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T A S M A N I A N
Q U A L I F I C A T I O N S
A U T H O R I T Y
Introduction to Sociology
and Psychology
Introduction to Sociology and Psychology BHX215111
TQA Level 2, Size Value = 15
THE COURSE DOCUMENT
This document contains the following sections:
RATIONALE ................................................................................................................... 1
COURSE SIZE AND COMPLEXITY ............................................................................... 2
COURSE DESCRIPTION ............................................................................................... 2
COURSE REQUIREMENTS ........................................................................................... 2
LEARNING OUTCOMES ................................................................................................ 2
COURSE CONTENT ...................................................................................................... 3
SUGGESTED LEARNING ACTIVITIES .......................................................................... 5
ASSESSMENT ............................................................................................................... 6
Quality Assurance Processes ............................................................................................. 6
Criteria ................................................................................................................................. 7
Standards ........................................................................................................................... 7
Qualifications Available ..................................................................................................... 13
Award Requirements ......................................................................................................... 14
COURSE EVALUATION ............................................................................................... 14
COURSE DEVELOPER ................................................................................................ 14
ACCREDITATION ........................................................................................................ 15
VERSION HISTORY ..................................................................................................... 15
RATIONALE
This course provides an introduction to the disciplines of sociology and psychology.
It is one of a number of courses about society, behavioural sciences and culture that allow
students to examine various social interactions and adaptations of individuals and groups.
As well as preparation for study in TQA level 3 courses in sociology and psychology, this
course also provides knowledge and skills that would be a good foundation for vocational
studies in areas such as welfare and child care.
© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 16 September 2010
2
Introduction to Sociology and
Psychology
TQA Level 2
COURSE SIZE AND COMPLEXITY
This course has been assessed as having a complexity level at TQA level 2.
At TQA level 2, the student is expected to carry out tasks and activities that involve a range of
knowledge and skills, including some basic theoretical concepts together with some relevant
technical knowledge and associated skills. Limited judgement and evaluation of alternative
responses are required, such as making an appropriate selection from a range of given,
guidelines and procedures. VET competencies at this TQA level 2 are often those characteristic
of an AQF Certificate II.
This TQA level 2 course has a size value of 15.
COURSE DESCRIPTION
The course provides a broad overview of the disciplines of sociology and psychology
stressing major terms, concepts, and some basic theoretical perspectives from both
disciplines. The course provides students with basic research knowledge, skills and
methods; and a range of optional sociology and psychology topics for study that can be
selected from a list provided in the course document.
Students will study the following three units:
1. an introductory overview of the disciplines of sociology and psychology
2. research methodology
3. application of concepts and principles to the consideration of a range of specialist topics.
Unit 3 covers a range of optional ‘specialist’ topics drawn from both the disciplines.
COURSE REQUIREMENTS
Students will study all three units. Unit 3 consists of specialist studies selected from a range of
topics. Students will study at least six (6) topics.
LEARNING OUTCOMES
Through the study of Introduction to Sociology and Psychology students will develop the
knowledge and skills to:
 distinguish between sociological and psychological perspectives
 use sociological and psychological theories and ideas to explain human actions and
behaviours
 outline scientific research methods applicable to sociology and psychology
 use some empirical evidence (research data) to support sociological and psychological
points of view
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TQA 2
 apply basic sociological and psychological research skills to describe and explain some
real life situations.
COURSE CONTENT
There is an emphasis within the course on introducing students to:

aspects of contemporary Australian society, social change over time, culture, social
structures

the notion of the sociological imagination and applications of sociology and sociological
research in a culturally diverse world

an introduction to the social science of psychology and its research methods

a study of individual behaviours in their social context and the application of social
psychology to everyday lives.
UNIT 1:
INTRODUCTORY OVERVIEW OF THE DISCIPLINES OF SOCIOLOGY
AND PSYCHOLOGY
This topic covers the aims and the scope of the study of sociology and psychology and the use
of these disciplines in Australia today. A brief coverage of the different approaches to sociology
and psychology should be included.
WHAT SOCIOLOGY AND PSYCHOLOGY TELL US ABOUT
Sociology provides a critical understanding of how the individual is located in and attached to
various levels of social groups within a society. Sociology seeks to identify, explain and
understand the relationship between an individual and various social groups and indeed how
each of these social groups is intricately connected. It seeks to provide a description and
analysis of the patterns and organisations that shape human behaviour in contemporary social
life. As a discipline Sociology seeks to analyse empirical evidence and look for patterns of
inequality and relationships among the main institutions of society family, education, work and
the media.
Psychology provides an understanding of 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.
S OCIOLOGY AND P SYCHOLOGY AS D ISCIPLINES

brief outline of the origins of the disciplines

range of topics that are studied by each discipline

ways of finding out within each of the disciplines

different approaches taken in each of the disciplines
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TQA Level 2

current practitioners in each of the disciplines – what they may be working on and in
what environments

the use of the disciplines in Australia today

the disciplines as part of a broad range of social sciences

Sociology and Psychology as sciences

Sociology and Psychology as distinct, not separate disciplines.
Focus questions:
What are the key purposes of each of the disciplines?
How do they differ in content and aims?
Do the two disciplines overlap in content?
T ERMS AND C ONCEPTS
The course introduces students to some of the terms and concepts that are central to each of
the two disciplines. These should be sufficient to enable students to understand and discuss key
ideas in each of the disciplines. Examples could include: socialisation; self; culture; behaviour;
individual difference; institutions; stereotypes; empirical evidence; personality; perception;
cognition etc. Reinforcement of the learning of terms and concepts will come through the study
of particular topics in Unit 3.
UNIT 2: RESEARCH METHODOLOGY
This unit is an introduction to the collection of data, use of evidence to support an argument and
acknowledgement of sources.

Building a body of knowledge – critical analysis, gathering data, testing ideas

The nature of scientific method

Steps in scientific method
hypothesis (operational)
sampling
correlation
research methods and design
measurements of central tendency
ethical considerations .

Ethical considerations when conducting social research

Use of evidence to support an argument

Interpreting data

Testing ideas and the formation of hypotheses

Acknowledging sources of information – TQA Academic Integrity Plagiarism Guide; any
special ways of referencing used in the disciplines.
Focus questions:
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TQA 2
How do sociologists and psychologists ‘know’?
Do psychologists and sociologists approach research in the same manner?
What methods and study designs are used to gather data?
UNIT 3: SPECIALIST STUDIES
Students will study at least six topics selected from the list below. The selection must provide a
balance between sociology and psychology.
All studies will include consideration of:
 scope of the area of specialisation – what it covers: what the studies in the area of
specialisation are trying to find out
 key terms and concepts
 some current issues
 ways of gathering data and information
 use of evidence to support a point of view
 some areas of current research.
T OPICS
1 Socialisation
2 Youth Culture
3 Dreaming and Sleep
4 Influences on Individual Behaviour
5 Cross-cultural Differences
6 The Brain
7 Lifespan Development
8 Personality
9 Social and Personal Perception
10 Non-verbal Communication
11 The Family
12
13
14
15
16
17
18
19
20
21
22
Relationships
Abnormal Psychology
Gender
Deviance
Social Stratification
Collective Behaviour
Mass Media
Sports Psychology
Parapsychology
Intelligence
Forensic Psychology
SUGGESTED LEARNING ACTIVITIES

Investigate aims, including historical roots, of the two disciplines

Conduct scientific research, eg mini-survey

Identify current affairs issues that are relevant to either of the disciplines

Scrutinise apparent scientific data, eg polls findings

Carry out hypothesis construction exercises

Carry out concept mapping

Research a culture different from one’s own

Analyse media articles

Interview individuals

Observe individuals and groups

Speak to current practitioners

Analyse case studies
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
Participate in role plays

Participate in structured debates

Adopt a persona and write about the experience

Design a particular setting for an individual or group, eg. an aged care home

Use a personality test.
ASSESSMENT
Criterion-based assessment is a form of outcomes assessment which identifies the extent of
student 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 students
identify what they need to do to attain the maximum benefit from their study of the course.
Therefore, assessment for summative reporting to the Tasmanian Qualifications Authority
should focus on what both teacher and student understand to reflect end-point achievement.
The standard of achievement each student 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 student demonstrates any achievement against a
criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the
continuum of ratings and is thus not described in course standards.
A ‘z’ notation is to be used where a student provides no evidence of achievement at all.
Providers offering this course must participate in the quality assurance processes.
Internal assessment of all criteria will be made by the provider. Assessment processes must
gather evidence that clearly shows the match between individual student performance, the
standards of the course and the student’s award. Providers will report the student’s rating for
each criterion to the Tasmanian Qualifications Authority.
QUALITY ASSURANCE PROCESSES
The following processes will be facilitated by the TQA to ensure there is:
 a match between the standards for achievement specified in the course and the
standards demonstrated by students
 community confidence in the integrity and meaning of the qualification.
Process – Each provider will submit bodies of students’ work sufficient to allow an
assessment against a nominated range of criteria and the overall award to an annual
review meeting organised by the TQA.
The work, while not necessarily fully resolved, will be assessed by the provider against
the range of nominated assessment criteria and the overall award. The TQA will give
each provider guidance regarding the selection of students and the nominated criteria.
The review meeting will provide advice about the provider’s assessment standards.
Providers are expected to act on this advice.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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TQA 2
ASSESSMENT CRITERIA
The assessment for Introduction to Sociology and Psychology will be based on the degree to
which the learner can:
1.
collect and use information to investigate topics
2.
communicate ideas and information
3.
plan, consult, organise and complete structured inquiry activities
4.
use evidence to support sociological and psychological viewpoints
5.
display knowledge and understanding of sociological and psychological concepts and
ideas
6.
demonstrate understanding of basic sociological and psychological research methods
7.
apply sociological and psychological concepts to real life situations.
STANDARDS
C RITERION 1: COLLECT AND USE INFORMATION TO INVESTIGATE TOPICS
Rating ‘C’
Rating ‘B’
Rating ‘A’
A student can:
A student can:
A student can:

collect information about
specific topics from a
limited range of sources
 collect and categorise
information from a broad
range of sources
 collect and categorise
information from a
broad range of sources
and justify the methods
of collection and
categorisation
 evaluate collected
information for its relevance
 evaluate collected
information and explain
its relevance
 evaluate collected
information, explain its
relevance and justify
its validity
 keep a list of collected
information and the
categories to which it is
assigned
 keep effective records of
information collected
including the source
 keep effective records
of information
accurately referenced
 refer to the information
when discussing the
specific topic under
 use the collected
information to inform the
investigation of topics.
 use a broad range of
information to develop
arguments about
particular topics,
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consideration.
C RITERION 2:
evaluating the
relevance and value of
the information.
COMMUNICATE IDEAS AND INFORMATION
Rating ‘C’
Rating ‘B’
Rating ‘A’
A student can:
A student can:
A student can:
 express basic facts
about a specific topic
 use relevant facts
and concepts when
communicating

use relevant, facts,
concepts and terminology
when communicating
 in writing, convey basic
information to address
the main intent of a task
 present written
information in an
appropriate format
to convey meaning

present written
information in a format
and style that assists
understanding
 present ideas about a
topic in a clear and
logical manner.
 communicate
information and
ideas that are
relevant to the topic.

communicate factual
information, ideas and
opinions showing a good
understanding of the
issues.
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Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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TQA 2
C RITERION 3:
PLAN , CONSULT , ORGANISE AND COMPLETE STRUCTURED INQUIRY ACTIVITIES
Rating ‘C’
Rating ‘B’
Rating ‘A’
A student can:
A student can:
A student can:
 develop a basic plan of
inquiry activities for a
specified, straightforward task
 develop a plan of
inquiry activities for
various topics
 develop a
comprehensive plan of
inquiry activities that
takes into account the
nature of the subject of
the inquiry
 seek the views of
relevant others on the
plan
 consult with
knowledgeable
others about the
suitability of the plan
 consult with
knowledgeable others
about the plan and also
the issues to do with the
subject matter of the
inquiry
 organise the major
components of the
activity including
information gathering and
presentation
 organise the
components of the
activity showing
some understanding
of the main steps and
timelines
 organise the
components of the
activity, including
actions, timelines,
critical points, risks
 complete the inquiry
activity and present
findings in oral and
written format.
 complete the inquiry
activity and present
findings in a clear
and meaningful
written format.
 complete the inquiry
activities in accordance
with the plan and
present the written
findings, reflecting on
the appropriateness of
the inquiry
methodology.
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Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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TQA Level 2
C RITERION 4: U SE EVIDENCE TO SUPPORT SOCIOLOGICAL AND PSYCHOLOGICAL VIEWPOINTS
Rating ‘C’
A student can:
Rating ‘B’
Rating ‘A’
A student can:
A student can:
 distinguish between fact
and opinion
 distinguish between
basic types of
evidence – research
findings, facts,
opinion,
observations,
anecdote
 outline the difference
between the various
types of evidence and
their applicability
 state a particular point of
view on a given/selected
topic with some basic
evidence relating to it
 support a particular
point of view on a
given/selected topic
with some basic
evidence
 build a case for a point
of view on a range of
selected topics with
appropriate evidence
 identify areas where
the evidence about a
particular point of
view is unclear or
lacking
 evaluate the adequacy
of the evidence
available on a selected
points of view of a
range of both
sociological and
psychological topics
 connect a point of
view with personal
experience or
observation.
 evaluate their personal
point of view on a
particular matter with
the evidence available.
 identify when a point of
view on particular topics
varies from their personal
values and beliefs.
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Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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TQA 2
C RITERION 5:
DISPLAY KNOWLEDGE AND UNDERSTANDING OF SOCIOLOGICAL AND PSYCHOLOGICAL
CONCEPTS AND IDEAS
Rating ‘C’
Rating ‘B’
A student can:
A student can:
Rating ‘A’
A student can:
 explain the basic
meaning of a limited
number of common
sociological and
psychological terms
 show some
understanding of a
range of sociological
and psychological
terms
 recognise and use
appropriately a range of
sociological and
psychological terms
 identify some basic
sociological and
psychological concepts
 identify and show
some understanding
of some basic
sociological and
psychological
concepts
 identify and show some
understanding of a
range of basic
sociological and
psychological concepts
 use a limited number of
sociological and
psychological terms in
their discussions
 use a number of
sociological and
psychological terms
in their discussions
 use a number of
sociological and
psychological terms in
their discussions
 apply a basic sociological
or psychological concept
in their discussions.
 apply a basic
sociological or
psychological
concept in their
discussions of a
number of different
issues.
 use a number of
sociological and
psychological concepts
in their discussions of a
range of issues.
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Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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TQA Level 2
C RITERION 6:
DEMONSTRATE UNDERSTANDING OF BASIC SOCIOLOGICAL AND PSYCHOLOGICAL
RESEARCH METHODS
Rating ‘C’
Rating ‘B’
A student can:
A student can:
Rating ‘A’
A student can:
 outline some of the basic
principles of sociological
and psychological
research
 describe the basic
principles of
sociological and
psychological
research
 explain the basic
principles of
sociological and
psychological research
 show awareness of some
of the ethical
considerations that
should be taken into
account in sociological
and psychological
research;
 show awareness and
some understanding
of some of ethical
considerations that
should be taken into
account in
sociological and
psychological
research
 show awareness and
some understanding of
a range of ethical
considerations that
should be taken into
account in sociological
and psychological
research
 carry out a basic primary
research task.
 contribute to the
construction of a
basic primary
research and carry it
out.
 construct a basic
primary research task
and carry it out.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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Psychology
TQA 2
C RITERION 7: APPLY SOCIOLOGICAL AND PSYCHOLOGICAL CONCEPTS TO REAL LIFE SITUATIONS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
Rating ‘A’
A student can:
 use a sociological or
psychological concept to
explain a given real life
situation
 use some
sociological or
psychological
concepts to explain a
real life situation
 use sociological or
psychological concepts,
including reasonably
complex ones, to
explain a range of real
life situations
 use a real life situation to
help explain a
sociological or
psychological concept
 use some real life
situations to help
explain a sociological
or psychological
concept
 use some real life
situations to help
explain a range of
different sociological or
psychological concepts
 recognise a sociological
or psychological
explanation for a
particular real life
situation.
 recognise a number
of different
sociological or
psychological
explanations for a
particular real life
situation.
 recognise and show
some understanding of
a number of different
sociological or
psychological
explanations for a
particular real life
situation.
QUALIFICATIONS AVAILABLE
Introduction to Sociology and Psychology (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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Introduction to Sociology and
Psychology
TQA Level 2
AWARD REQUIREMENTS
The minimum requirements for an award in this course are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 2 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings
A student who otherwise achieves the ratings for a CA (Commendable Achievement) or 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.
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in
the year prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout
the period of accreditation. Such requests for amendment will be considered in terms of the
likely improvements to the outcomes for students and the possible consequences for delivery of
the course.
The TQA can evaluate the need and appropriateness of an accredited course at any point
throughout the period of accreditation.
COURSE DEVELOPER
The TQA acknowledges the contribution of Phillip Harrison in the development of this course.
ACCREDITATION
The accreditation period for this course is from 1 Jan 2011 to 31 Dec 2015.
VERSION HISTORY
Version 1 – accredited version. This course supersedes Introduction to Sociology and
Psychology BHI3C/4C.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 14 May 2017
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Focus on Children
TQA Level 1
VERSION CONTROL
This document is a Word version of the course. It is not a TQA controlled version. The
current PDF version of the course on the TQA website is the definitive one.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2010 – 31 Dec 2015
Date of Publication: 14 May 2017