RATIONALE...1 COURSE SIZE AND COMPLEXITY...2 COURSE DESCRIPTION...2 COURSE REQUIREMENTS...2 LEARNING OUTCOMES...2 COURSE CONTENT...

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1 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 BHP315111: TQA Level 3, 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 WORK REQIREMENT...11 ASSESSMENT...12 Quality Assurance Processes...12 External Assessment Requirements...12 Criteria...13 Standards...13 Qualifications Available...20 Award Requirements...20 COURSE EVALUATION...20 COURSE DEVELOPER...21 ACCREDITATION...21 VERSION HISTORY...21 RATIONALE Through this course students are introduced to the discipline of psychology. The course describes the role of psychology in various contexts and its contribution to the social and behavioural sciences. This course can serve as stepping stone to further study in this field or to many various pathways. Students will develop an understanding of themselves and their relationships with others and their society through the study of psychology. Students are introduced to the variety of thinking in classic and current topics, such as learning, memory, perception and individual differences. The course covers the research approaches used in psychology through which students gain a broad perspective of the study as a science. Students apply the principles of scientific research to investigations of psychology. Copyright for part(s) of this document may be held by individuals or organisations other than the TQA Period of Accreditation: 1 Jan Dec 2015

2 2 COURSE SIZE AND COMPLEXITY This course has been assessed as having a complexity level of TQA level 3. At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III. The TQA level 3 course has a size value of 15. COURSE DESCRIPTION provides an understanding of human behaviour and experiences of the individual. In doing so, students develop a familiarity with central concepts as used by psychologists, and their application for understanding behaviour. Through studying the course learners develop an understanding of the relationship between thoughts, feelings and behaviour, and how these are underpinned by environmental and biological factors. Learners apply enquiry skills of psychology to real-life situations. Learners explore the meaning of scientific method in psychology and undertake minor research experiments to appreciate the methodology and practice of psychology and its role in the behavioural sciences. Students will be able to demonstrate knowledge of the basic concepts and techniques of psychology, communicate ideas and evaluate research findings relating to specific issues in psychology. COURSE REQUIREMENTS There are five modules in this course. Students will study every module. Research and inquiry Individual differences Psychobiological processes Human learning Remembering Students are required to complete an externally assessed Investigation Project on a topic from one of the above modules. The Investigation Project complements the knowledge and understanding of psychology that students have acquired from the study of the above modules. LEARNING OUTCOMES Through the study of students will: develop an understanding of human behaviour and the experiences of the individual. use a range of empirical evidence to support a psychological view. display knowledge of theories and ideas that explain human behaviour. analyse and evaluate information relevant to psychology apply the research skills of psychology to real life situations.

3 3 COURSE CONTENT MODULE 1 RESEARCH AND INQUIRY FUNDAMENTAL PRINCIPLE The understanding of human behaviour relies predominantly on current research and theories. FOCUS QUESTIONS: What is psychology? How and why do psychologists undertake research? What are the ethical considerations of research? RECOMMENDED CONTENT NB this area is taught through the content of other modules and is the main focus of the Investigation Project. Investigation Project Guidelines are available on the TQA website and learners must have these guidelines. 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. The scientific method is used to improve upon common sense and avoid the pitfalls of informal 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. Basic methods of research (primary sources) include: experimentation, survey, observational studies and the use of existing secondary sources. The strengths and weaknesses of each method. Psychological research raises a number of ethical questions. ESSENTIAL CONCEPTS Research Methods primary and secondary resources qualitative and quantitative research case study; observation; experiment; survey; existing sources. The Scientific Method validity; bias; hypothesis; operational definitions; sampling (random and opportunistic), allocation of subjects (experimental, control, matched pairs); reliability.

4 4 experimental controls o independent and dependent variables o experimental and control conditions o placebos; single-blind, double-blind. ethical considerations [See National Statement on Ethical Conduct in Research Involving Humans (NHMRC 2001& NPP)] MODULE 2 INDIVIDUAL DIFFERENCES FUNDAMENTAL PRINCIPLE Individual differences arise out of the interaction between heredity (biological) and environmental factors. FOCUS QUESTIONS: What is the evidence for the biological argument? What is the evidence for the environment argument? What is the interactionist perspective? Select ONE of the following areas to investigate the interactive process between the environment and genetic potential: gender differences intellectual differences personality differences. RECOMMENDED CONTENT Gender differences What is gender and gender identity? Theoretical explanations for sexual and gender identity and related research: biological influence biosocial influence socio-cultural influence social learning cognitive development theory gender schema.

5 5 Intellectual differences What is intelligence? multiple intelligences measuring intelligence effects of deprived environments environmental enrichments biological evidences. Personality differences What is personality? types of personality assessment of personality (testing, profiling) biological inheritance environmental influences. Theories trait theories type theories other theories e.g. behaviourism, humanistic. ESSENTIAL CONCEPTS Gender Differences Genetic endowment, heredity, genes, biological influences, development, maturation Environmental influences Gender Gender roles Gender identity Stereotypes Sexual identity. Intellectual Differences Genetic endowment, heredity, genes, biological influences, development, maturation Environmental influences Intelligence Intellectual potential Deprivation Enrichment. Personality Differences Genetic endowment, heredity, genes, biological influences, development, maturation Environmental influences Personality traits/types Personality inventories Self Situational self/personality.

6 6 MODULE 3 PSYCHOBIOLOGICAL PROCESSES FUNDAMENTAL PRINCIPLE Psychological and physiological processes influence visual perception and consciousness. FOCUS QUESTIONS: How does perception allow the individual to make sense of the world? How is normal waking consciousness (NWC) distinguished from altered states of consciousness (ASC)? RECOMMENDED CONTENT Sensation This should be covered as background for the following topics but will not be directly or singularly assessed in the external exam: basic understanding of how the eye works and anatomy reception; the eye as a sensory organ sensation functions as a data reduction system through the processes of attention, thresholds, feature detection and sensory adaptation colour vision the senses go beyond the raw data. Select ONE of the following areas: Perception Perception involves organising and interpreting sensations into meaningful patterns Because of a limited capacity to attend to and process information the brain actively selects, organises and integrates information Attention is selective and is influenced by the nature of the stimuli, principles of perceptual organisation and interpretation, and the individual's expectations The individual's perception is influenced by their perceptual set, therefore each individual has a subjective view of the world Bottom-up and top-down processes interact (Gibson; Gregory; Neisser). Consciousness The features of NWC include: attention; content; time; limitations; self-control; and clear. It is perceived as real Altered states of consciousness are characterised by distortions of perception, cognition, time, emotions, self control Comparison of altered states of consciousness with normal consciousness. The evidence for the debate on the differences and similarities between normal awareness and altered

7 7 states of consciousness are to be gathered from the study of sleep and dreaming (however examples from other ASC such as drug induced, hypnosis and meditation may be used to explain concepts). Comparison of the theories of sleep and dreaming o Sleep restoration (repair) o survival (adaptive/evolutionary). Dreams wish-fulfilment (Freud)-Psychodynamic View activation-synthesis (Hobson & McCarley) Biological View problem-solving - extensions of waking life (Cartwright) Cognitive View. ESSENTIAL CONCEPTS Perception perception perceptual principles Gestalt processes constancies three dimensional processes; distance and depth cues top-down and bottom up processes perceptual set illusions physiological influences. Consciousness Normal waking consciousness characteristics normal waking consciousness o o o o o measurements of consciousness awareness (internal and external) continuum of consciousness attention: selective; divided; psychological processes: cognitive; memory; perception; and emotion Altered states of Consciousness characteristics of altered states of consciousness o physiological changes (e.g. heart beat, brain waves, respiration, galvanic skin responses) o distortion of perception and cognition (including context and time) o change in emotion o loss of self control (reduction in inhibition).

8 8 Sleep and dreaming theories Restoration Survival Wish-fulfilment (Freud) Problem-Solving (Cartwright) Activation-Synthesis (Hobson & McCarley) Reverse Learning (Crick & Mitchison). MODULE 4 HUMAN LEARNING FUNDAMENTAL PRINCIPLE Human learning can occur through various processes. FOCUS QUESTIONS: How do humans learn? How can humans behaviour be modified? RECOMMENDED CONTENT Emphasis on human real life applications Conditioning (classical and operant) Observational learning (involves attention, retention, motivation, reproduction) Cognitive learning Difference between learning and performance The role of reinforcement in learning The role of cognitive processes in learning Relativity of rewards and punishments. ESSENTIAL CONCEPTS: Classical Conditioning habitual behaviour reflex response, un/conditioned stimulus and response extinction and spontaneous recovery stimulus generalisation and discrimination phobias acquisition systematic desensitisation aversion therapy.

9 9 Operant Conditioning reinforcement; positive, negative, primary, secondary, schedules of reinforcement, punishment; positive, response cost (negative) shaping learned helplessness two-factor learning. Observational Learning indirect learning through observation modelling, imitation (synonymous terms) model vicarious classical and operant conditioning consequences (rewards & punishments) vicarious reinforcement cognitive processes. Social Cognitive Learning (includes classical, operant, observational and cognitive forms) learning sets transfer of learning insight learning latent learning cognitive maps. MODULE 5 REMEMBERING FUNDAMENTAL PRINCIPLE How the memory processes information. FOCUS QUESTIONS: How are memories formed? What are the processes involved in storing information in memory? What causes forgetting? How can memory be improved? RECOMMENDED CONTENT Memory Memory involves an active processing system that receives, organises, stores and recovers information. Multi-store Memory Model (Atkinson and Shiffrin 1968) - process and store information in three separate but linked stages: sensory memory short term memory (working memory) long term memory (types: declarative [semantic and episodic] procedural).

10 10 Organisation in Memory eg. Semantic Network theory Alternative models to consider are: Levels of Processing model (Craik and Lockhart 1972) Working Memory (Baddeley). Forgetting Forgetting curve (Ebbinghaus) Psychological explanations of forgetting (see concept list): retrieval failure interference motivated forgetting. Physiological factors: decay organic (amnesia and disease). Various techniques for improving recall elaboration and organisation (Craik and Tulving) consolidation mnemonic devices (narrative chaining, method of loci, pegword method, acrostics, acronyms). ESSENTIAL CONCEPTS Memory information processing system: encoding, storage, retrieval models of memory o Multi-store model (sensory, short term and long term memory) o Levels of Processing model o Working memory semantic network theory rehearsal; elaborative and maintenance chunking elaboration consolidation false memories (constructionist view, confabulation). NB. This may be covered under forgetting.

11 11 Psychological Explanations of forgetting (non-organic) failure to encode retrieval failure; cue dependent and state/context dependent forgetting interference theory; retroactive and proactive motivated forgetting (repression & suppression) decay theory tip-of-the-tongue serial position effect pseudo forgetting. (organic) amnesia Alzheimer s disease Korsakoff s syndrome memory loss over lifetime. Techniques to enhance memory elaboration organisation consolidation mnemonic devices. RECOMMENDED TEXTS Grivas, J., Down R. and Carter L.,(2004) (VCE Units 3 & 4) 3rd Edition MacMillan Education Australia Pty Ltd, South Yarra. (NB. the 4th edition will be available but be aware that it will not cover all the topics in the course.) Plotnik, R. (2005) Introduction to, 7th Edition, Wadswoth Thomson, Belmont WORK REQUIREMENT INVESTIGATION PROJECT Students will complete an Investigation Project. The Investigation Project is externally assessed. TQA will notify providers of the due date. Investigation Project Guidelines are available on the TQA website. Students must use these guideless.

12 12 SUGGESTED APPROACH It is suggested that students be given 5 weeks to complete the project. These weeks can be split up and not have to be done in a block. Students will show how psychological principles, research methods and empirical evidence are applied to find solutions to a specific problem by addressing the focus question and using concepts from the modules. The focus of their investigation must reflect the basic processes that influence the behaviour of the individual. It is suggested that students narrow their investigation topic by taking a particular focus within the designated area. 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. Providers will report the student s rating for each criterion to the Tasmanian Qualifications Authority. The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*). The ratings obtained from the external assessments will be used in addition to those provided from the provider to determine the final award. The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*). The ratings obtained from the external assessments will be used in addition to those provided from the provider to determine the final award. 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. Processes the Authority gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future. EXTERNAL ASSESSMENT REQUIREMENTS a 3 hour written examination that assesses criteria 3, 4, and 5. an Investigation Project that assesses criteria 1 and 7.

13 13 ASSESSMENT CRITERIA The assessment for will be based on the degree to which the learner can: 1. *communicate ideas and information 2. plan organise and complete activities 3. *use evidence to support a psychological view 4. *analyse and evaluate ideas and information related to 5. *display knowledge and understanding of psychological concepts and ideas 6. apply psychological principles to real life situations 7. *demonstrate understanding and application of psychological research methods * = externally and internally assessed criteria STANDARDS Note: where no description for a B rating is given, markers are to make a judgement as to whether the student achievement lies somewhere between the standard provided for the C and the A rating. CRITERION 1: COMMUNICATE IDEAS AND INFORMATION Rating C Rating B Rating A A student can: A student can: A student can: provide basic information with examples to support ideas provide clear ideas and information with supporting examples provide clear and detailed information and ideas supported with appropriate examples communicate in a manner that is clear and logical communicate in a manner that is logical, accurate, succinct and coherent convey basic psychological ideas and information in appropriate formats. clearly convey psychological ideas and information in appropriate formats. select the most appropriate format to clearly convey psychological ideas and information.

14 14 CRITERION 2: PLAN, ORGANISE AND COMPLETE ACTIVITIES Rating C Rating B Rating A A student can: A student can: A student can: provide limited planning detail formulate a plan with relevant steps formulate a clear plan [ with detailed steps organise key steps of activities in a logical way carefully organise activities in a logical and efficient sequence undertake and complete the main activities competently undertake and complete activities in accordance with the plan show time management skills to negotiate or meet deadlines. show self-direction and time management skills to negotiate or meet deadlines. consistently show selfdirection and time management skills to negotiate or meet deadlines.

15 15 CRITERION 3: USE EMPIRICAL EVIDENCE TO SUPPORT A PSYCHOLOGICAL VIEW Rating C Rating B Rating A A student can: A student can: A student can: present a psychological view construct and sustain a psychological view construct and sustain a [ convincing psychological view support the psychological view with basic psychological empirical evidence support the psychological view with relevant psychological empirical evidence draw basic conclusions provide some relevant justifications draw logical conclusions identify sources of key information with basic referencing.* formally acknowledge information with comprehensive and accurate references (in text and Reference List).* * the APA referencing style should be used.

16 16 CRITERION 4: ANALYSE AND EVALUATE IDEAS AND INFORMATION RELATED TO PSYCHOLOGY Rating C Rating B Rating A A student can: A student can: A student can: explain the relevant information interpret information in a logical and relevant way give a detailed [ interpretation of information by providing sound justification analyse using psychological concepts and ideas critically analyse using psychological concepts and ideas recognise and use valid information evaluate the quality and validity of collected information critically evaluate the quality and validity of collected information draw basic conclusions. draw logical conclusions.

17 17 CRITERION 5: DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF PSYCHOLOGICAL CONCEPTS AND IDEAS Rating C Rating B Rating A A student can: A student can: A student can: define psychological concepts and ideas define, and show a [ clear and detailed understanding of, psychological concepts and ideas support ideas with simple examples support by general examples support by relevant examples identify and explain a limited number of psychological concepts and ideas identify and explain a range of psychological concepts and ideas use basic and common psychological concepts and ideas. use complex and sophisticated psychological concepts and ideas.

18 18 CRITERION 6: APPLY PSYCHOLOGICAL PRINCIPLES TO REAL LIFE SITUATIONS Rating C Rating B Rating A A student can: A student can: A student can: identify basic psychological principles in a real life situation identify and explore a [ range of psychological principles in real life situations apply some relevant psychological knowledge and understanding to real life situations apply comprehensive psychological knowledge and detailed understanding to real life situations show connections between specific psychological principles and real life situations. show a sophisticated understanding of the connection between specific psychological principles and real life situations.

19 19 CRITERION 7: DEMONSTRATE UNDERSTANDING AND APPLICATION OF PSYCHOLOGICAL RESEARCH METHODS Rating C Rating B Rating A A student can: A student can: A student can: show knowledge of a range of research methodologies show knowledge and understanding of the appropriateness of a range of research methodologies in different situations show knowledge of the ethical issues included in psychological research show knowledge and [ application of all the ethical issues included in psychological research formulate an appropriate basic research design formulate appropriate and detailed research design that examines psychology issues in depth use basic appropriate format in reporting on their research use an appropriate format in some detail when reporting on their research use comprehensive and appropriate format in reporting on their research discuss research findings and draw conclusions discuss in detail, show some evaluation and draw conclusions from research findings discuss, critically evaluate in detail and draw conclusions from research findings.

20 20 QUALIFICATIONS AVAILABLE (with the award of): EXCEPTIONAL ACHIEVEMENT HIGH ACHIEVEMENT COMMENDABLE ACHIEVEMENT SATISFACTORY ACHIEVEMENT PRELIMINARY ACHIEVEMENT AWARD REQUIREMENTS The final award will be determined by the Tasmanian Qualifications Authority from the 12 ratings (7 ratings from the internal assessment and 5 ratings from the external assessment). The minimum requirements for an award in psychology are as follows: The minimum requirements for an award in psychology are as follows: EXCEPTIONAL ACHIEVEMENT (EA) 10 A, 2 B ratings (4 A, 1 B from external assessment) HIGH ACHIEVEMENT 4 A, 5 B, 3 C ratings (2 A, 2 B, 1 C from external assessment) COMMENDABLE ACHIEVEMENT 6 B ratings 5 C ratings (2 B, 2 C from external assessment) SATISFACTORY ACHIEVEMENT 10 C ratings (3 C from external assessment) PRELIMINARY ACHIEVEMENT 6 C ratings A student who otherwise achieves the rating 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.

21 21 COURSE DEVELOPER The TQA acknowledges the significant leadership of Lynn Hendley in the development of this course. ACCREDITATION The accreditation period for this course is from 1 Jan 2011 to 31 Dec VERSION HISTORY Version 1 Accredited version. This course replaces BHP5C which expired on 31 December, 2010.