Analyse: to examine, scrutinise, explore, review, consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences
Assess: to make a judgement about, to rate, to weigh up, to form an opinion
Critically analyse: to closely examine, analyse in detail, focus on essence, examine component parts of an issue or information (for example identifying the premise of an argument or ideology, and its plausibility, illogical reasoning or faulty conclusions)
Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features
Evaluate: to appraise, measure, judge, provide a detailed examination and substantiated judgement concerning the merit, significance or value of something
Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts
Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is
Rangeof sources: has dimensions of type (primary and secondary), number (how many sources) and scope (books, academic articles, internet, film/video etc.)
Task characteristics may include, but are not limited to: word limits; format of response; mode of response; and presentation requirements
Terms: word or phrase used to describe abstract aspects or features of the past (for example decolonisation, imperialism, democracy) and more specific features such as a warship or monument
Tools and strategies used to collect and organise information include, but are not limited to:
use of categories to organise information.
Australia in Asia and the Pacific, TQA Level 3 (with the award of):
10 ‘C’ ratings (3 ‘C’ ratings from external assessment)
PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings
A learner who otherwise achieves the ratings 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.
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 learners 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.
The TQA acknowledges the significant leadership of Barry Stubbs in the development of this course.
EXPECTATIONS DEFINED BY NATIONAL STANDARDS IN CONTENT STATEMENTS DEVELOPED BY ACARA
The statements in this section, taken from documents endorsed by Education Ministers as the agreed and common base for course development, are to be used to define expectations for the meaning (nature, scope and level of demand) of relevant aspects of the sections in this document setting out course requirements, learning outcomes, the course content and standards in the assessment.
Unit 3 – Land cover transformations and Unit 4 – Global Transformations
Collecting, recording, evaluating and representing
collects geographical information incorporating ethical protocols from a range of primary and secondary sources (ACHGE056) (ACHGE090)
evaluates the reliability, validity and usefulness of geographical sources and information (ACHGE058) (ACHGE092)
Interpreting, analysing and concluding
analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives to draw reasoned conclusions and make generalisations (ACHGE059) (ACHGE093)
identifies and analyses trends and patterns, infers relationships, and makes predictions and inferences (ACHGE060) (ACHGE094)
Unit 3 Modern Nations in the 20th Century and Unit 4 The Modern World Since 1945
The nature of Australia’s response to key developments in the period, including … Australia’s adherence to the White Australia Policy until 1973, and the implications of Australia’s involvement in the Vietnam War (ACHMH194)
The significance of Australia’s immigration policies on regional relationships after World War II, including the reasons for the gradual dismantling of the White Australia Policy in the period 1945-1973 (ACHMH195)
The accreditation period for this course is from 1 January 2015 to 31 December 2016.
Version 1 – Accredited on 21 July 2014 for use in 2015 to 2016. This course replaces AAP315110 Australia in Asia and the Pacific that expired on 31 December 2014.
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 one.
APPENDIX A: Nations defined as being in the Asia-Pacific region for the purpose of this course
(North-East Asia): China, Japan, Mongolia, North Korea, South Korea and Taiwan
(South-East Asia): Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, and Vietnam
(South Asia): Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan,
and Sri Lanka
(Pacific Islands): Cook Islands, Fiji, French Polynesia, Kiribati, Palau, Papua New Guinea, Solomon Islands, Tonga, Vanuatu, Samoa, New Caledonia
(Australasia): Australia, New Zealand