T A S M A N I A N
Psychology
Q U A L I F I C A T I O N S
A U T H O R I T Y
Psychology 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
Version 1
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Date of Publication: 16/08/10
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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 theoretica l 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
Psychology 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 ba sic 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 Psychology 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.
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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.

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.

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.
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
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:


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

biological influence
biosocial influence
socio-cultural influence
social learning
cognitive development theory
gender schema.
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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




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
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
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
Situational self/personality.
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
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

Comparison of altered states of consciousness with normal consciousness. The evidence
for the debate on the differences and similarities between normal awareness and altered
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)
 survival (adaptive/evolutionary).
o 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 measurements of consciousness
o awareness (internal and external)
o continuum of consciousness
o attention: selective; divided;
o 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).
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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.
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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)
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
long term memory (types: declarative [semantic and episodic] procedural).
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.
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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) Psychology (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 Psychology, 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.
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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 t hus
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.
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ASSESSMENT CRITERIA
The assessment for Psychology 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 Psychology
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’
A student can:

provide basic information
with examples to support
ideas

communicate in a manner
that is clear and logical

convey basic
psychological ideas and
information in appropriate
formats.
Tasmanian Qualifications Authority
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Rating ‘B’
A student can:


provide clear ideas
and information with
supporting examples
clearly convey
psychological ideas
and information in
appropriate formats.
Rating ‘A’
A student can:

provide clear and
[ detailed information
and ideas supported
with appropriate
examples

communicate in a
manner that is logical,
accurate, succinct and
coherent

select the most
appropriate format to
clearly convey
psychological ideas
and information.
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CRITERION 2:
PLAN, ORGANISE AND COMPLETE ACTIVITIES
Rating ‘C’
A student can:
 provide limited planning
detail
Rating ‘B’
A student can:

formulate a plan with
relevant steps
Rating ‘A’
A student can:

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

consistently show selfdirection and time
management skills to
negotiate or meet
deadlines.
 show time management
skills to negotiate or meet
deadlines.
Tasmanian Qualifications Authority
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
show self-direction and
time management
skills to negotiate or
meet deadlines.
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CRITERION 3:
USE EMPIRICAL EVIDENCE TO SUPPORT A PSYCHOLOGICAL VIEW
Rating ‘C’
A student can:
 present a psychological
view
Rating ‘B’
A student can:

construct and sustain
a psychological view
 support the psychological
view with basic
psychological empirical
evidence
 draw basic conclusions

provide some relevant
justifications
 identify sources of key
information with basic
referencing.*
Rating ‘A’
A student can:

construct and sustain a
[ convincing
psychological view

support the
psychological view with
relevant psychological
empirical evidence

draw logical
conclusions

formally acknowledge
information with
comprehensive and
accurate references (in
text and Reference
List).*
* the APA referencing style should be used.
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CRITERION 4:
ANALYSE AND EVALUATE IDEAS AND INFORMATION RELATED TO
PSYCHOLOGY
Rating ‘C’
A student can:
 explain the relevant
information
Rating ‘B’
A student can:

interpret information in
a logical and relevant
way
 analyse using
psychological concepts
and ideas
 recognise and use valid
information
 draw basic conclusions.
Tasmanian Qualifications Authority
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
evaluate the quality
and validity of
collected information
Rating ‘A’
A student can:

give a detailed
[ interpretation of
information by
providing sound
justification

critically analyse using
psychological concepts
and ideas

critically evaluate the
quality and validity of
collected information

draw logical
conclusions.
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CRITERION 5:
DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF
PSYCHOLOGICAL CONCEPTS AND IDEAS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
 define psychological
concepts and ideas
 support ideas with simple
examples
Rating ‘A’
A student can:


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.
Tasmanian Qualifications Authority
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
define, and show a
[ clear and detailed
understanding of,
psychological concepts
and ideas
support by general
examples
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CRITERION 6:
APPLY PSYCHOLOGICAL PRINCIPLES TO REAL LIFE SITUATIONS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
Rating ‘A’
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.
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CRITERION 7:
DEMONSTRATE UNDERSTANDING AND APPLICATION OF
PSYCHOLOGICAL RESEARCH METHODS
Rating ‘C’
A student can:
Rating ‘B’
A student can:
Rating ‘A’
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.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 16/08/10
20
Psychology
TQA 3
QUALIFICATIONS AVAILABLE
Psychology (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.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 16/08/10
21
Psychology
TQA 3
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 2015.
VERSION HISTORY
Version 1 –
Accredited version. This course replaces Psychology BHP5C which expired on 31
December, 2010.
VERSION CONTROL
This document is a Word version of the course. It is not a TQA controlled version. The current
PDF version of the course on the TQA website is the definitive course.
Tasmanian Qualifications Authority
Version 1
Period of Accreditation: 1 Jan 2011 – 31 Dec 2015
Date of Publication: 16/08/10