All from Information for teachers
As a teacher, you must be informed of TASC rules, policies and procedures when delivering TASC accredited courses. Expectations and key information include course design, scope and sequence, internal assessment and moderation, and external assessment and exams.
The current TASC accredited courses offered in Tasmania are listed by learning area. For information about new and revised accredited courses for each year, see the pages ‘Courses accredited from Year’ on the Course Accreditation page.
The TCE course planner provides information on the ways in which current courses may contribute to the TCE standards.
The Years 9 and 12 website (hosted by the Department for Education, Children and Young People) provides curriculum support materials, learning opportunities, support for moderation and assessment and professional readings. The site complements the TASC website, which has broader information regarding courses, assessment and certification. Questions about the site contents can be sent to seniorsecondaryprovision@decyp.tas.gov.au
University of Tasmania courses
The University of Tasmania offers the University Connections Program and the High Achiever Program for eligible Year 11 and 12 students which can also contribute towards the TCE.
International baccalaureate diploma
The International baccalaureate diploma is recognised as formal learning and appears on the TASC Recognised Formal Learning web page. The successful completion of the diploma plus the ‘Participation and Achievement Standard’ of the TCE are together considered to be sufficiently reliable evidence of meeting the TCE requirements. Students who achieve the diploma are awarded 120 TCE points at Level 3, the Everyday Adult Standards in Reading, Writing and Communication (in English), Mathematics, and Use of Computers and the Internet.
TASC offers schools access to online safety net tests for their Year 12, 13 and past students (with the facilitation of the school).
See Online safety net tests – Everyday Adult Standards for details on how schools register students for the tests using TRACS.
School access to make student course enrolment changes for close in Term 3 (check TASC Key Dates for the date). The closure date is designed to reflect the point during the year when students generally will no longer have adequate time to be exposed to a course’s content and assessment requirements.
Where possible, changes to course enrolments should occur as early in the year as possible. In addition to ensuring students have enough time to be exposed to the full course content and learning opportunities, making these changes early also assists with scheduling written exams (to avoid exam clashes) and appointing the correct number of markers and supervisors.
What do you need to know about making enrolment changes after the closure date?
Following the closure date, schools may make a request to TASC for a change in enrolment status.
If there is a requirement for an enrolment change (for example, movement into a lower-level course) then TASC requires some supporting evidence for the change.
Enrolment change process (after closure)
Make a request for a change in enrolment via a ‘Quality Assurance’ task in TRACS. Ensure you attach the required evidence listed below:
If you have any queries please contact the Quality Assurance team via TRACS or send an email to QualityAssurance@tasc.tas.gov.au.
Each year, schools are required to report students’ final internal ratings to TASC in Term 4. The reporting and verification period aligns with the written exam period and ensures the correct internal ratings are included in students’ statements of results.
For details about the submission and verification process, see the dedicated webpage for information on the Final internal rating submission and verification process.
TASC has developed tools to assist schools and teachers to understand Quality Assurance processes and requirements, see Tools for teachers.
Corresponding with TASC
TLOs should use the TRACS portal to communicate with TASC regarding school and student enquiries. Make sure to use this platform instead of email or phone whenever possible to ensure accurate triaging of enquiries to the relevant TASC team.
Resources for TRACS
The TRACS Resources page (currently under development) will provide a collection of instructional materials, including how-to documents, guides, and videos, aimed at helping users navigate TRACS effectively.
Schedules and Due Dates
See the key dates calendar for important school and marking related tasks that need to be performed within TRACS.
The Focus Area by Term poster helps schools and teachers to keep track of the key areas to focus on year-round and by school term to meet the required Standards for Providers. Look for the teacher icons to see the tasks teachers need to do.
Teachers can also use the Assessment Documentation: Self-Evaluation Toolkit for Teachers to check their plans for assessment, assessment tools and assessment records.
Course delivery and assessment
TASC supports teachers in course delivery and assessment and quality assurance measures. It is a TASC requirement that all TASC accredited courses delivered in schools have a detailed scope and sequence document. The scope and sequence must be developed in line with the current TASC course document and have a clear assessment schedule embedded or provided separately.
Information Document Delivering TASC Courses (‘Packaging’, ‘Bundling’ & ‘Concurrent Delivery’)
Internal assessment
All TASC accredited courses require internal assessment by teachers.
Teachers should be aware the key areas of internal assessment including; ratings and awards, assessment guidelines, assessment requirements and records and inability to complete course requirements.
External assessment
Level 3 or Level 4 TASC accredited courses also have external assessment requirements such as written examination, a folio of work, an oral or practical assessment and/or display.
Teachers need to be fully aware of the external assessment requirements (in the course document) and the key dates for external assessment for their course. This assessment information must be provided to students at the beginning of the course.
Further information for students and teachers including; exam rules, special provisions, exam timetables and dates for assessment can be located on the students’ exam and assessment page.
To register with TASC, schools must meet the standard for internal moderation of assessments – refer to internal moderation requirements.
Schools registered with TASC are required to have a clear policy and internal processes to ensure the academic integrity of work submitted by students for assessment. Teachers have responsibility to ensure students are fully aware of this requirement and meet the highest standards of honesty and integrity in the work they submit for assessment.
The Academic integrity guide provides information for teachers and students on how to reference (cite) other people’s information, images, ideas or words used in student work.
Quality assurance is our approach to ensuring that TASC accredited courses offered by schools are of a consistent standard and quality. We apply quality assurance mechanisms to the provision of TASC accredited courses, the standards that we set and the qualifications that we issue.
The aim of this is to ensure community confidence in the integrity and validity of Tasmanian senior secondary school qualifications.
We maintain several approaches to quality assurance including school audits, desktop audits, quality assurance meetings and quality assurance workshops, and they each play a role in ensuring that our standards are maintained.