Physical activity plays an important role in personal development: physically, socially, mentally, environmentally and spiritually
Sport and Recreation for Life is designed to provide learners with opportunities to be physically active and to experience the benefits of participation. It is in line with national and state government initiatives to develop people's awareness of health and wellbeing, and the value of exercise.
This course is part of a suite of courses designed to provide basic skills to high needs learners, many of whom have a learning difficulty.
Physical activity plays an important role in personal development: physically, socially, mentally, environmentally and spiritually. This course is designed to provide learners with opportunities to be physically active and to experience the benefits of participation. It is in line with national and state government initiatives to develop people’s awareness of health and wellbeing, and the value of exercise.
Some learners may need this full suite of courses for study in both their Years 11 and 12, others may need it for only part of their course load, and others may need only some courses in Year 11 before moving into other programs for Year 12.
On successful completion of this course, learners will be able to:
All learners have a right to an education that meets their needs through full participation and engagement with learning. Teachers need to enhance the quality of all students’ learning through responsive and planned learning programs that optimise achievement using inclusive practices.
Learners should have access to appropriate resources such as professional support staff; or adult assistance, and equipment such as assistive technology or modified facilities, as required. The Disability Standards for Education, 2005 outline the obligations that educational providers must meet in supporting the needs of students with disability through reasonable adjustments.
Adjustments include a range of supports and accommodations including but not limited to: supportive learning environments, tailored delivery models, visual and organisational supports, multimodal learning and assessment opportunities, varying levels of prompting and adult assistance. In the instance of online, distance or flexible delivery, adjustments may be made to the courses by teachers to suit the individual student’s learning environment. This may involve adaptation of the course to reflect the resources readily available to the learner within their home or community.
This course has a complexity level preliminary to Level 1.
It has a size value of 10.
Tasmanian Certificate of Education: The qualifications available have a level of complexity preliminary to that of Level 1. Achievement of the qualifications does not, therefore, contribute credit points towards meeting the participation and achievement standard of the Tasmanian Certificate of Education qualification.
Qualifications Certificate: The qualifications available can be listed on the Qualifications Certificate issued by the TASC.
The content is divided into two compulsory parts:
CORE: Foundation Concepts
ELECTIVES: Practical Activities
Sport and Recreation for Life requires coverage of the Foundation Concepts and a range of activities from at least three (3) of the four (4) Elective Units. Units can be selected based on the needs of learners, staffing and facilities of the provider. All units involve learning based on practical activities.
CORE: FOUNDATION CONCEPTS
Sport and Recreation for Life is based on some fundamental concepts and this background will be explicitly taught. These concepts can be covered through specific activities or integrated with the delivery of the electives in an holistic way.
To be able to participate in an effective, safe and worthwhile manner, learners will work towards developing:
ELECTIVE UNITS: PRACTICAL ACTIVITIES
Unit 1: Individual Activities: such as where participation and success in participation is reliant on self rather than others. Illustrative examples of individual activities include, but are not limited to:
Unit 2: Group / Team Activities: such as where participation and success in participation is reliant on others. Illustrative examples of group/team activities include, but are not limited to:
Unit 3: Recreational Activities: such as where participation is community focussed. Illustrative examples of recreational activities include, but are not limited to:
Unit 4: Fitness Development and / or Hygiene Activities
Within this Unit, depending on individual learner needs, there is flexibility for learners to develop an understanding of personal fitness and hygiene issues, or specialise in one of these areas. Learners will also gain knowledge about the safe use of basic fitness equipment. Examples of activities/actions include but are not limited to:
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner 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 learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.
The following process will be facilitated by TASC to ensure there is:
Process – Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.
Where TASC identifies sufficient potential for concern about the integrity or validity of a provider’s award decisions it will undertake an investigation. After such an investigation is completed, TASC may take action under Section 33 of the Office of Assessment, Standards and Certification Act 2003 as it considers appropriate, including but not limited to:
The assessment for Sport and Recreation for Life will be based on whether the learner can:
The learner will:
| Rating C |
|---|
| use at least three physical skill sets appropriate to a given activity (e.g. a set of arm, leg or whole of body movements) |
| follow safety and injury prevention rules as directed. |
The learner will:
| Rating C |
|---|
| identify and use equipment (as directed) relevant to various sporting and recreational activities |
| collect and replace sport and leisure equipment as directed. |
The learner will:
| Rating C |
|---|
| identify the purpose of a variety of facilities for sport and recreational activities (e.g. a swimming pool is used for swimming) |
| select appropriate sport or recreational activities. |
The learner will:
| Rating C |
|---|
| follow the main rules of games and activities |
| demonstrate the principle of ‘fair play’ when participating in sport and recreational activities |
| identify (with support if required) basic signs or terminology specific to a sport or recreational activity (e.g. goal, pass, hit, swimming pool, score, park, team). |
The learner will:
| Rating C |
|---|
| use footwear and/or clothing suitable for participation in an activity |
| with support if required, follow directions regarding application of personal hygiene matters (e.g. bring and use a towel, wash hands). |
|
bring a change of clothes for after exercise. |
Sport and Recreation for Life (with the award of):
SATISFACTORY ACHIEVEMENT (SA)
PRELIMINARY ACHIEVEMENT (PA)
The minimum requirements for an award in Sport and Recreation for Life are as follows:
SATISFACTORY ACHIEVEMENT (SA)
4 C ratings (‘Satisfactory Standard’)
PRELIMINARY ACHIEVEMENT (PA)
3 C ratings (‘Satisfactory Standard’)
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
Version 1 - Accredited on 4 December 2013 for use from 1 January 2014 to 31 December 2018.
Version 1.a - Minor amendments to course content and criteria standards. 22 December 2017.