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Introduction to Sociology and Psychology

TQA 2

Introduction to Sociology and Psychology BHX215111 TQA Level 2, Size Value = 15

The course document

This document contains the following sections:

rationale...... 1

course size and complexity...... 2

COURSE DESCRIPTION...... 2

COURSE requirements...... 2

Learning OUtcomes...... 2

COURSE CONTENT...... 3

SUGGEsted learning activities...... 5

Assessment...... 6

Quality Assurance Processes...... 6

Criteria...... 7

Standards ...... 7

Qualifications Available...... 13

Award Requirements...... 14

course evaluation...... 14

course developer...... 14

Accreditation...... 15

Version History...... 15

rationale

This course provides an introduction to the disciplines of sociology and psychology.

It is one of a number of courses about society, behavioural sciences and culture that allow students to examine various social interactions and adaptations of individuals and groups.

As well as preparation for study in TQA level 3 courses in sociology and psychology, this course also provides knowledge and skills that would be a good foundation for vocational studies in areas such as welfare and child care.

course size and complexity

This course has been assessed as having a complexity level at TQA level 2.

At TQA level 2, the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical concepts together with some relevant technical knowledge and associated skills. Limited judgement and evaluation of alternative responses are required, such as making an appropriate selection from a range of given, guidelines and procedures. VET competencies at this TQA level 2 are often those characteristic of an AQF Certificate II.

This TQA level 2 course has a size value of 15.

COURSE DESCRIPTION

The course provides a broad overview of the disciplines of sociology and psychology stressing major terms, concepts, and some basic theoretical perspectives from both disciplines. The course provides students with basic research knowledge, skills and methods; and a range of optional sociology and psychology topics for study that can be selected from a list provided in the course document.

Students will study the following three units:

  1. an introductory overview of the disciplines of sociology and psychology
  2. research methodology
  3. application of concepts and principles to the consideration of a range of specialist topics.

Unit 3 covers a range of optional ‘specialist’ topics drawn from both the disciplines.

course requirements

Students will study all three units. Unit 3 consists of specialist studies selected from a range of topics. Students will study at least six (6)topics.

Learning OUtcomes

Through the study of Introduction to Sociology and Psychology students will develop the knowledge and skills to:

  • distinguish between sociological and psychological perspectives
  • use sociological and psychological theories and ideas to explain human actions and behaviours
  • outline scientific research methods applicable to sociology and psychology
  • use some empirical evidence (research data) to support sociological and psychological points of view
  • apply basic sociological and psychological research skills to describe and explain some real life situations.

COURSE CONTENT

There is an emphasis within the course on introducing students to:

  • aspects of contemporary Australian society, social change over time, culture, social structures
  • the notion of the sociological imagination and applications of sociology and sociological research in a culturally diverse world
  • an introduction to the social science of psychology and its research methods
  • a study of individual behaviours in their social context and the application of social psychology to everyday lives.

UNIT 1: INTRODUCTORY OVERVIEW Of THE DISCIPLINES OF SOCIOLOGY AND PSYCHOLOGY

This topic covers the aims and the scope of the study of sociology and psychology and the use of these disciplines in Australia today. A brief coverage of the different approaches to sociology and psychology should be included.

what sociology and psychology tell us about

Sociology provides a critical understanding of how the individual is located in and attached to various levels of social groups within a society. Sociology seeks to identify, explain and understand the relationship between an individual and various social groups and indeed how each of these social groups is intricately connected. It seeks to provide a description and analysis of the patterns and organisations that shape human behaviour in contemporary social life. As a discipline Sociology seeks to analyse empirical evidence and look for patterns of inequality and relationships among the main institutions of society family, education, work and the media.

Psychologyprovides an understanding of human behaviour and experiences of the individual.

Its goals are to describe, understand, predict and control behaviour. Whenever possible psychologists seek empirical evidence (objective and observable) based on scientific observation. Important steps in scientific investigation usually include defining a problem, reviewing the literature, proposing a hypothesis, choosing a research design, collecting the necessary data, analysing the results and drawing conclusions.

Sociology and Psychology as Disciplines

  • brief outline of the origins of the disciplines
  • range of topics that are studied by each discipline
  • ways of finding out within each of the disciplines
  • different approaches taken in each of the disciplines
  • current practitioners in each of the disciplines – what they may be working on and in what environments
  • the use of the disciplines in Australia today
  • the disciplines as part of a broad range of social sciences
  • Sociology and Psychology as sciences
  • Sociology and Psychology as distinct, not separate disciplines.

Focus questions:

What are the key purposes of each of the disciplines?

How do they differ in content and aims?

Do the two disciplines overlap in content?

Terms and Concepts

The course introduces students to some of the terms and concepts that are central to each of the two disciplines. These should be sufficient to enable students to understand and discuss key ideas in each of the disciplines. Examples could include: socialisation; self; culture; behaviour; individual difference; institutions; stereotypes; empirical evidence; personality; perception; cognition etc. Reinforcement of the learning of terms and concepts will come through the study of particular topics in Unit 3.

UNIT 2: RESEARCH METHODOLOGY

This unit is an introduction to the collection of data, use of evidence to support an argument and acknowledgement of sources.

  • Building a body of knowledge – critical analysis, gathering data, testing ideas
  • The nature of scientific method
  • Steps in scientific method

-hypothesis (operational)

-sampling

-correlation

-research methods and design

-measurements of central tendency

-ethical considerations .

  • Ethical considerations when conducting social research
  • Use of evidence to support an argument
  • Interpreting data
  • Testing ideas and the formation of hypotheses
  • Acknowledging sources of information – TQA Academic Integrity Plagiarism Guide; any special ways of referencing used in the disciplines.

Focus questions:

How do sociologists and psychologists ‘know’?

Do psychologists and sociologists approach research in the same manner?

What methods and study designs are used to gather data?

UNIT 3: Specialist studies

Students will study at least six topics selected from the list below. The selection must provide a balance between sociology and psychology.

All studies will include consideration of:

  • scope of the area of specialisation – what it covers: what the studies in the area of specialisation are trying to find out
  • key terms and concepts
  • some current issues
  • ways of gathering data and information
  • use of evidence to support a point of view
  • some areas of current research.

Topics

1 Socialisation / 12 Relationships
2 Youth Culture / 13 Abnormal Psychology
3 Dreaming and Sleep / 14 Gender
4 Influences on Individual Behaviour / 15 Deviance
5 Cross-cultural Differences / 16 Social Stratification
6 The Brain / 17 Collective Behaviour
7 Lifespan Development / 18 Mass Media
8 Personality / 19 Sports Psychology
9 Social and Personal Perception / 20 Parapsychology
10 Non-verbal Communication / 21 Intelligence
11 The Family / 22 Forensic Psychology

suggested learning activities

  • Investigate aims, including historical roots, of the two disciplines
  • Conduct scientific research, eg mini-survey
  • Identify current affairs issues that are relevant to either of the disciplines
  • Scrutinise apparent scientific data, eg polls findings
  • Carry out hypothesis construction exercises
  • Carry out concept mapping
  • Research a culture different from one’s own
  • Analyse media articles
  • Interview individuals
  • Observe individuals and groups
  • Speak to current practitioners
  • Analyse case studies
  • Participate in role plays
  • Participate in structured debates
  • Adopt a persona and write about the experience
  • Design a particular setting for an individual or group, eg. an aged care home
  • Use a personality test.

ASSESSMENT

Criterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Tasmanian Qualifications Authority should focus on what both teacher and student understand to reflect end-point achievement.

The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and is thus not described in course standards.

A ‘z’ notation is to be used where a student provides no evidence of achievement at all.

Providers offering this course must participate in the quality assurance processes.

Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual student performance, the standards of the course and the student’s award. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.

quality assurance processes

The following processes will be facilitated by the TQA to ensure there is:

  • a match between the standards for achievement specified in the course and the standards demonstrated by students
  • community confidence in the integrity and meaning of the qualification.

Process – Each provider will submit bodies of students’ work sufficient to allow an assessment against a nominated range of criteria and the overall award to an annual review meeting organised by the TQA.

The work, while not necessarily fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. The TQA will give each provider guidance regarding the selection of students and the nominated criteria.

The review meeting will provide advice about the provider’s assessment standards. Providers are expected to act on this advice.

assessment CRITERIA

The assessment for Introduction to Sociology and Psychology will be based on the degree to which the learner can:

  1. collect and use information to investigate topics
  2. communicate ideas and information
  3. plan, consult, organise and complete structured inquiry activities
  4. use evidence to support sociological and psychological viewpoints
  5. display knowledge and understanding of sociological and psychological concepts and ideas
  6. demonstrate understanding of basic sociological and psychological research methods
  7. apply sociological and psychological concepts to real life situations.

STANDARDS

Criterion 1: collect and use information to investigate topics

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • collect information about specific topics from a limited range of sources
/
  • collect and categorise information from a broad range of sources
/
  • collect and categorise information from a broad range of sources and justify the methods of collection and categorisation

  • evaluate collected information for its relevance
/
  • evaluate collected information and explain its relevance
/
  • evaluate collected information, explain its relevance and justify its validity

  • keep a list of collected information and the categories to which it is assigned
/
  • keep effective records of information collected including the source
/
  • keep effective records of information accurately referenced

  • refer to the information when discussing the specific topic under consideration.
/
  • use the collected information to inform the investigation of topics.
/
  • use a broad range of information to develop arguments about particular topics, evaluating the relevance and value of the information.

Criterion 2: communicate ideas and information

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • express basic facts about a specific topic
/
  • use relevant facts and concepts when communicating
/
  • use relevant, facts, concepts and terminology when communicating

  • in writing, convey basic information to address the main intent of a task
/
  • present written information in an appropriate format to convey meaning
/
  • present written information in a format and style that assists understanding

  • present ideas about a topic in a clear and logical manner.
/
  • communicate information and ideas that are relevant to the topic.
/
  • communicate factual information, ideas and opinions showing a good understanding of the issues.

Criterion 3: plan, consult, organise and complete structured inquiry activities

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • develop a basic plan of inquiry activities for a specified, straight-forward task
/
  • develop a plan of inquiry activities for various topics
/
  • develop a comprehensive plan of inquiry activities that takes into account the nature of the subject of the inquiry

  • seek the views of relevant others on the plan
/
  • consult with knowledgeable others about the suitability of the plan
/
  • consult with knowledgeable others about the plan and also the issues to do with the subject matter of the inquiry

  • organise the major components of the activity including information gathering and presentation
/
  • organise the components of the activity showing some understanding of the main steps and timelines
/
  • organise the components of the activity, including actions, timelines, critical points, risks

  • complete the inquiry activity and present findings in oral and written format.
/
  • complete the inquiry activity and present findings in a clear and meaningful written format.
/
  • complete the inquiry activities in accordance with the plan and present the written findings, reflecting on the appropriateness of the inquiry methodology.

Criterion 4: Use evidence to support sociological and psychological viewpoints

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • distinguish between fact and opinion
/
  • distinguish between basic types of evidence – research findings, facts, opinion, observations, anecdote
/
  • outline the difference between the various types of evidence and their applicability

  • state a particular point of view on a given/selected topic with some basic evidence relating to it
/
  • support a particular point of view on a given/selected topic with some basic evidence
/
  • build a case for a point of view on a range of selected topics with appropriate evidence

  • identify areas where the evidence about a particular point of view is unclear or lacking
/
  • evaluate the adequacy of the evidence available on a selected points of view of a range of both sociological and psychological topics

  • identify when a point of view on particular topics varies from their personal values and beliefs.
/
  • connect a point of view with personal experience or observation.
/
  • evaluate their personal point of view on a particular matter with the evidence available.

Criterion 5:display knowledge and understanding of sociological and psychological concepts and ideas

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • explain the basic meaning of a limited number of common sociological and psychological terms
/
  • show some understanding of a range of sociological and psychological terms
/
  • recognise and use appropriately a range of sociological and psychological terms

  • identify some basic sociological and psychological concepts
/
  • identify and show some understanding of some basic sociological and psychological concepts
/
  • identify and show some understanding of a range of basic sociological and psychological concepts

  • use a limited number of sociological and psychological terms in their discussions
/
  • use a number of sociological and psychological terms in their discussions
/
  • use a number of sociological and psychological termsin their discussions

  • apply a basic sociological or psychological concept in their discussions.
/
  • apply a basic sociological or psychological concept in their discussions of a number of different issues.
/
  • use a number of sociological and psychological concepts in their discussions of a range of issues.

Criterion 6: demonstrate understanding of basic sociological and psychological research methods

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • outline some of the basic principles of sociological and psychological research
/
  • describe the basic principles of sociological and psychological research
/
  • explain the basic principles of sociological and psychological research

  • show awareness of some of the ethical considerations that should be taken into account in sociological and psychological research;
/
  • show awareness and some understanding of some of ethical considerations that should be taken into account in sociological and psychological research
/
  • show awareness and some understanding of a range of ethical considerations that should be taken into account in sociological and psychological research

  • carry out a basic primary research task.
/
  • contribute to the construction of a basic primary research and carry it out.
/
  • construct a basic primary research task and carry it out.

Criterion 7: apply sociological and psychological concepts to real life situations

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
  • use a sociological or psychological concept to explain a given real life situation
/
  • use some sociological or psychological concepts to explain a real life situation
/
  • use sociological or psychological concepts, including reasonably complex ones, to explain a range of real life situations

  • use a real life situation to help explain a sociological or psychological concept
/
  • use some real life situations to help explain a sociological or psychological concept
/
  • use some real life situations to help explain a range of different sociological or psychological concepts

  • recognise a sociological or psychological explanation for a particular real life situation.
/
  • recognise a number of different sociological or psychological explanations for a particular real life situation.
/
  • recognise and show some understanding of a number of different sociological or psychological explanations for a particular real life situation.

Qualifications available

Introduction to Sociology and Psychology (with the award of):