OFFICE OF THE TASMANIAN BRIEFING NOTE NO: 16/14 QUALIFICATIONS AUTHORITY
BRIEFING NOTE FOR THE CHIEF EXECUTIVE OFFICER, THE TASMANIAN QUALIFICATIONS AUTHORITY
SUBJECT: Religion in Society TQA level 2, size value 15
PURPOSE: To seek accreditation of the proposed course.
BACKGROUND: The course Religion and Philosophy – Foundation was accredited on 3 November 2009 for a period of 5 years.
At it meeting of 5 June 2013 (Item 2.3) the Authority decided that a system or school might choose to revise the course for accreditation consideration. No specifications were prepared to guide such work.
On 19 November 2013 we received a ‘Notice of intent to develop a course...’ from Susan Bunkum of Guilford Young College. The Office was able to offer the writer some limited support. We published a draft for general comment on behalf of the writer in the period 31 March to 14 April 2014. The writer undertook refinements to the document in light of comments received and suggestions by the Office regarding alignment of learning outcomes, content and criteria/standards. The proponent’s cover letter and supporting materials are given at Attachment A.
As part of the accreditation process an exposure draft of the proposed course was published for public comment in the period 11 to 25 June 2014. Two comments were received. Patrick McManus (Head of Faculty - Religious Education, St. Patrick's College) wrote to endorse the course and thank its writer. Russell Cooper wrote to question the suitability of the course for accreditation (See Attachment B and Issue #1 below).
The course has been analysed against the Senior Secondary Course Accreditation Criteria (See Attachment C and Issue #2 below). In response to issues noted in the analyses: • the Quality Assurance section has been modified • the Access section has been removed • typographic errors have been removed • minor changes to wording have been made to enhance clarity.
CURRENT SITUATION: The following course document is ready for accreditation consideration (Attachment D):
New course: Replacing: Religion in Society TQA level 2, Religion and Philosophy – size value 15 Foundation TQA level 2, size value 15
ISSUES: 1. Mr Cooper’s response (Attachment B) raised the issue of the suitability of the proposed course as part of the accredited suite of Tasmanian senior secondary courses. It is noted that the course: • does not prescribe study of any specific religious tradition and requires study of more than one religion/ religious tradition. An addition to the Course Requirements section of the proposed document has been made to enhance clarity regarding this requirement: “In this course learners MUST study at least two (2) world religions from the list: Judaism; Christianity; Islam; Hinduism; and Buddhism. Other religions may also be studied. NOTE: In this course document the term ‘religious traditions’ is used to mean ‘religions’, not groups or divisions within the listed world religions.” • is not a catechetics or ‘faith in action’ course • has a clear focus on the interactions/interrelationships between religious traditions and society. The latter feature justifies the place of the proposed course in the Tasmanian senior secondary curriculum, within the Society and Culture category: religious traditions have shaped social institutions (e.g. law); are a basis for social norms and mores; have influenced art, literature and architecture; and religious issues and ideas have shaped the historical narrative of society. See also the Rationale provided by the proponent at Attachment A. 2. The analysis of the course recommended a check be made between the proposed course and Making Moral Decisions TQA 2 in regard to possible overlap. It was found that the area of learning in the proposed course, ‘examine religious responses to the question of how to live an ethical life’ is very similar to content in the Making Moral Decisions course. However, as this is one of seven areas of learning in
one of four modules the degree of overlap is minimal.
VIEWS: Not known.
RECOMMENDATIONS: That the course be accredited for use from 1 January 2015 to 31 December 2019.
That the course be assigned a robustness level of 3.
That the course be assigned the following characteristics for the TCE:
Course: TCE Contribution: Religion in Society TQA level 2, level/credit points towards size value 15 participation and achievement standard for PA or higher 15 credit points at TQA 2 TCE contribution: ‘Everyday Adult’ standard for SA award of higher Reading and Writing
PREPARED BY: Dr Mike Jenkins Liaison and Development Officer
Date: 7 August 2014
APPROVED BY CEO: Acting under delegation from the Tasmanian Qualifications Authority to accredit senior secondary courses. Delegation to the CEO of the power to make accreditation decisions under Section 26 is limited to those cases which meet the conditions below:
Delegation Conditions Comment The course proposed clearly The proposed course meets the fits all the criteria for Authority’s Senior Secondary accreditation established by Course Accreditation Criteria. the Authority. See Attached Reports.
Accreditation of the proposed On 5 June 2013 (Item 2.3) the course is consistent with Authority decided that a Authority policy decisions, system or school might choose including the need to to revise the course for
streamline the number of accreditation consideration. courses.
An assessment of risk to the The CEO and the Chair of the Authority’s reputation of a Authority met on 25 August decision to accredit the course 2014. is agreed in consultation with the Chair of the Authority to be It was agreed that low. accreditation of the proposed course was low risk. Course accreditation will only The recommendation is for a be carried out by delegation positive decision (i.e. when the decision is positive accreditation). (all refusals will be made by the Authority meeting) and in full compliance with Authority policy decisions Proposals for new courses, The proposed course replaces unless previously decided by an existing one. It is not a ‘new’ the Authority, whether or not course. fully compliant in all other respects, will fall outside the delegation Cases where there is not N/A agreement that the risk to the Authority’s reputation is low would fall outside the delegation.
Signed by Dr Reg Allen Dr Reg Allen
CEO, Tasmanian Qualifications Authority Date: 25 August 2014
Acting under delegation from the Tasmanian Qualifications Authority to accredit senior secondary courses.
Attachments:
A: Accreditation Submission B: Comment on Exposure Draft C: TQA Senior Secondary Course Analysis Report D: Proposed Course
ATTACHMENT A: Accreditation Submission
1.0 Rationale
Preamble Religion, whether as an agent of stability or instability, of progress or retrogression, of peace or conflict, or simply of diverse kinds of change everywhere in the world, will long continue to be a critical factor for individual, social and political life around the world, and we need to understand it (Graham, 2013, p. 2/7).
This statement which identifies as an imperative, the need to understand the phenomenon of religion as influential in society, captures ‘in a nutshell’ the essence of the argument that I make as part of this submission that the course, Religion in Society, be accredited. The statement was made by William Albert Graham, Jr., an influential American academic who has spent a significant proportion of his career investigating religion. He is noted for his scholarship in the field of Middle Eastern studies and has held the positions of Albertson Professor of Middle Eastern Studies and Dean of Harvard Divinity School. There are probably few scholars in the field of Religion Studies who are as eminently qualified to speak about the need for courses in this area as Graham (2013) who asserts that “religion is a key element in every culture and in every phase of history and … I do feel there is reason to study religion today, just as there will be, if anything, even greater reason to do so in the century ahead” (p. 1/7). Graham (2013) bases his argument ‘for’ religion studies on what he sees as the reality of the world of the twenty-first century – a world in which it is becoming increasingly obvious that “social and individual life everywhere is inextricably tied up with religious issues, religious thinking, and religious action, and these thus deserve our attention” (p. 2/7). Perhaps, Graham’s (2013) most compelling argument in support of the accreditation of a course such as Religion in Society, is his claim that while most people may think that they understand their own ‘brand’ of religion, on the whole, “religion remains one of the least well understood sectors of life for the majority of persons in any and every society” (p. 2/7). Consequently, Graham (2013) argues that “we still desperately need instruction, at all levels of our educational system, that teaches future citizens about religion as a global and human, not a sectarian and parochial, reality” (p. 3/7). Many other scholars would concur with Graham’s perspective. Huston Smith, for example, devoted a whole text, Why Religion Matters (2000), as a response to what he perceived to be a condition of the world as it approached the twenty-first century – a world which he believed to be marked not just by crises in the environment, economics and politics, but also by population explosion, a widening gap between rich and poor, and importantly, from Smith’s perspective a metaphysical crisis (p. 17). Sociologists, Annette Schnabel and Mikael Hjerm (2014) assert that religion is inscribed into “political institutions” and “cultural frameworks” and “influences individual perceptions, attitudes and actions” (p. 2/26). They argue that it is imperative to teach about ‘religion’ as that which has shaped, and continues to shape, aspects of our world today. Consistent with the arguments ‘for’ education about religion proffered by scholars and academics, a report prepared by the American Academy of Religion’s Taskforce (2010) after their investigation into the role of religious education in American state schools identified “widespread illiteracy regarding religion” as a major problem for inevitably such a lack “fuels prejudice and antagonism” (p. i). This report endorsed religion studies courses as a means by which to “expose students to a diversity of religious views” thereby, “educating students about all religions” (p. i). Likewise, education about religion and philosophy is a central component of the school curriculum in the United Kingdom. Dr Peter Vardy, a philosopher of international renown, claims that religion studies
and philosophy have been the fastest growing subjects in the UK in the last twenty years (Lecture, Hobart, 19 May 2014).
Religion in Society reflects ACARA goals ‘Closer to home’, The Shape of the Australian Curriculum (ACARA, 2010) endorsed the commitments of the Melbourne Declaration on the Educational goals and outcomes for young Australians. In particular, the following goals and outcomes would be promoted through the study of a course such as Religion in Society: • Successful learners: - are able to make sense of their world and think about how things have become the way they are (2010, p. 7).
• Confident individuals: - have a sense of self-worth, self- awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing - develop personal values and attributes such as honesty, resilience, empathy and respect for others - are well prepared for their potential roles as family, community and workforce members (2010, p. 7).
• Active and informed citizens: - act with moral and ethical integrity - appreciate Australia’s social, cultural, linguistic and religious diversity, and have an understanding of Australia’s system of government, history and culture - are able to relate to and communicate across cultures, especially the cultures and countries of Asia - work for the common good, in particular sustaining and improving natural and social environments - are responsible global and local citizens (2010, p. 8).
• Intended educational outcomes for young Australians:
A solid foundation in knowledge, understanding, skills and values on which further learning and adult life can be built: - The curriculum will … support students to relate well to others and foster an understanding of Australian society [and ] citizenship …
Deep knowledge, understanding, skills and values that will enable advanced learning and an ability to create new ideas and translate them into practical applications: - The curriculum will enable students … to understand the spiritual, moral and aesthetic dimensions of life; and open up new ways of thinking. It will also support the development of deep knowledge within a discipline, which provides the foundation for interdisciplinary approaches to innovation and complex problem solving (2010, p. 16).
ACARA also prioritises a curriculum which recognises that: - every student is entitled to enriching learning experiences across all areas of the curriculum. Students in Australian classrooms have multiple, diverse and changing needs that are shaped by individual learning histories and abilities as well as cultural and language backgrounds and socio-economic factors (2010, p. 14, #41)
- … increasingly in a world where knowledge itself is constantly growing and evolving, students need to develop a set of skills, behaviours and dispositions, or general capabilities that apply across subject-based content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world (2010, p. 18, #68)
- Students develop ethical behaviours as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for other; and having a desire to work for the common good (2010, p. 19, #71, Ethical behaviour)
- Students develop intercultural understanding as they learn to understand themselves in relation to others. Students learn to respect and value their own cultures and beliefs and those of others, and to engage with people of diverse cultures in ways that recognise differences and create connections between people (2010, p. 20, #71, Intercultural understanding).
Clearly, as demonstrated in the Rationale and reflected in the course content, the Religion in Society course submitted for accreditation:
• has been developed mindful of the the reality that our students live in a global world and that Australia is a multicultural and multifaith society • addresses key elements of the concerns about the need for education in religion such as those raised by scholars and identified in the finding of the report into the need for religious education in American public schools • has integrity in terms of specific guidelines and philosophical principles which are embedded in the Australian curriculum.
References AAR (American Academy of Religion) Religion in State Schools Task Force. (2010). Guidelines for teaching about religion in K – 12 public schools in the United States. Retrieved from https://www.aarweb.org/sites/default/files/pdfs/Publications/epublications/AARK- 12CurriculumGuidelines.pdf
ACARA. (2010). The shape of the Australian Curriculum, Version 2.0. Retrieved from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf
Graham, W. A. (2013). Why teach religion in the Twenty-first Century? Harvard Divinity Bulletin. Summer/Autumn 2012, Vol. 40, Nos 3 & 4. (Scribd)
Harvard University Center for Middle Eastern Studies. (n.d.). Brief history of CMES. Retrieved from http://cmes.hmdc.harvard.edu/about/history
Schnabel, A. & Hjerm, M. (2014). How the religious cleavages of civil society shape national identity. Sage Open. Retrieved from http://sgo.sagepub.com/search/how%252Bthe%252Breligious%252Bcleavages%252Bof%252Bcivi l%252Bsociety%252Bshape
Smith, H. (2000). Why religion matters. HarperCollins e-books.
Vardy, P. (19 May 2014). Public Lecture – Why God matters. Hobart, Australia.
1.1 Strategic need for the Religion in Society
If ‘strategic need’ identifies that which is essential or important then, it is argued that in the contemporary world, perhaps in a way never experienced before, there is a ‘strategic need’ to understand religion and religious worldviews. The following points are offered in support of an argument that there is a strategic need for a TQA accredited Level 2 course (Religion in Society) to be made available as part of the curriculum offerings to students engaged in senior secondary education in the state of Tasmania: • significantly, there is no other TQA accredited Level 2 course for use in Tasmanian schools that could accommodate the needs of students who wish to engage in study about the phenomenon of religion in society
• The Religion in Society course: - is coherent and aims to provide learners with the opportunity to access a high quality relevant curriculum that has integrity in terms of content, assessment and accountability - is designed with an understanding that, through education about religion in society, young people can achieve an understanding of their own culture – its historical development, value systems, and contemporary religious issues - provides a curriculum that promotes understanding of diversity and respect for those who are different from us - provides opportunities for learners to develop their capacity to engage creatively and actively in a study of aspects of religion in society, and, in so doing, promotes the development of
student capacity to become informed citizens who contribute positively to their community, culture and society - has within it, an implicit value for the qualities of personal integrity and respect - has the potential to contribute to life long learning and experiential learning.
1.2 Level of demand
Tasmanian Qualifications Authority data indicates that in: (i) 2012 - 648 qualifications in Religion and Philosophy – Foundation were awarded and (ii) 2013 - 607 qualifications in Religion and Philosophy – Foundation were awarded.
Enrolment figures such as these indicate that a statistically significant proportion of the Tasmanian senior secondary cohort has studied the current TQA Level 2 course, Religion and Philosophy – Foundation. The assertion that the number of qualifications awarded in the current Religion and Philosophy – Foundation is statistically significant is also supported by comparing these figures with those of other TQA courses: ** While the data in the table below is specific to TQA Level 3 courses, it is the size of the cohort that is important in this argument that the course, Religion in Society, which is likely to attract a cohort in excess of 600 students state-wide, is viable in terms of demand. TQA Course Total Awards – 2013 Total Awards – 2012 Ancient Civilisations 253 309 AAP 192 240 Economics 217 211 Legal Studies 342 379 Philosophy 129 Psychology 687 720 Sociology 446 470 Studies of Religion 288 297 Source: Tasmanian Qualifications Authority – Course Directory – Society and Culture: SOSE – Assessment Reports.
1.3 Coherence
This course, Religion in Society, has been written in a manner consistent with that of other TQA accredited courses and in accordance with the prescriptions of the Accreditation Guide for Developers of Senior Secondary Courses (TQA, Version 10, October 2013). The aims clearly establish that the educational purpose of this course is to allow learners to identify, examine, and appreciate the relationship between the phenomenon of religion and society. In a similar manner, the learning outcomes identify the specific areas of inquiry available to those who engage in the study of this course and compulsory and elective content is clearly identified. The course, Religion in Society, does not duplicate by titles or coverage, other TQA senior secondary accredited courses or national Training Package qualifications. While some of the subject matter (e.g./ aspects of ethics) may appear in other TQA courses, the approach to the study of such subject matter is uniquely nuanced to be consistent with the course rationale, aims and learning outcomes.
1.4 Likely uses of the course outcomes/qualifications
As stated in the Rationale of the Religion in Society course, “Learners are immersed in a global world and are likely to encounter diverse cultures, religions and belief systems” (Exposure Draft for Comment). In light of this, there can be no doubt that learning about aspects of religion in Australian and global contexts will prove beneficial for young people who: • are called into active citizenship within a multicultural, multifaith Australia • are likely to be world travellers who will encounter ideologies, institutions and worldviews, steeped in religious understandings and vastly different from those they encounter in Australia • will engage in education, training and employment, essential to which are understanding, attitudes and behaviours which demonstrate a respect for others. Such attributes are fostered through the study of concepts and content which are inbuilt in the units of study in this course • will be the future adults who will shape the social, cultural, economic and political future of Tasmania, Australia (and the world).
2.0 Process of course development and consultation
o 19 November 2013 Notification of intention to the TQA that a new course to replace the current Religion and Philosophy – Foundation (RLP215210) would be developed.
o 6 December 2013 A cross-sectoral meeting was called for anyone interested in the writing of a new course in light of the fact that the Religion and Philosophy Foundation course expires in 2014. The following notice of this meeting was, at the request of Susan Bunkum, distributed in an email communication to all sectors involved in senior secondary education in Tasmania by Mr. Peter Viney who, at the time, was involved in the revision of several senior secondary courses.
Please find below an invitation from Susan Bunkum at Guilford Young College to a meeting of interested teachers from across all sectors to contribute to the writing a new syllabus to replace the current Religion and Philosophy Foundation 2C syllabus. The TQA did not provide specifications for this syllabus renewal and has left it to any school, sector or individual to take on the task. GYC have taken on the challenge. Could you please pass the invitation on to any school, college or teacher who may be interested in being a part of this process. Guilford Young College will host a meeting for all those interested in being part of a cross- sectoral writing party for a TQA2 foundation course in Religion Studies on Monday 16th December. This course will provide a scaffold to the TQA3 Studies of Religion course. The meeting will held at the Hobart Campus (Barrack Street) and will begin at 10am.
o 16 December 2013 The meeting chaired by Susan Bunkum was held at Guilford Young College (Hobart Campus). The meeting was attended by the following Tasmanian educators: - Tony Brennan (Tasmanian Catholic Education Office) - Simone McManus (Guilford Young College, Glenorchy Campus) - Gabrielle Streat (Marist Regional College, Burnie) - Kylie Sullivan (Guilford Young College, Hobart Campus) - Matthew Williams (St. Mary’s College).
o The consensus of the group gathered was that: - a new course titled, Religion in Society, would be written - it would be submitted to the Tasmanian Qualifications Authority for accreditation as a Level 2 course - Susan Bunkum (Guilford Young College) would write the proposed course.
The group provided suggestions regarding possible areas of study and also suggested content to be considered for inclusion in the areas of study identified.
o February - March 2014 - Acting on the outcomes of the meeting held 16 December 2013, Susan Bunkum wrote a draft of the proposed new Level 2 course, Religion in Society.
o 25 March 2014 At the request of Susan Bunkum, a meeting was held with Dr. Mike Jenkins (Liaison & Development Officer of the TQA) at the TQA. The request was made with a view to ensuring that the draft of the course, Religion in Society, could be scrutinised by an expert who has a thorough working knowledge of the specifics of curriculum development and accreditation within the state of Tasmania. Such security would also establish areas that needed to be modified or refined in order to ensure that the course complies with the specifications of the Tasmanian Qualifications Authority for courses submitted for accreditation.
o 31 March 2014 At the request of Susan Bunkum, Dr. Mike Jenkins put the proposed course, Religion in Society, on the TQA website and called for comments from educators in schools across all educational sectors in Tasmania:
To: TQA Co-ordinators and teachers of Religion/Philosophy
The course Religion and Philosophy - Foundation TQA 2 expires at the end of this year. A replacement course - Religion in Society - is being developed. As part of the development process the course proponent has asked us to publish a draft of the course for general comment. Comments are due by 14 April 2014.
The draft document is available at the TQA website page: http://www.tqa.tas.gov.au/25051
Comments should be sent to the course developer (as per email given at the noted webpage) by 14 April 2014.
o Comments and/feedback on the Religion in Society course: The comments and feedback received have been favourable. Suggestions focussed on interest level, assessment and proposed content. The comments below were received in response to the call for general comments:
Andrew Clark (St. Mary’s College, Hobart)
Well done on the Religion in Society document. I’ve just had a quick read. I really like Module Four: Application with the links between religion and the arts, theatre, literature etc… That would be good fun to teach.
Peter Viney (Curriculum Teacher Leader – Humanities and Social Sciences (Year 9 – 12), Curriculum Services Department of Education)
Congratulations to you and your team for creating a sequential, comprehensive, thoughtful and thought-provoking syllabus. I have a few minor suggestions – some are formatting issues and some relate to content. On page 7 Module Two is set out as a dot point from the previous set of work requirements :- • Module Two: Exploring the Meaning of Life In the unit it mentions the Ultimate Reality but in the Electives it mentions God, revelation and human destiny. This works well for all three Semitic religions. My question is how does cater for those students who may wish to examine Buddhism or to a lesser extent, Hinduism (where there is one god but Brahman is found in many forms)? These are not revealed religions. I am not sure the other options as clearly offer worded choices. On page 9 for Unit 3 under Work Requirements, this dot point only mentions Christian organisations:- • the responses of religions or groups within religions (e.g./ St. Vincent de Paul, Caritas, Salvation Army, Anglicare) or individual followers of religions to questions of human rights. This would seem to imply that only Christianity has these types of organisations. I am sure this wasn’t intentional. The syllabus doesn’t stipulate and particular religion in society or study of any particular religious society, so it is possible to make this list inclusive in a multi-faith society such as Australia?
On page 10 the word Elective has been missed from the elective box:-
Core: • There are many forms expressing religious ideas, understandings about the world, and religious beliefs
• Religion in art
• Religion - myths, stories and history
• Religion in the media
• Religion in poetry
• Significant life experiences and religious beliefs
• Religious pilgrimage
• Religious music
I like the variety of assessment tasks and modes for presenting information. This course is very teachable and doable (by students).
Once again, well done.
Russell Cooper (Department of Education)
• It looks like a fascinating subject to teach and to learn. The learning outcomes seem to be very valuable ones that I personally wish all students could engage with. It does seem a great deal to cram in to one year though. There is so much we want to teach kids and so much we think they ought to know • interest level, - very interesting, I think students would find it stimulating and valuable • content, - way too much, but all of it valuable and interesting – what to do?
Tony Brennan (Tasmanian Catholic Education Office)
The Tasmanian Catholic Education Office and specifically its Mission and Religious Education Team endorses the draft 'Religion in Society' TQA2 11 and 12 syllabus and feel confident the document can support a range of vital educational goals: - enable rigorous inquiry based learning by students into the Australian and wider human experience of religion; - integrate values education and deeper ethical inquiry into the study of religious diversity and its expressions in particular faith communities; - complement other areas of the Australian Curriculum and Tasmanian accredited courses strengthening critically important skills.
We can attest based on long-past practice that Religious Education if delivered through quality curriculum documents and processes and rich pedagogies have garnered considerable interest
from students focused upon the most critical questions of our day. The relevance of these issues can be well delivered through an excellent range of elective units and more importantly through a valid set of core units exploring religion itself, its social expression in Australia and religious citizenship. The result is a highly teachable and educationally valid syllabus that promises to be the best that has been accredited in Tasmania.
We are very confident it will be well utilized in coming years by most if not all of the Catholic Education Colleges offering 11 and 12 courses. Our work in implementing best practice strategies in formative assessment, rich task design and moderation will ensure quality assurance about the delivery and back-resourcing of this syllabus.
Matthew Williams (St. Mary’s College, Hobart)
• Rationale for the course is good. It is a substantial course for the study of – Religion in Society • The aims and learning outcomes will cater for a range of students • The course content is appropriate for the complexity and size • The course content is relevant and appropriate to an area of study that is essential for our young citizens to be global citizens in the future. Especially in a regional setting such as Tasmania • The course offers much to be assessed • The course lines up nicely with what is covered in the Australian Curriculum – especially with opportunities in – Asia, Aboriginal Spirituality & Sustainability • The course is very similar to the popular course - Religion and Society (especially Unit 1) found in the Victorian Certificate of Education • The course will be sufficient and rigorous – and cater for a large cohort of students who would study it in Tasmania.
o May 2014 The course, Religion in Society, submitted to the Tasmanian Qualifications Authority for consideration for accreditation as a Level 2 course for a period of five (5) years.
ATTACHMENT B: Comment on Exposure Draft
Email received 19 June 2014
I am not sure if my comments on this course are relevant or useful as I do not unfortunately have the time to go through the course in detail and pick out evidence to attach to specific concerns. My comments are mine and not those of the College.
My general concern with the course is as follows (and this may be an impediment to offering the course, or more likely a reason to consider refusing to accredit the course) I use the word “course” deliberately because this is a teaching course more than a syllabus to my way of thinking.
Anyway, I feel that I would have trouble explaining to a parent from a non-religious background why we are offering this course. It ‘feels’ like a course designed to encourage students to consider living a religious life. It is not as detached and neutral as the level 3 course or the expiring Religion and Philosophy 2. I imagine that the interest in the course would be mainly or even entirely from the religious providers in the state.
The course is essentially a look at the contribution that religion and religious people have made to society, and could make to your life. I am not criticising this aim as such but wonder if it belongs in an accredited course. If it does, should it be a ‘pastoral care’ course? Or should it continue to be a ‘world view’ course, such as Studies of Religion 3 or Religion and Philosophy 2? (If so, I imagine it should be a more balanced offering looking equally at a variety of world views, or, including more investigation of the criticism and/or negative impact of religion in the world.)
Why are we not redoing Religion and Philosophy??
Any way – not particularly helpful I know. I could be more specific and detailed with my concerns but only if you think it would be useful and worthwhile as there is a great deal on my plate.
Regards Russell Cooper
ATTACHMENT C: TQA Senior Secondary Course Analysis Report TQA Senior Secondary Course Accreditation Report On Exposure Draft Course Document
Course: Religion in Society, TQA level 2, size value 15
Course Proponent: Tasmanian Qualifications Authority (TQA)
Evaluator(s): ‘X’
Evaluation Date: 17th June 2014
Accreditation History: Religion in Society is a TQA Level 2, size value 15 replacement course for RLP215210 Religion and Philosophy – Foundation, which expires at the end of 2014.
Evaluation History:
1. Rationale The Authority’s decided that it will consider a proposed The proposed course has a clearly foundation course in religion should one be written. The writing identifiable rationale which includes of the proposed course and its submission to the TQA for consideration of strategic need, accreditation consideration occurred under the leadership of demand, coherence and increasing Susan Bunkum. student participation/achievement including appropriate consultation Evidence of consultation with stakeholders has also been with stakeholders. submitted to the TQA office.
The Rationale section of the course document outlines the value to the learner of studying Religion in Society.
*Note for consideration: the four listed dot points outlining aspects of learners’ development are actually aims and could be incorporated into the Aims section.
2. Coherence
2.a General Coherence
The proposed course:
• must have educational aims and • The aims and Learning Outcomes are appropriate for learning outcomes appropriate for students in the senior secondary phase of education in students in the senior secondary Tasmania. phase of education in Tasmania; and
• must be at least at the equivalent • The proposed course is at least equivalent to the level of of the types of competencies the types of competencies of AQF Certificate 1. characteristic of AQF Cert I; and
• has a balance of learning of both • The proposed course has a balance of learning of skills domain-specific and generic in the generic areas of communication, managing skills and knowledge resources and application of the principles of academic
integrity (Learning Outcomes 1 – 3) in the context of the development of skills and understanding in the domain- specific areas of study. (Learning Outcomes 4 – 8.)
• meets the TQA’s specifications N/A document (if applicable).
2.b Internal Coherence
• there is clarity regarding what content is compulsory, and what • All four (4) modules are clearly described as (if any) is optional. Language compulsory. Within Module 4, choices are clearly used reflects this (eg ‘must’ or described. It is clearly stated that one (1) elective is ‘will’ not ‘should’ or ‘could’ chosen for each module.
• (if applicable) the degree of • One elective for each of the four modules is chosen from optional content (eg choice a given list: between units/topics) is limited. - Module 1: Choose one from a list of three (3) Options allow for some - Module 2: Choose one from a list of two (2) specialisation, but there is a - Module 3: Choose one from a list of two significant ‘core’ of common - Module 4: Choose one from a list of seven (7). content The graphic organiser on page 4 gives suggested percentages of course time spent on each part of the course. The total time spent on electives is slightly less than half (48%).
*Note for consideration: the use of ‘elective options’ in the bolded box on page 4 is a tautology. This could simply be expresses as’Electives’.
• there is clarity regarding the • It is clearly stated that Module 1 is foundational and sequence for delivery of content must be studied first. (eg notations to say if the order in which contents listed in the document reflects compulsory or suggested delivery sequencing)
• there is a clear match between the The Learning Outcomes, Content and Criteria/Standards clearly stated Learning Outcomes match. I question the balance of Learning Outcomes evident in Content and Criteria/Standards. particular criteria. While three of eight (8) Learning Outcomes are about generic skills, three of six (6) criteria relate to these. Note: while some Learning Outcomes may be aspirational (non- Learning Outcome 1 is about communication. There are two out assessed, eg ‘develop a positive of six criteria related to communication. attitude towards…) the number of Learning Outcomes 5 and 6 are essentially amalgamated into such objectives is limited. Criterion 4 only. Overwhelmingly there is a clear match between the outcomes and *Note for consideration: A further Learning Outcome may be the criteria/standards. added that describes the learning of ‘what is religion?’ to link to content in Module 1.
2.c Coherence with other courses
• if applicable, there are clear • At present the proposed course is a stand-alone course.
linkages between a TQA 3 course A related level 3 course REL315111 Studies in Religion and a ‘Foundation’ course at will expire at the end of the year that this course begins level 2 (or other specified TQA (if accredited). accredited pathway courses).
Note: a ‘Foundation’ course is not a simplified or ‘easier’ version of a TQA 3 course. It has its own distinctive features (content, standards, criteria etc) but prepares students who wish to study at TQA 3 in the same/ similar learning area.
3. Overlap with other courses Does the proposed course duplicate, by titles or coverage
• other TQA senior secondary • There is some overlap of coverage with RLP205115 accredited courses? or Making Moral Decisions. It is recommended that the extent of the overlap is assessed. • nationally accredited VET courses? • No
If relevant, does the course document identify where any outcomes meet the requirements of VET units of competence in Training Packages to the extent that a learner may reasonably expect an RTO to grant direct recognition (RPL, credit transfer) for those units on the basis of successful achievement in the TQA accredited course.
Note: At its meeting of August 2012 the Authority adopted the following guidelines for the implementation of its policy about overlap between VET and TQA accredited courses: • a course accreditation report must identify any potential overlap between the content (skills, knowledge, competencies, learning outcomes) of the course and the skills, knowledge required in competencies of training packages • where a proposed course has content that appears to be the same as that in a Training Package but is intended to be different, the course must be explicit about the nature of this difference • a proposed course that includes content found in competencies in VET training packages may be accredited where the Authority considers the requirements of its
delivery as VET to Tasmanian senior secondary students are insufficiently relevant to the achievement of the intended outcomes [For example, reading and writing skills at Australian Core Skills Framework levels 1-3 are not clearly and distinctly different across everyday adult contexts including work to the extent that assessment requires current industry competence] • in accrediting a course with content found in competencies in VET training packages the Authority will decide the support (course requirements and quality assurance) for relevant RPL, credit transfer or articulation.
4. Assessment • there is clarity regarding any • Clearly prescribed minimum assessment requirements prescribed assessment are given for each Module. instruments and work requirements
• the standards are expressed in • The standards are clear. Some ambiguity may arise from clear, unambiguous language the use of types of range and terms of frequency. The (e.g. it is not acceptable that use of range as a discriminator between ratings occurs standards are expressed in terms five (5) times, while the use of terms of frequency such as ‘sound understanding = occurs four times, three of which occur in Criterion 5. C, good understanding = B’). The standards must clearly describe *Note for consideration: The term ‘range’ is defined in Criterion features/ characteristics of the 3. A definition for the term in other criteria would be useful. evidence of student work required by the standard). Note: panel to check criteria and all standard elements against issues noted in Appendix F of the Course Writer’s Guide and make comments here
• (if applicable) the standards are comparable with ACARA/ CCAFFL /VET standards in regard to their level of complexity and wording
• the degree of difficulty/ complexity of the standards and the range of criteria are comparable with those in accredited courses in the same/ similar learning area and level of complexity/size value Note courses used for comparison and comments. Courses can be found at
http://www.tqa.tas.gov.au/1053 Those used for comparison should be in the same/similar ASCED sector, be of the same TQA level. Those most recently accredited are recommended for comparison purposes.
5. Labelling and terminology The names used in courses and for Names for awards and the title are appropriate and consistent results (awards) are simple, plain, with current TQA practices. readily understandable by practitioners and not mislead reasonable persons.
Are the names used for awards/title consistent with current TQA practice?
The language used to describe the The language used in the proposed course is clear, simple and course, assessment and standards is understandable. simple, plain and readily understandable by practitioners. The language in the proposed course is inclusive and aligns with DoE ‘Without Prejudice: Guidelines for Inclusive Note: panel to check document against Language’. The language used is ‘free from words, phrases or DoE ‘Without Prejudice: Guidelines for tones that promotes stereotypes, disadvantage or social Inclusive Language’ and note comments barriers for particular people or groups’. (TQA Accreditation here. This guideline is included in the last Guide for Development if Senior Secondary Courses, p41.) section of the Course Writer’s Guide .
6. Delivery The methods of delivering the Module 1 is stated to be delivered as an introduction to the proposed course are likely to achieve whole study. the purposes, aims and learning outcomes of the course. Methods of delivery are not prescribed in the proposed course, however the ‘emphasis’ of each Module is described. These emphases together with the listed Work Requirements are likely to achieve the purpose, aims and Learning Outcomes of the course.
7. Access (If applicable) any limitations to The Access statement in the course document is not written access based on age, gender, clearly. It can be interpreted that the learners interact via employment, cultural, social or technology. educational background are explicit, clearly stated and justified. The Access statement’s punctuation requires revision.
8. Quality Assurance The assessment processes to be used The QA assessment processes for a TQA Level 2 course are to determine whether a student has stated on page 11 of the course document. achieved the learning outcomes of the course are of standard sufficient *Note for consideration: Statements with regard to Quality to deliver Assurance processes found in other recently accredited level • a match between the standards 2, size value 15 courses are not stated in the proposed course. for achievement specified in the These may or may not be relevant to the proposed course.
course and the standards They are: demonstrated by students; and - Each body of student work that providers submit to the meeting will include sufficient and appropriate • a level of comparability of material for judgements to be made about the results/awards essentially the student’s standard of literacy skills same as for all other Authority - The TQA may require providers to supply further accredited courses; and samples of individual students’ work to determine that standards have been applied appropriately when • community confidence in the finalising students’ results. The nature and scope of integrity and meaning of results. this requirement will be risk-based.
9. Resource Requirements • What, if any, special Resources are stated as ICT hardware and access to the internet, requirements are there for as well as access to organisations for fieldwork/excursions. providers of the course (eg special equipment, resources) *Note for consideration: No mention of fieldwork/excursions is made in any other part of the course document. This could be • Are these clearly described? added to the Course Description.
• What requirements are there for the TQA (eg quality assurance, external assessment)?
10. Evaluation The proposed course must identify TQA standard information is given on course evaluation • course evaluation processes. processes on page 19 of the course document.
11. Size /Complexity
• Are the level of complexity and • The proposed course document clearly states and defines size value of the course clearly the complexity level as TQA level 2. The size value is described? stated as 15, with no definition given.
• Does the ‘amount’ of content/ • The ‘amount’ of content and work required to address assessment regime match the size the value indicated? TQA level 2 content, match a course of size 15 (150 hours).
• Does the nature/aim/purpose of • The various elements of the proposed course match the the course, its content, learning characteristics of TQA level 2. outcomes and assessment standards match the characteristics of the learning at this level of complexity? (see paragraph in course size and complexity section of the course document for these characteristics).
12. Qualifications
• List the qualifications (including The Qualifications to be conferred on successful completion of award types) to be conferred on the course are included in the course document on page 18. They successful completion of the are:
course Exceptional Achievement • Is this information included in the High Achievement course documentation? Commendable Achievement Satisfactory Achievement Preliminary Achievement
Overall Observations The proposed course Religion in Society is set at a suitable complexity, standard and size for a TQA Level 2 course of 150 hours.
Links between Learning Outcomes, Content and Criteria/Standards are clear. However, the balance of generic Learning Outcomes versus domain-specific outcomes does not match the balance found in the criteria.
It is suggested that the extent of the overlap with RLP210115 Making Moral Decisions be checked.
It is suggested that the Access statement be reviewed.
Some ‘Notes for consideration’ are given in sections 1, 2.b, 4, 8 and 9.
The following are some suggested points for editing: • Removal of comma after purposes in fourth line of the Rationale • Removal of ‘the’ in the phrase ‘the global efforts’ in the seventh Learning Outcome • Module 1- Focus: Check wording. Should it read ‘and a conceptual framework as a means by which...’? • Module 3 – Focus: use hyphens as follows: ‘understanding that citizenship – the interconnectedness, mutuality and the shared responsibility of all members of a group – extends...’ or change ‘extends to the plural form. • Review pagination. • Review borders/shading within criterion tables.
ATTACHMENT D: Proposed Course Please visit www.tqa.tas.gov.au/3435 to access the course document.