.
• In one year a learner might study Preliminary to Level 1, Stage 2 of the course and complete it in 50 hours. This learner might then also study Preliminary to Level 1, Stage 3 of the course and require 100 hours to achieve this.
• A learner may study Preliminary to Level 1 Stage 1 in 150 hours. 

This course is organised into four sequential stages. Learners can enter the course at any of the four stages depending upon their level of readiness or ability.  Providers will determine the entry point for learners. 

This document is Stage 3 of the four stages in this course.

STAGE 3: (50, 100 AND 150 HOURS)

This course has a size value of 5, 10 or 15. 

In Stage 3, learners intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the weather, and changes they can effect, for example making things move or change shape. They use their senses to gather information and learn that exploring questions and making observations are a core part of science. In Stage 3 learners must engage with all content in any order within the three strands of the Australian Curriculum: Science:

Science as a human endeavour:

•  objects and parts of the world around us have names and particular characteristics
•  tools and equipment can be used to observe, explore and change the characteristics of the world around us.

Science Understanding:

•  biological sciences: living things have different names and parts
• chemical sciences: objects have different names and properties, and some can be manipulated and changed
• Earth and space sciences: as weather changes its properties can be observed
• physical sciences: objects can move in different ways.

Science Inquiry Skills:

•  questioning and predicting: engage in simple scientific inquiry to find answers to simple questions, for example, 'What happens when I freeze water?
• planning and conducting: use the senses to identify some characteristics
• recording and processing: use pictures and words to describe observations and findings and begin to categorise objects
• analysing and evaluating : make links between observations and findings
• communicating: use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication.

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.

The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.

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

Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award.


NOTATION ON EVIDENCE OF LEARNING

Some of the criteria standard elements use the terms reacting, responding and recognising.

In the context of this preliminary level course reacting/responding might be defined as:

• an intentional repeatable and observable behaviour that can be interpreted simply, objectively and conclusively.

In the context of this preliminary level course recognising might be defined as:

• intentionally signalling identification of (someone or something) through gesture, facial expression or sound from having encountered them before.

Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.

Under Section 55ZN of the Office of Tasmanian Assessment, Standards and Certification Act 2003, TASC may give a provider written direction regarding the provision and assessment of an accredited other education course.

The assessment of Preliminary Science Stage 3 will be based on whether the learner can:

• 1. identify and organise by properties and behaviour
• 2. use equipment and inquire into the world
• 3. complete tasks and communicate ideas and observations.

Preliminary Science Preliminary to Level 1:  Stage 1, 2, 3 or 4 (with the award of):

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

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 is from 1 January 2019 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 curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1– Accredited on 14 December 2018 for use from 1 January 2019 until 31 December 2023.

This course replaces PRE015415 Nature and Environment that expired on 31 December 2018.

GLOSSARY OF VERBS

GLOSSARY OF SCIENTIFIC TERMS