Making Moral Decisions introduces learners to ethics
It examines some major normative ethical theories which concentrate on the principles or rules that guide moral behaviour. The impact of religious and secular ethical perspectives on values, beliefs and ideas are also studied. Making Moral Decisions will provide learners with the opportunity to critically investigate religious and secular worldviews, and the role of beliefs and values in society. The course aims to develop learners' understanding of ethical perspectives and how these are evident in a number of worldviews practised in Tasmania today. They will develop their own reasoned and critical responses to various religious, philosophical and ethical dilemmas. Thinking and working through the processes of making moral decisions will provide learners with an understanding of how decisions are made and emphasise the important connections between moral beliefs and behaviour. This may encourage them to come to a clearer and critical understanding of their own values and beliefs, as well as those of others.
This course is designed to introduce learners to basic ethical theory and will emphasise the important connections between moral beliefs and behaviour. It will give learners a guide to help them understand why ethical dilemmas occur and challenge them to develop their own moral views.
The course has two compulsory content areas:
Making Moral Decisions is a course that introduces learners to ethics. It examines some major ethical theories and concentrates on normative ethics. The impact of religion, values, beliefs and ideas in the political and cultural processes of our world is also considered enabling learners to become active, informed, global citizens
Making Moral Decisions will provide learners with the opportunity to investigate the role of belief and values in society and engage in critical enquiry about a range of ideas. The course aims to develop learners’ understanding of ethical theories and how these theories are evident in a number of world views practised in Tasmania today. They will develop their own reasoned and critical responses to various religious, philosophical and ethical dilemmas. Even though learners may not face some of the dilemmas covered in this course, thinking and working through the processes of making moral decisions may help provide them with an understanding of how decisions are made and the factors that need to be considered when arriving at a possible course of action and a framework to assist with their decision making.
Encouraging learners to come to a clearer and critical understanding of their own values and beliefs, as well as those of others, is a central goal of this course. In order to assist teachers to respond to the diversity of learning needs, Making Moral Decisions has a flexible structure containing a range of dilemmas from which to choose.
On successful completion of this course, learners will be able to:
Making Moral Decisions Level 2 is designed for learners looking for pathways to further study and work. It can lead to a variety of Level 3 senior secondary courses such as Philosophy, Legal Studies and Studies of Religion.
Making Moral Decisions Level 2 has vocational links to such career areas as social work, journalism, community development, social welfare, chaplaincy, teaching, law and politics.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 5.
Area 1: An Introduction to Moral and Ethical Theory
The following topics underpin this course. It is suggested that up to 20 hours is devoted to this content area. Content will include:
1. The need for and purpose of morality
2. How moral decisions are made
3. Moral world views: Religious, Humanist and Ethical Egoist
4. Ethical theories: Deontological and Teleological
Area 2: Contemporary Ethical Dilemmas
This area of study will be constructed to suit learners’ particular needs and interests. Learners must study at least three (3) topics and their context. It is expected that content from Area 1 are embedded within the topics. It is suggested that approximately 30 hours is devoted to this area of the course (around 10 hours per topic).
Content will include:
1. What is an issue?
2. What is an ethical dilemma?
3. Making decisions on ethical dilemmas
4. Conducting investigations in Contemporary Ethical Dilemmas
Three or more topics will be chosen from the following list:
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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) or ‘A’ (high 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 processes 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 Making Moral Decisions Level 2 will be based on the degree to which the learner can:
The learner:
| Rating A | Rating C |
|---|---|
| describes ethical theories and world views | outlines ethical theories and world views |
| explains similarities and differences between the ways of seeing the world | identifies similarities and differences between religious and secular ways of seeing the world |
| appropriately uses key terms. | appropriately uses a number of key terms. |
The learner:
| Rating A | Rating C |
|---|---|
| explains the ideas and points of view relating to ethical dilemmas | restates a set of ideas and points of view about an ethical dilemma |
| explains how religious or secular world views respond to ethical dilemmas | outlines how a religious or secular world view responds to an ethical dilemma |
| explains the connections between what is believed and what is done | identifies the connections between what is believed and what is done |
| explains effect of context on ethical dilemmas. | outlines context of an ethical dilemma. |
The learner:
| Rating A | Rating C |
|---|---|
| locates a wide range of information sources | locates a limited range of information sources |
| effectively uses strategies to locate information in sources | uses strategies (such as skim reading and scanning) as directed to locate information in sources |
| effectively uses a range of tools and strategies (such as graphic organisers and note taking) to collect and organise information | uses tools and strategies (such as graphic organisers and note taking) to collect and organise information |
| uses a wide range of evidence when discussing ethical dilemmas | refers to evidence when discussing ethical dilemmas |
| uses appropriate referencing/citation methods | uses referencing/citation methods as directed |
| communicates information about ethical dilemmas in writing, demonstrating fluency and consistent control of language and expression. | communicates information about ethical dilemmas in writing, demonstrating some control of language and expression. |
The learner:
| Rating A | Rating C |
|---|---|
| clearly explains an idea or assertion | clearly states an idea or assertion |
| identifies connections and contradictions in thinking | identifies connections in thinking |
| presents a coherent, reasoned position on a dilemma | presents a position on a dilemma |
| uses logical arguments to persuade others | uses ideas to persuade others |
| identifies and responds to objections to arguments | identifies an objection to an argument |
| compares and contrasts ideas and arguments between world views | notes similarities and differences between ideas and arguments. |
| makes appropriate evaluative judgements. |
Making Moral Decisions Level 2 (with the award of):
HIGH ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 4 ratings
The minimum requirements for an award in Making Moral Decisions Level 2 are as follows:
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 1 ‘C’ rating
SATISFACTORY ACHIEVEMENT (SA)
4 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
2 ‘C’ ratings
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.
The accreditation period for this course is from 1 January 2020 to 31 December 2022.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.