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T A S M A N I A N
C E R T I F I C A T E
O F
E D U C A T I O N
Introduction to
Sociology and Psychology: An Applied Focus
TQA Level 2, Size Value = 10
COURSE DOCUMENT
This document contains the following sections:
FUNCTION........................................................................................................................
SIZE AND COMPLEXITY ..................................................................................................
COURSE DESCRIPTION ..................................................................................................
COURSE REQUIREMENTS .............................................................................................
LEARNING OUTCOMES ..................................................................................................
COURSE CONTENT .........................................................................................................
EXPANDED COURSE OUTLINE ......................................................................................
ASSESSMENT ..................................................................................................................
Quality Assurance Processes ................................................................................
Assessment Criteria
Award Requirements .............................................................................................
Standards .............................................................................................................
Qualifications Available ..........................................................................................
Award Requirements .............................................................................................
ACCREDITATION .............................................................................................................
VERSION HISTORY .........................................................................................................
FUNCTION
This is one of a number of courses about society, behavioural scie nces and culture that allow
students to examine various social interactions and adaptations to natural environments by
human beings living both as individuals and in groups. In other words participation in studies of
the social and behavioural sciences and society and the environment courses such as this,
allow students to see themselves as bio-psycho-social beings, and from this viewpoint are able
to start to see the various consequences (footprints) of these interactions over time in terms of
social change in themselves and others.
This foundation course in introductory sociology and psychology (An Applied Focus)
has (at least) two primary education outcomes. First, the course provides for an introductory
pathway (ideally in year 11) for students who might later expand on this learning by undertaking
level three (3) courses in Sociology and / or Psychology.
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Secondly, the course provides a complimentary subject choice in an appropriate applied field of
study for students commencing vocational education and training pathways such as certificate
qualifications. Student cohorts such as these together with some new arrival populations who
are studying for qualifications in generalist community services work, children’s services work
or health worker courses at this level or above would be advantaged in particular by enrolment
in this introductory course. Learners who may or may not proceed to enrol in related level 3
courses in the behavioural and social sciences would benefit from exploring some problems
and issues in society and seeing the application of the basic concepts in sociology and
psychology as elaborating the understanding of such social problems and issues. Study of this
course allows students to display their understanding of extant issues and compl iment various
problem-based learning methodologies in flexible and applied settings.
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. Only limited judgement and evaluation of alternative
responses is 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.
The TQA level 2 course has a size value of 10.
COURSE DESCRIPTION
Introduction to Sociology and Psychology: An Applied Focus provides an introduction to the
basic ideas and applications of sociology and psychology with a view to students describing,
explaining and predicting individual behaviours and social action within groups. The course
document is structured to provide a three division framework for students and teachers, and,
accordingly the course is divided into three sections. The three sections as described below may be
delivered sequentially to suit some methods of classroom and applied delivery OR more ideally,
delivered concurrently where social and psychological issues and problems can be identified in the
embedded teaching model in one or more of the model’s environments. This later holistic mode
advantages students by allowing them to focus on a real issue or problem at the same time as
being provided with the descriptive and explanatory power of the basic sociological and
psychological concepts from the course.
Section 1 of the course introduces students to a so called six (6) environment teaching model
which identifies a range of social and psychological problems and issues emanating from a set of
5 sociological and psychological environments surrounding and impacting on the individual bio psycho-social being (representing the 6th environment in the model). These impacting environments
are nominated as, and range through, the Natural, Global, National, Cultural and Organisational
spheres (See below for a diagrammatic and brief narrative on the model).
Section 2 of the course then seeks to allow the students opportunities to learn and utilise the
fundamental topics, ideas and concepts associated with the teaching of these 2 disciplines.
Students are then encouraged to deploy some of these discipline concepts in problem solving a nd
solution-focused activities in regard to the range of social problems and disorders identified in the 6
environment model described above. The set of skills and competencies developed as a result of
the successful completion of the course include the acquisition by students of the general principles
of sociological and psychological research, which allow students to start to draw more meaningful
conclusions about various social and psychological phenomena identified in the six environments
model. Students are introduced to basic evidence-based methods of structured inquiry
(research) to assist their understanding of the range of issues and problems indentified in section
1.
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Section 3 covers a range of optional “specialist” topics drawn from both the disci plines. Teachers
should consider this list in arriving at an overall learning balance. This list selection should be
considered with a combination of student interest and cohort capacity in mind. The list should allow
students to choose 1 or more topics and conduct and report on (for later assessment purposes) a
basic structured inquiry describing and explaining their chosen social and / or psychological
problem or issue.
The Six Environments Model
Individual
/Personality
Family/
organisation
Culture
/tasks/tribes
Nation States
(Aus)
Global Village
Natural World
TEACHING MODEL:
The key elements of six (6) natural social and psychological environments are examined
throughout the teaching and learning schedule with a view to encouraging students to begin to
make links with what happens in the natural, social and psychological world and what happens in
private and social life to individuals and groups because of these impacts and environments.
Students begin to understand the link between social problems and issues that exist in the world,
the description and the possible explanations for these problems using the various basic
sociological and psychological concepts presented in the course.
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Following attendance at course work, students should be able to locate Social Problems / issues in
the several environments and deploy basic sociological and psychological concepts to describe
and explain these phenomena for assessment purposes.
COURSE REQUIREMENTS
Students will study in approximately equal proportions:
1. The Six (6) Environments Model which allows the identification of problems, issues a nd
situations associated with aspects of the psychological and sociological world, together with
a complimentary and introductory overview to the basic disciplines of sociology and
psychology with an emphasis on the application of some the key ideas from both disciplines
to allow for description and explanation of phenomena by students.
2. How to undertake and report on an evidence-based structured inquiry topic emanating from
the model and how the general principles of sociological and psychological research and the
basic research methodologies associated with each of the disciplines and how these skills
might be applied in basic forms by students for assessment purposes.
3. A range of optional units selected by teachers from the list provided in the course doc ument
below. These unit topics will be selected by teachers to provide a balance between
sociology and psychology topics. One of these “elective” units may provide the topic for a
basic student investigation research project. This basic project based or pr oblem based
investigation (from the model) will be a major contribution to the assessment framework of
the course.
LEARNING OUTCOMES
Through the study of an Introduction to Sociology and Psychology (Applied Focus) course students
will:

develop an understanding of collective and individual human action, behaviours and
experiences in the state and civil society from an historical perspective

display some knowledge of theories and ideas that explain human actions and behaviours

apply knowledge of sociological and psychological theories and ideas that may explain
human actions and behaviours in some real life situations.

use some empirical evidence (research data) to support sociological and psychological
points of view.

apply basic sociological and psychological research skills to describe and explain some real
life situations.
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COURSE CONTENT
The course (1) provides a broad overview of the disciplines of sociology and psychology stressing
major terms, concepts, and some basic theoretical perspectives from both disciplines. (2) The
course provides students with basic research knowledge, skills and methods; and (3) a range of
optional sociology and psychology units for study which can be selected from a list provided in the
course document.
There is an emphasis within the course on introducing students to:

aspects of 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 covering ethical issues, collection of data and the use
of evidence to support an argument and acknowledgement of reference sources

an introduction to the social science of psychology and its research methods

an introduction, at an overview level, to the biological bases of behaviour, learning, memory,
motivation and emotion, language, lifespan development, stress and health, personality,
and abnormal behaviours; applications of psychology in a culturally diverse world

a study of individual behaviours in their social context and the application of social
psychology to everyday lives.
1. AN INTRODUCTORY OVERVIEW TO THE DISCIPLINES OF SOCIOLOGY AND
PSYCHOLOGY USING THE SIX ENVIRONMENT MODEL
SOCIOLOGY begins with organising ideas that help us make sense of all the information we have
about patterns of behaviour in Contemporary Global and in particular Australian Society. It is
theories that enable us to understand and explain the nature of the social world.
PSYCHOLOGY is the scientific study of human behaviour. 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.
SOCIOLOGY AND PSYCHOLOGY AS DISCIPLINES
Focus questions:
What are the definitions of the two disciplines?
How do they differ in content and aims?
Do the two disciplines overlap in content?
2. RESEARCH METHODOLOGY / LOOKING INSIDE OF THE SIX ENVIRONMENTS AND
MAKING SENSE OF THE SOCIAL AND PSYCHOLOGICAL WORLD
Focus questions:
How do sociologists and psychologists ‘know’?
What is scientific method?
Steps in scientific method
 hypothesis (operational) - Independent, Confounding, Extraneous, Dependent variables.
 sampling
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



correlation
research methods and design – Experiment Observation Survey, Co relational Studies
measurements of central tendency – mean, median mode
ethical considerations – privacy, debriefing, informing, no deception
What methods and study designs are used to gather data?
How should people be treated in social scientific research - the Question of ETHICS?
Do psychologists and sociologists approach research in the same manner?
Purposes and Outcomes of this APPLIED FOCUS:
a) Purposes
 understand human behaviour and thinking
 know how to conduct research – scientifically - ethically
b) Outcomes
 Sociology and Psychology are ‘sciences’ (social)
 Sociology and Psychology are distinct not separate disciplines
 research methodology must support psychological and sociological claims/knowledge
 students must know and use some research methods
Suggested teaching strategies using the six environment model






BASIC mini IP (Investigation Project)
conduct scientific research e.g. experimentation, survey
current affairs/issues search (relevant to Sociology/Psychology)
scrutinise apparent scientific data/claims – polls, findings
guest speakers and researchers (SARC)
hypothesis construction exercises (noting independent variable and dependent variable)
3. OPTIONAL UNITS
STUDY TOPICS FROM A RANGE OF SOCIOLOGICAL and PSYCHOLOGICAL UNITS WHICH
MAY BE SELECTED BY TEACHERS / and or / STUDENTS and AS APPROPRIATE FOR THE
STUDENTS BASIC PROJECT or (APPLIED) ASSESSMENT TASK
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
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12 Relationships
13 Abnormal Psychology
14 Gender
15 Deviance
16 Social Stratification
17 Collective Behaviour
18 Mass Media
19 Sports Psychology
20 Parapsychology
21 Intelligence
22 Forensic Psychology
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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 TCE reporting should focus on what both teacher and
student understand to reflect end-point achievement.
The primary audience for assessment is the student and the teacher, but may also include
parents when appropriate.
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 contin uum 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 a nnual 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.
ASSESSMENT CRITERIA
The assessment for Introduction to Sociology and psychology will be based on the degree to
which the learner can:
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1.
collect and use information to investigate specific topics about the individual and society
2.
communicate ideas and information about specific topics regarding the individual and
society
3.
plan, consult, organise and complete structured inquiry activities
4.
use evidence to support sociological and psychological viewpoints
5.
display knowledge and understanding of basic sociological and psychological concepts
and ideas
6.
demonstrate understanding of basic sociological and psychological research methods
7.
apply some sociological and psychological concepts to real life situations .
STANDARDS
Criterion 1: Collect and use information to investigate specific topics about the individual and
society
Rating ‘C’
Rating ‘B’
Rating ‘A’
A student can:
A student can:
A student can:

 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
consideration
 use the collected
information to inform the
investigation of topics
 use a broad range of
information to develop
arguments about
particular topics,
evaluating the
relevance and value of
the information
collect information about
specific topics from a
limited range of sources
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Criterion 2:
Communicate ideas and information about specific topics regarding the
individual and society
Rating ‘C’
A student can:
Rating ‘A’
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
 convey basic
information to address
the main intent of a task
 present information
in an appropriate
format and style to
convey meaning

present 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
Criterion 3:
Plan, consult, organise and complete structured inquiry activities
Rating ‘C’
A student can:
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Rating ‘B’
Rating ‘B’
Rating ‘A’
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 issued to do with the
subject matter of the
inquiry
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Intro to Soc and Psy
 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 or written
format
 complete the inquiry
activity and present
findings in a clear
and meaningful
format
 complete the inquiry
activities in accordance
with the plan and present
the findings, reflecting on
the appropriateness of
the inquiry methodology
Criterion 4: Use 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
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 identify when a point of
view on particular topics
varies from their
personal values and
beliefs
Criterion 5:
 evaluate their personal
point of view on a
particular matter with the
evidence available
Display knowledge and understanding of basic sociological and psychological
concepts and ideas
Rating ‘C’
A student can:
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 connect a point of
view with personal
experience or
observation
Rating ‘B’
Rating ‘A’
A student can:
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
basic sociological and
psychological terms in
their discussions
 use a number of
basic 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
sociological or
psychological issues
 apply more than one
basic sociological or
psychological concept in
their discussions of a
number of different
sociological or
psychological issues
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Criterion 6: Demonstrate understanding of basic sociological and psychological research
methods
Rating ‘C’
A student can:
Rating ‘B’
Rating ‘A’
A student can:
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
Criterion 7: Apply some sociological and psychological concepts to real life situations
Rating ‘C’
A student can:
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Rating ‘B’
Rating ‘A’
A student can:
A student can:
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 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 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: APPLIED FOCUS (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
AWARD REQUIREMENTS
The minimum requirements for an award in this syllabus 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)
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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 significant leadership of Phillip Harrison in the development of this
course.
ACCREDITATION
The accreditation period for this course is from xxx to xxxxx
VERSION HISTORY
This single size Applied Focus course is a FINAL DRAFT which is suggested as direct
replacement of the former 3 syllabus course Introduction to Sociology and Psychology.
The course developer recommends consideration for a name change to
INTRODUCTION TO SOCIOLOGY and PSYCHOLOGY: AN APPLIED FOCUS
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Date of Publication: