‘Everyday adult’ reading, writing and communication (in English)
The standard is ‘everyday adult reading, writing and communication (in English)’ – for example, reading procedures and instructions, interpreting information from diagrams, graphs and charts, writing a brief formal letter, using questions to gather information and provide a verbal report. ‘English’ means Standard Australian English (SAE). SAE is the variety of spoken and written English language in Australia used in more formal settings such as for official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always dynamic and evolving, it is recognised as the ‘common language’ of Australians.
Many people will show that they meet this standard by gaining a ‘Satisfactory Achievement/Pass’ award (or better) in a number of identified TASC accredited senior secondary courses.
Other learners will gain TASC recognised qualifications to show that they meet this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant TASC ‘safety-net’ test will show that such a learner has met the standard.
The standard is illustrated and exemplified by the Australian Core Skills Framework (ACSF) performance level 3 (reading, writing and oral communications) descriptors (See Appendix 1).
‘Everyday adult’ mathematics
The standard is ‘everyday adult mathematics’ – for example, using common maths knowledge and skills to measure, solve basic problems, develop budgets, collect survey information and interpret it, and carry out calculations involving fractions and metric quantities.
Many people will show that they meet this standard by gaining a ‘Satisfactory Achievement/Pass’ award in a number of identified TASC accredited senior secondary courses.
Other learners will gain TASC recognised qualifications to show that they meet this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant TASC ‘safety-net’ test will show that such a learner has met the standard.
The standard is illustrated and exemplified by the Australian Core Skills Framework (ACSF) performance level 3 (numeracy) descriptors. (See Appendix 2).
‘Everyday adult’ use of computers and the internet
The standard is ‘everyday adult use of computers and the internet’ – for example, using a computer to perform routine tasks safely and productively, using common applications such as a word processor or spreadsheet, sending and receiving information by e-mail, and searching the internet.
Many people will show that they meet this standard by gaining a ‘Satisfactory Achievement/Pass’ award (or better) in a number of identified TASC accredited senior secondary courses.
Other learners will gain TASC recognised qualifications to show that they meet this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant ‘safety-net’ test will show that such a learner has met the standard. See Appendix 3 for details regarding the six facets of the standard.
Participation and Achievement Standard
The standard is ‘completion of a full program of learning at a set standard’. It recognises a very broad range of learning, and is flexible about where, when and how that learning happens.
To do this, each type of learning at TASC complexity level 1 or higher is given a size value. If a learner gains a qualification/is issued with a Unit of Competency the learning’s size value counts as credit points – at the specified complexity level – towards meeting the TCE’s participation and achievement standard. Ten (10) hours of successful learning is equivalent to 1 credit point.
To meet the participation and achievement standard a person needs to have 120 credit points, with at least 80 credit points in studies rated by TASC at complexity level 2 or higher.
Many learners will show that they meet than this standard with a reasonably challenging two-year program of post-Year 10 learning of at least 1,200 hours of study in senior secondary courses. Others will show that they meet this standard with a full program of VET. Some will use combinations of senior secondary studies, VET and other qualifications recognised by TASC. Some people will complete an apprenticeship to show that they meet this standard.
Detailed information is provided by TASC on credit points for various TASC accredited and TASC recognised qualifications, and VET Units of Competency.
As noted at least 80 of the 120 of the credit points must be gained from learning that has a complexity of Level 2 or above. A TASC complexity of Level 2 means that typically knowledge and skills are:
- concrete and factual, with some theoretical and/or technical elements
- applied in familiar and predictable contexts
- involve routine issues, in conditions where there is substantial support and supervision
- limited judgement and discretion is needed. See Appendix 4.
The 120 credit points must come from courses/qualifications/Units of Competency (or their equivalent) that have been assigned at least a level 2 Robustness rating. Level 2 Robustness means that the evidence on which assessment judgements are made, though it may be largely inferential and only indirectly related to the achievement, is available and sufficient for making the assessment decision. TASC makes judgements regarding Robustness at the time of course accreditation/recognition. See Appendix 5.
Planning for future education and training Standard
The standard is ‘to develop and lodge a plan for future education and training’. Most learners will meet this standard by developing a Transition Statement, and lodging this with the Office of TASC.
TASC will make arrangements so that people completing their senior secondary education and training outside the school system, adults applying for the TCE, and international learners and those joining the Tasmanian education system from other jurisdictions can also meet this standard. See Appendix 6.
Version History
Version 1 – adopted under Section 33.C of the Office of Tasmania Assessment, Standards and Certification Act 2003 on 12 August 2019.