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Empowering Tasmanians to achieve

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ANNUAL REPORT

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CONTENTS

Report from the Executive Officer 6

Functions of the Office of Tasmanian Assessment, Standards and Certification 8

Framework Advisory Council 8

TASC qualifications and certificates 9

Achievements 2016/17 12

Quality assurance 14

Assessment 15

Human resources 16

Senior secondary attainment data 17

2016/17 Financial Statements 31

Auditor’s Report 32

Statement of Certification 35

Our purposeEmpowering Tasmanians to achieve.Disclaimer: the information contained in the

Office of Tasmanian Assessment, Standards and Certification Annual Report 2016/17 is considered to be correct at the time of printing.

Image credits: Loic Le Guilly, Josh Lamont, Tony McKendrick.


OFFICE OF TASMANIAN ASSESSMENT, STANDARDS & CERTIFICATION



11 October 2017

Ms Jenny Gale Secretary Department of Education GPO Box 169 HOBART TAS 7001

Dear Ms Gale

In accordance with Section 24 of the Office of Tasmanian Assessment, Standards and Certification Act 2003, I am pleased to submit to you the Annual Report for the Office of Tasmanian Assessment, Standards and Certification (TASC).

This Report documents the Office of TASC’s activities in the period from 1 July 2016 to 30 June 2017 and includes Financial Statements for that period.

I acknowledge the staff of the Office of TASC for their commitment and support throughout this period.

Yours sincerely

Katrina Beams Executive Officer

GPO Box 333 HOBART TAS 7011

Phone 6165 6000


In 2016, 56.4 per cent of the Tasmanian potential Year 12 population achieved the Tasmanian Certificate of Education. This is an increase of 6 per cent from 2015, and the biggest increase ever.

I’m proud that, as a statutory authority, the Office of Tasmanian Assessment, Standards and Certification (TASC) plays an integral part in this education success for young Tasmanians. By ensuring the high quality delivery and assessment of senior secondary education in Tasmania, we are providing the basis of lifelong learning opportunities for all Tasmanians.

Our work is underpinned by a new Strategic Plan 2017 – 2022 which guides the continuous improvement and modernisation of senior secondary education in Tasmania. Our vision, to be internationally recognised as a provider of premium qualifications, provides a focus for our three goals of creating a modern qualifications system, influencing the culture of education in Tasmania, and continuing to ensure the value of our qualifications for all Tasmanians.

Current Tasmanian Government initiatives such as the implementation of the new Tasmanian Education Act carrying out recommendations from the Years 9-12 curriculum review by the Australian Council of Educational Research, and supporting the Extending Schools to Years 11 and 12 initiative, also inform the work of TASC.

In 2016, there was an increase in schools and other education providers delivering TASC accredited senior secondary courses across all education sectors in Tasmania.

TASC has maintained a focus to continuously improve its systems and processes, and to assure the quality of course delivery and assessment. A significant number of achievements have been delivered in 2016/17.

We have developed a new suite of key policies to support our work. We have established improvements and efficiencies to assure the quality of senior secondary data. We have developed and started implementing an enhanced quality assurance model to maintain continued community confidence in the integrity of our qualifications. We continue to manage and assure the integrity of external assessment of Level 3 and Level 4 TASC accredited courses.

6REPORT FROM THE EXECUTIVE OFFICER


2016,

Every aspect of TASC’s work is underpinned by our values of integrity, equity, being connected, life-long learning and a future focus.

The modernisation of TASC systems and functions is a key aspect of our current work. We have initiated a future focused systems replacement project which embraces the best new technologies, to meet our current and future business needs and ensure the quality of our qualifications.

We continue to build strong relationships with all stakeholders and work with all school sectors to provide information and support them in the delivery of high quality senior secondary education in Tasmania. I have visited many schools across the state and gained insights into the variety of approaches, environments and communities which influence the delivery of senior secondary education in Tasmania. I am buoyed by the collaborative rapport and positive relationships.

I thank all those who have supported the work of TASC in 2016/17, particularly principals, teachers and TASC Liaison Officers and others in schools across Tasmania delivering TASC accredited courses and supporting students in their years of senior secondary education.

I thank also the Department of Education who manage TASC data on our behalf and who, in consultation with all education sectors, develop the courses we accredit.

I thank the Framework Advisory Council and Principals Reference Group for their council and advice. Of course, TASC could not function without the hard work of its dedicated staff. I thank them for their continued commitment to supporting the education of young Tasmanians.

I am proud to present this Annual Report as summary of the achievements of TASC throughout 2016/17. I invite you to share my passion for empowering Tasmanians to achieve.

Katrina Beams Executive Officer

Our goals Create a qualifications system aligned with what students learn and how it is recognised.

Participate in, and influence changing culture about the value of education for all Tasmanians.

Be competitive in a cutting edge educational environment.

123

7

2016/17 ANNUAL REPORT

REPORT FROM THE EXECUTIVE OFFICER


OUR KEY RESPONSIBILITIES

• Accredit courses for senior secondary education in Tasmania.

• Issue certifications and qualifications, and ensure that these meet approved standards.

• Provide advice to the Minister for Education and Training on matters relating to senior secondary qualifications.

• Guide strategic planning for senior secondary qualifications management.

• Conduct and moderate assessment of TASC accredited senior secondary courses.

FRAMEWORK ADVISORY COUNCIL

The Framework Advisory Council (FAC), appointed under The Act includes educational expertise from the government, Catholic and independent education sectors, TasTAFE and the University of Tasmania, as well as an independent member and Chair.

The FAC advises the Executive Officer, TASC on the development, review and implementation of a senior secondary accreditation framework for Tasmania. The accreditation framework will identify the key principles and processes that inform the accreditation of senior secondary curriculum in Tasmania.

The Office of Tasmanian Assessment, Standards and Certification (TASC) is an independent statutory office responsible to the Tasmanian Minister for Education and Training.

TASC is responsible for the development of appropriate standards, the accreditation of courses, and the assessment and certification of student achievement in senior secondary education across all educational sectors in Tasmania.

TASC is governed by the Office of Tasmanian Assessment, Standards and Certification Act 2003 (The Act) with day-to-day operations managed by the Executive Officer.

Our visionTo be internationally recognised as a provider of premium qualifications.

8

FUNCTIONS OF THE OFFICE OF TASMANIAN ASSESSMENT, STANDARDS AND CERTIFICATION


TASC QUALIFICATIONS AND CERTIFICATES

TASC supports lifelong learning for all Tasmanians and issues the following qualifications to Tasmanians.

TASMANIAN CERTIFICATE OF EDUCATION

The Tasmanian Certificate of Education (TCE) is a premium qualification consisting of five standards.

1. Participation and achievement of 120 credit points in senior secondary education and training, with at least 80 credit points in studies at Level 2 or higher.

2. Everyday adult reading and writing in English standard.

3. Everyday adult mathematics standard.

4. Everyday adult use of computers and the internet standard.

5. Development and review of future career and education plans standard.

56.4% of the potential Year 12 population achieved the TCE in 2016, an increase from 50.4% in 2015 and the biggest increase ever.

3,767 students achieved their TCE.

TASMANIAN CERTIFICATE OF EDUCATIONAL ACHIEVEMENT

The Tasmanian Certificate of Educational Achievement (TCEA) provides students, including some students with special or additional needs, with a record of their participation and achievement in senior secondary education.

The number of TCEAs issued in 2016 increased significantly.

QUALIFICATIONS CERTIFICATEThe Qualifications Certificate is a record of a Tasmanian student’s lifelong learning. It includes senior secondary courses, vocational education and training, as well as other recognised learning.

TASC issued 5,600 Qualifications Certificates during the 2016/17 financial year.

9


FUNCTIONS OF THE OFFICE OF TASMANIAN ASSESSMENT, STANDARDS AND CERTIFICATION


POLICY DEVELOPMENT

TASC has completed the development of a suite of key policies. The policies have been developed through extensive consultation and guide TASC in fulfilling its functions as legislated within The Act and in accordance with other legislation.

Policies have been developed in the following key areas – Assessment, Communication, Registration, Certification, Course Accreditation, Data and Reporting, and Quality Assurance.

MODERNISATION OF TASC FUNCTIONS AND SYSTEMS

TASC is committed to embracing new technologies and modernising its systems to ensure the high quality of the qualifications it issues, and to support our strategic goal 1.

TASC has initiated a systems replacement project to develop a new student administration system to meet current and future business needs. The new system, to be launched from 2019 will include a stakeholder portal and a cutting edge data management platform.

TASC STRATEGIC PLAN 2017 – 2022

TASC has developed a strategic plan to guide thecontinuous improvement and modernisation of senior secondary assessment, standards and certification in Tasmania. The Strategic Plan ensures TASC can fulfil its legislative obligations and progress new initiatives across Tasmania’s senior secondary school system.

VISION

To be internationally recognised as a provider of premium qualifications.

PURPOSE

Empowering Tasmanians to achieve.

VALUES

We are engaged and collaborative.

We are fair, impartial and accessible.

We consistently uphold standards, we are accountable, independent, open and transparent.

We recognise achievements through meaningful qualifications.

We are innovative, informed and strive for excellence.

GOALS

1. Create a qualifications system aligned with what students learn and how it is recognised.

2. Participate in, and influence changing culture about the value of education for all Tasmanians.

3. Be competitive in a cutting edge educational environment.

10 ACHIEVEMENTS 2016/17


REVIEW OF YEARS 9 – 12 IN TASMANIA

The Australian Council for Educational Research (ACER) Review of Years 9 – 12 in Tasmania was provided to the Minister for Education and Training in December 2016. The Executive Officer, TASC is a participant in the Years 9 – 12 Review Advisory Committee which has outlined the implementation of the review findings.

TASC will undertake the implementation of key recommendations from the review over the next two years.

ACACA WORKING GROUP CONFERENCE

TASC hosted the annual Australasian Curriculum, Assessment and Certification Authorities (ACACA) working group meeting in Hobart in September 2016. Delegates from senior secondary boards of study, and their equivalents from New Zealand and other jurisdictions attended the conference to share professional learning, best practice, challenges and initiatives.

The conference was opened by Jeremy Rockliff MP, Minister for Education and Training. Professor Geoff Masters OBE, Chief Executive of the Australian Council for Educational Research provided the keynote address and discussed some of the significant future challenges in senior secondary schooling, including the effect of socio-economic factors on completion rates.

TASC REPORTING

TASC has established improvements and efficiencies to ensure the continued quality of the senior secondary data it manages, creating opportunities for a more comprehensive picture of students’ achievements.

In 2016, for the first time, High Achiever Program and University College Program units at the University of Tasmania were scaled using the established and rigorous scaling processes for TASC Level 3 and Level 4 courses.

PILOT PROGRAM FOR ONLINE TESTING

TASC developed a secure online testing environment for the Everyday adult use of computers and the internet standard safety net test. The successful pilot program, run in 2016, received very positive feedback from schools and students who participated and will help inform the development of future online assessment. After thorough evaluation the online test will be offered to all schools from August 2017.

COMMUNICATIONS AND STAKEHOLDER ENGAGEMENT

TASC continues to work towards its goal of participating in, and influencing the changing culture about the value of education for all Tasmanians. TASC works with all stakeholders to share quality information, consult and develop positive relationships.

TASC has worked closely with Tasmanian Government schools in the Extending High Schools to Years 11 and 12 initiative to ensure they are fully informed of TASC’s standards and requirements for delivering TASC accredited courses. This included presenting at, and attending extension school professional learning and other forums.

Key communications activities include:

• hosting regional forums in August 2016 and March 2017• the introduction of a quarterly newsletter to principals

and TASC Liaison Officers• visiting schools in all sectors by the Executive Officer and

other TASC officers• coordinating continued, informative and timely

communications with stakeholders• managing and enhancing the TASC brand• presenting at the Tasmanian branch of the Association

of Heads of Independent Schools of Australia • hosting the TASC Outstanding Achievement Awards.

The launch of a new TASC website in July 2017 will provide a central point for all stakeholders to access up-to-date information about TASC services.

We are engaged and collaborative.

We are fair, impartial and accessible.

We consistently uphold standards, we are accountable, independent, open and transparent.

We recognise achievements through meaningful qualifications.

We are innovative, informed and strive for excellence.

Our values

11


ACHIEVEMENTS 2016/17


OUTSTANDING ACHIEVEMENT IN VOCATIONAL EDUCATION AND TRAINING AWARD 2016 RECIPIENTS

STUDENT SCHOOL

Rosie Bird Hobart College

Corey Burgess Jordan River Learning Federation

Laura Clear Guilford Young College

Hannah Cox Rosny College

Bethany Dureau Claremont College

Alyssa Frerk Hellyer College

Candice Glover Hobart College

Timothy Horton The Hutchins School

Shelbie Hutchinson Hellyer College

Chelsea Jamieson Circular Head Christian School

Grace Lovell Hobart College

Laura Massie Rosny College

Celeste Meincke Hobart College

Tika Pokhrel Hobart College

Ashley Russell Jordan River Learning Federation

Ruby Stewart Rosny College

Ashley Sutton Guilford Young College

Dana Van Andel Hobart College

Kiara Wilson Hellyer College

The TASC Outstanding Achievement Awards celebrate the successful academic and vocational education and training results of young Tasmanians.

The 2016 Awards were presented by Her Excellency Professor the Honourable Kate Warner, AC, Governor of Tasmania at Government House on Monday 6 February 2017.

34 students received a 2016 TASC Outstanding Academic Achievement Award. Recipients are students who have achieved the top Australian Tertiary Admission Rank (ATAR) in Tasmania with rankings of 99.5 and above.

19 students received a 2016 Outstanding Achievement in Vocational Education and Training (VET) Award. VET award recipients are nominated by their school and selected by a TASC appointed panel of experts with extensive experience in the VET sector.

Her Excellency Professor the Honorable Kate Warner, AC, Governor of Tasmania and the 2016 Outstanding Achievement in Vocational Education and Training Award recipients.

12

2016 TASC OUTSTANDING ACHIEVEMENT AWARDS


STUDENT SCHOOL

Owen Lennon Hobart College

Harry Nutting Rosny College

Meg Phillips Guilford Young College

Alex Pointon The Friends’ School

Grace Ransley Rosny College

Emily Scott Launceston College

James Smallwood Launceston Church Grammar School

Eve Sullivan Rowland Hobart College

Marcel Swanepoel Calvin Christian School

Georgia Whiteley Marist Regional College

Seniya Wijewardena Marist Regional College

Scanlon Williams Launceston College

Samuel Williams The Friends’ School

Wang Yau Elizabeth College

Olivia Young Fahan School

Yu Qin Qian The Friends’ School

Zhang Yutao Launceston College

STUDENT SCHOOL

James Beattie Scotch Oakburn College

Patrick Chilvers St Patrick’s College

Luke Cooper Rosny College

Alice Cox Elizabeth College

Niamh Crocker Scotch Oakburn College

Sam Curtis St Brendan-Shaw College

Evangeline Drinnan St Michael’s Collegiate School

Lara Els Scotch Oakburn College

Rebecca Green The Friends’ School

Zachary Hall Rosny College

Giorgia Hill Newstead College

Jessie Horder-Geraghty St Michael’s Collegiate School

Vivian Imbriotis The Friends’ School

Larissa Jerrim The Friends’ School

Edward Johnstone The Hutchins School

Solbi Kang St Michael’s Collegiate School

Irene Legg Elizabeth College

Her Excellency Professor the Honorable Kate Warner AC, Governor of Tasmania and the 6 Outstanding Academic Achievement Award 201 recipients.

OUTSTANDING ACADEMIC ACHIEVEMENT AWARD 2016 RECIPIENTS

13


2016 TASC OUTSTANDING ACHIEVEMENT AWARDS


20166

QUALITY ASSURANCE ACTIVITIES

12 course specific quality assurance meetings were held in the north and south of Tasmania with approximately 120 teachers from Tasmanian Government, Catholic and independent schools. In 2017/18, meeting locations will also include the north west as more Tasmanian Government schools extend to offer Years 11 and 12. The meetings are an opportunity for teachers to share best practice in the delivery of courses and to assure the standards of the courses they are teaching.

TASC visited 12 schools to undertake face-to-face quality assurance audits.

In early 2017, TASC began implementing a new approach to quality assurance. The new TASC quality assurance model is a comprehensive approach that draws on a range of data and tools. It takes a best practice, continuous improvement approach to quality assurance and includes desktop auditing, regional workshops, course specific quality assurance meetings and onsite audits, where necessary.

Under the new model, a Quality Assurance Advisory Panel will meet four times annually to consider a range of data from across the Tasmanian senior secondary sector and provide advice on a quality assurance plan.

TASC’s strategic vision to be internationally recognised as a provider of premium qualifications is supported by a number of quality assurance mechanisms that ensure confidence in the integrity and value of TASC accredited courses and the standards that underpin the qualifications issued by TASC.

TASC quality assures internal and external assessments as well as the processes schools use to deliver TASC accredited courses.

Curriculum Services, within the Department of Education, ensures that courses are developed to a high standard, via consultation and to a set of TASC course accreditation criteria. This is key to assuring course standards and quality. 23 new courses were accredited by the Executive Officer for use in 2017.

TASC continues to review and enhance policies and procedures for ensuring confidence in the academic integrity and authenticity of work that students submit for assessment.

TASC monitors year-on-year comparability of standards setting.

COURSES ACCREDITED BY TASC IN 2016 FOR USE FROM 2017 AS AT 31 DECEMBER 2016

Course Level Size value Code TCE everyday adult standards

Agricultural enterprise 2 15 AGR215117 nilAgricultural systems 3 15 AGR315117 computers and the internetAncient history 3 15 ANH315117 reading and writingArt making 1 10 ART110117 nilArt practice 2 15 ART215217 nilArt production 3 15 ART315117 nilVisual art 2 15 ART215117 nilCommunity access 1 10 CAC110117 nilContemporary music 2 15 MSC215117 nilDrama foundations 2 15 SDS215117 nilEnglish 3 15 ENG315117 reading and writingEnglish foundations 2 15 ENG215117 reading and writingLearning through internship 2 15 LTI215117 nilLegal studies 3 15 LST315117 reading and writingLegal studies foundation 2 15 LST215117 reading and writingMathematics methods 4 15 MTM415117 mathematicsMathematics methods foundation 3 15 MTM315117 mathematicsMedia production 3 15 MED315117 reading and writing, computers and the internetMedia production foundations 2 15 MED215117 computers and the internetModern history 3 15 HSM315117 reading and writingPathways to work 1 15 WRK115117 nilStudent directed inquiry 3 15 SDI315117 nilWork readiness 2 15 WRK215117 reading and writing, mathematics, computers

and the internet

14 QUALITY ASSURANCE


• the Conduct Review Committee who review allegedbreaches of TCE external assessment rules

• the Scaling Committee who approve the annualequivalence table for TASC Level 3 and Level 4 courses,and approved University of Tasmania units.

ASSESSMENT HIGHLIGHTS

• Set written exams for 46 Level 3 and Level 4 TASCaccredited courses.

• Administered, marked and processed 18,685 Year 11and 12 written external assessments, with the help of259 examination supervisors and 731 markers.

• Externally assessed 3,687 folios in 11 courses.

• Conducted oral assessments for 239 students in sixlanguage courses.

• Calculated the ATAR for 2,239 students.

• Recognised students’ formal learning qualifications from16 education providers.

• Increased the use of electronic marking where markershave online access to students’ work.

Assessment is a critical part of TASC’s quality assurance. TASC monitors internal assessments and manages external assessment, and collects and processes internal and external results for TASC accredited courses for all Year 11 and 12 students in Tasmania.

All TASC accredited courses are assessed internally by schools. TASC Level 3 and Level 4 courses also include external assessment such as written examinations, folios, oral and practical assessments. In 2016, TASC developed high quality external assessment specifications for exams, ensuring all elements of courses were assessed at the standard expected.

TASC continues to collect vocational education and training (VET) in schools data and data from other registered training organisations delivering VET in Tasmania. The data provides meaningful information about participation and achievement across the state in senior secondary studies and VET. TASC also provides the VET data to the National Centre for Vocational Educational Research for publication.

TASC works in partnership with the University of Tasmania under a Memorandum of Understanding, to quality assure the process for calculation of the ATAR.

TASC’s external assessment activities are supported by:

• staff who set and critique external exams

• exam marking groups with subject matter experts

• course assessment panels

COURSES ACCREDITED BY TASC IN 2016 FOR USE FROM 2017 AS AT 31 DECEMBER 2016

Course Level Size value Code TCE everyday adult standards

Agricultural enterprise 2 15 AGR215117 nilAgricultural systems 3 15 AGR315117 computers and the internetAncient history 3 15 ANH315117 reading and writingArt making 1 10 ART110117 nilArt practice 2 15 ART215217 nilArt production 3 15 ART315117 nilVisual art 2 15 ART215117 nilCommunity access 1 10 CAC110117 nilContemporary music 2 15 MSC215117 nilDrama foundations 2 15 SDS215117 nilEnglish 3 15 ENG315117 reading and writingEnglish foundations 2 15 ENG215117 reading and writingLearning through internship 2 15 LTI215117 nilLegal studies 3 15 LST315117 reading and writingLegal studies foundation 2 15 LST215117 reading and writingMathematics methods 4 15 MTM415117 mathematicsMathematics methods foundation 3 15 MTM315117 mathematicsMedia production 3 15 MED315117 reading and writing, computers and the internetMedia production foundations 2 15 MED215117 computers and the internetModern history 3 15 HSM315117 reading and writingPathways to work 1 15 WRK115117 nilStudent directed inquiry 3 15 SDI315117 nilWork readiness 2 15 WRK215117 reading and writing, mathematics, computers

and the internet

ASSESSMENT 15


QUALITY ASSURANCE


At 30 June 2017 there were 12.44 people assigned to duties within the Office of TASC, led by the Executive Officer.

Employee expenses for the 2016/17 financial year were $2,171,857.

Staffing resources to support data management are located within Educational Performance and Review in the Department of Education.

The data is based on the total paid full time equivalent (FTE) and headcount for the last pay in June 2017.

EMPLOYMENT STATUS

PAID FTE

HEAD- COUNT

Permanent – full time 7.00 7

Permanent – part time 0.94 1

Total permanent 7.94 8

Fixed term – full time 3.00 3

Fixed term – part time 1.50 2

Total fixed term 4.50 5

Grand total 12.44 13

16 HUMAN RESOURCES


SENIOR SECONDARY ATTAINMENT DATA

TABLE 1. RATES OF TCE ATTAINMENT

Count of 15 – 19 year old persons

Percentage of potential Year 12 population

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Potential Year 12 population* 6832 6831 6797 6719 6682

Achieved the TCE this year 3179 3268 3319 3385 3767 46.5% 47.8% 48.8% 50.4% 56.4%

Achieved an ATAR this year 2237 2246 2306 2202 2239 32.7% 32.9% 33.9% 32.8% 33.5%

Potential Year 12 population (females) 3301 3224 3326 3233 3240



Potential Year 12 population (males) 3531 3610 3470 3490 3441



0

10

20

30

40

50

60

70

80

90

100

Female Male201620152014201320122011

50.4%

56.4%

48.8%47.8%46.5%43.4%

%

PERC

ENTA

GE

OF

POTE

NTI

AL Y

EAR

12 C

OH

ORT

PROPORTION OF POTENTIAL YEAR 12 POPULATION ACHIEVING THE TCE

56.4% of the potential Year 12 population achieved

their TCE in 2016, an increase of 6% from 2015.

See Table 1.

DATA HIGHLIGHTS 2016/17

Note: gender is graphed as a proportion of the percentage of students achieving the TCE.

In 2016, 33.5% of Year 12 students received an ATAR.

In total 2,239 students achieved an ATAR in 2016.

See Table 1.

79.1% of Year 12 students aged 15 – 19 achieved

a TCE in 2016 in a Tasmanian school.

See Table 4.

17


HUMAN RESOURCES


Notes for Table 2

Direct continuation: a student must achieve at least 1 credit point towards their TCE in the next year to be considered a direct continuation. This credit point can be from any TASC accredited course, VET unit or recognised formal learning. This study can be undertaken at any Tasmanian school, registered training organisation (RTO) or recognised formal learning provider. International Baccalaureate students are considered as directly continuing students.

Year 11 students: students who directly continued into Year 11 in the year after Year 10.

Year 10 students: students at the school who were registered with TASC.

Year 12 students: students who directly continued into Year 12 two years after Year 10, in any sector. The student must have achieved at least 1 credit point in each year to be considered as a direct continuation. International Baccalaureate students are considered as continuing students.

TCE: attained the TCE, having met the criteria for the TCE.

ATAR: attained an ATAR, having met the criteria for the ATAR.

VET: attained a VET certificate within two years after Year 10.

TABLE 2. POST-YEAR 10 DIRECT CONTINUATION DATA

All Tasmanian students Percentage of Year 10 cohortNumbers

Year 10 cohort 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014

Year 12 cohort 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Year 10 students 6699 6803 6644 6269 6680

Year 11 students 5322 5502 5543 5287 5661 79.4% 80.9% 83.4% 84.3% 84.7%

Year 12 students 4582 4673 4858 4577 4949 68.4% 68.7% 73.1% 73.0% 74.1%

Achieved TCE 2827 2988 3235 3196 3595 42.2% 43.9% 48.7% 51.0% 53.8%

Achieved an ATAR 2092 2144 2209 2055 2173 31.2% 31.5% 33.2% 32.8% 32.5%

Attained VET certificate 1220 1359 1600 1481 1459 18.2% 20.0% 24.1% 23.6% 21.8%

0

10

20

30

40

50

60

70

80

90

100

20102012

20112013

20122014

20132015

20142016

%

PERC

ENTA

GE

OF

YEA

R 10

STU

DEN

TS

53.8%51.0%48.7%

43.9%42.2%

PROPORTION OF YEAR 10 STUDENTS ACHIEVING THE TCE AFTER TWO YEARS POST-YEAR 10 STUDY

18SENIOR SECONDARY ATTAINMENT DATA


Notes for Table 3

Students 15-19 years old two years after Year 10: students who completed a second year or more after Year 10 who are 15 19 years of age as at 31 December 2016 and are Australian residents.

Undertook some VET in this year: students that have completed at least one unit of competence in VET. This unit of competency may have been undertaken at any time during the learners’ studies.

Completed a total equivalent of two years full-time studies: students must have attained 1 or more credit point in a TASC accredited course, a VET unit or recognised formal learning in the given year.

COMPLETED A TOTAL OF THE EQUIVALENT OF TWO YEARS FULL-TIME STUDIES IN POST- COMPULSORY EDUCATION AND TRAINING

TABLE 3. PARTICIPATION IN SENIOR SECONDARY EDUCATION

Count of persons

2012 2013 2014 2015 2016

Students 15 –19 years old two years after Year 10 9918 8114 8298 6985 6738

Undertook some VET in this year 7751 6290 5892 5120 4912

Completed a total of the equivalent of two years full-time studies in post-compulsory education and training

4481 4880 4879 4884 5245

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014 2015 2016

%

78%

70%

59%60%

45%

Note: The proportion of those students who undertook study in Year 10, aged 15 19 years old and completed two years of study after Year 10.

19




–

–

Year 12 students: students that are recorded as being in Year 12 or higher.

… aged between 15 – 19: students recorded as being in Year 12 or higher, are aged 15 – 19 years of age as at 31 December 2016 and are Australian residents.

Notes for Table 4

Comparisons: TASC urges caution when making comparisons across datasets. These figures are not directly comparable with the Tasmanian state values. The Tasmanian state values are published in Table 1 and on the TASC website at www.tasc.tas.gov.au/about/data/tce-statistics

TABLE 4. TCE ATTAINMENT IN TASMANIAN SCHOOLS

Numbers Percentage of Year 12 school students aged 15 – 19 who…

Measure 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Year 12 school students 4942 4761 4961 4779 4882

Australian residents 4850 4684 4879 4684 4791

aged over 19 years old 340 151 117 64 46

aged 15 –19 4507 4533 4762 4620 4745

Of Year 12 school students aged 15 – 19

are female 2329 2325 2460 2369 2391 52% 51% 52% 51% 50%

are male 2178 2208 2302 2251 2354 48% 49% 48% 49% 50%

Mean SES advantage/disadvantage 951.9 953.7 956.6 954.2 952.1

Standard deviation SES advantage/disadvantage

78.4 79.1 79.9 80.4 83.9

Mean remoteness 2.7 2.7 2.6 2.6 2.6

Standard deviation remoteness 1.6 1.5 1.4 1.3 1.3

Of Year 12 school students aged 15 – 19

achieved TCE 2949 3078 3353 3475 3751 65% 68% 70% 75% 79%

achieved an ATAR 2218 2234 2282 2201 2239 49% 49% 48% 48% 47%

Tasmanian Certificate of Educational Achievement (TCEA)

1 5 5 3 20

completed at least 120 credits points previously

3376 3526 3714 3678 3912 75% 78% 78% 80% 82%

did some VET 2460 2735 3063 2885 2925 55% 60% 64% 62% 62%

did at least one TASC Level 3 course 3505 3548 3633 3496 3684 78% 78% 76% 76% 78%

did some Maths at TASC Level 3 2006 2103 2103 2086 2166 45% 46% 44% 45% 46%

did some Science at TASC Level 3 1530 1576 1632 1550 1355 34% 35% 34% 34% 29%

did some VET and have an ATAR 830 1033 1166 1151 1127 18% 23% 24% 25% 24%

did at least four TASC Level 3 courses 2719 2749 2854 2683 2758 60% 61% 60% 58% 58%



0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014 2015 2016

79.1%75.2%

70.4%67.9%65.4%

%

PERCENTAGE OF YEAR 12 STUDENTS WHO HAVE ACHIEVED THEIR TCE

Mean socio-economic statistic (SES) advantage/disadvantage: estimated from the Australian Bureau of Statistics Socio-Economic Indexes for Areas (SEIFA), data linked by address. Values are standardised for Australia with an average of 1,000 and standard deviation of 100. Values lower than 900 are in the bottom 16% of Australian values.

Mean Remoteness: estimated from the Accessibility/Remoteness Index of Australia (ARIA) data linked by address. More information can be found at http://www.adelaide.edu.au/hugo-centre/. ARIA is a geographical approach to defining remoteness. It provides a measure of remoteness for all areas in Australia with values ranging from 0 (highly accessible) to 15 (highly remote).

Did some maths at TASC Level 3: the proportion of students who completed a TASC Level 3 Maths course.

Did some science at TASC Level 3: the proportion of students who completed a TASC Level 3 Science course.

Did some VET and have an Australian Tertiary Admission Rank (ATAR): students who attained an ATAR and also completed at least one VET unit of competence that contributed towards the TCE with any Australian registered training organisation.

21




TABLE 5. REASONS FOR NOT ACHIEVING THE TCE

Students completing the equivalent of two years full time post-Year 10 study (that is, 120 credit points towards the TCE) and reasons for not achieving the TCE.

Count of 15 – 19 year old persons

2012 2013 2014 2015 2016

did not achieve the TCE 641 408 297 222 181

did not have 80 credit points at Level 2 or above 100 54 31 28 21did not demonstrate meeting the everyday adult reading and writing in English standard 187 110 91 64 57

did not demonstrate meeting the everyday adult mathematics standard 330 166 115 80 76

did not demonstrate meeting the everyday adult use of computers and the internet standard 357 241 174 137 101

QUALIFICATIONS CERTIFICATES AWARDED TO YEAR 12 STUDENTS AGED 15 – 19 (AUSTRALIAN RESIDENTS)

Numbers Percentage of Year 12 school students aged 15 – 19 who achieved a QC

Measure 2015 2016 2015 2016

Qualifications Certificate (QC) 4575 4720 99.0% 99.5%

0

50

100

150

200

250

300

350

400

did not demonstrate meeting the ICT standard

did not demonstrate meeting the numeracy standard

did not demonstrate meeting the literacy standard

did not have 80 credit points at Level 2 or above2012 2013 2014 2015 2016

70%

45%

0

50

100

150

200

250

300

350

400





70%

45%

0

50

100

150

200

250

300

350

400





70%

45%

0

50

100

150

200

250

300

350

400

did not demonstrate meeting the Computers and the Internet standard




70%

45%

REASONS FOR NOT ACHIEVING THE TCE

COU

NT

OF

STU

DEN

TS



TCE COURSE RESULT SUMMARY

Engli

sh a

s an

Addi

tiona

l La

ngua

ge o

r Dial

ect

EAL1

1511

41

1544

2618

59%

41%

226

151

53

1112

103

Engli

sh a

s an

Addi

tiona

l La

ngua

ge o

r Dial

ect

EAL2

1511

42

1510

975

3469

%31

%0

7826

50

1432

3522

6

Engli

sh a

s an

Addi

tiona

l La

ngua

ge o

r Dial

ect

EAL3

1511

53

1512

066

5455

%45

%0

3975

64

2318

3926

10

Engli

sh A

pplie

dEN

A215

114

215

967

618

349

64%

36%

170

325

49

166

107

313

251

9040

Engli

sh C

omm

unica

tions

ENC3

1511

63

1518

0783

597

246

%54

%3

1394

399

1140

7458

187

815

183

Prac

tical

Engli

shEN

G11

0114

110

162

102

6063

%37

%0

110

502

2824

110

00

0G

ener

al En

glish

ENG

2151

152

1512

6075

950

160

%40

%21

1109

128

290

113

410

426

166

55En

glish

Lite

ratu

reEN

L315

114

315

677

249

428

37%

63%

048

119

42

618

142

294

149

68En

glish

Writ

ingEN

W31

5114

315

739

273

466

37%

63%

025

947

37

1551

217

262

113

81Es

sent

ial S

kills

–

Read

ing a

nd W

riting

ERW

2101

142

1028

218

110

164

%36

%0

199

803

6141

179

00

1

Athle

te D

evelo

pmen

tAT

H21

5113

215

527

373

154

71%

29%

8129

714

63

2828

8919

311

376

Hea

lth S

tudi

esH

LT31

5113

315

982

318

664

32%

68%

135

262

45

2715

023

225

422

792

Out

door

Exp

erien

ces

OX

P105

113

15

783

564

219

72%

28%

145

832

22

104

067

90

00

Out

door

Edu

catio

nO

XP2

1511

32

1579

050

328

764

%36

%53

532

202

346

5621

122

913

411

4O

utdo

or L

eade

rship

OX

P315

113

315

275

151

124

55%

45%

036

238

17

2865

104

3635

Pers

onal

Care

PER1

1011

31

1023

214

785

63%

37%

018

051

131

020

10

00

Pers

onal

Hea

lth a

nd

Well

being

PER2

1511

32

1535

085

265

24%

76%

017

017

73

5041

8093

4343

Phys

ical R

ecre

atio

nRE

C110

113

110

1024

723

301

71%

29%

060

241

84

900

934

00

0Sp

ort S

cienc

e

– Fo

unda

tion

SPT2

1511

32

1527

216

610

661

%39

%66

143

621

1130

3910

853

31

Spor

t Scie

nce

SPT3

1511

33

1546

626

719

957

%43

%0

210

254

221

6711

216

270

34

ENGLISH HEALTH AND PHYSICAL EDUCATION

GEN

DER

GR

AD

ESA

WA

RD

S

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)

Preliminary Achievement (PA)

Satisfactory Achievement (SA)

Commendable Achievement (HA)

High Achievement (HA)

Exceptional Achievement (EA)

23




TCE COURSE RESULT SUMMARY24 TCE COURSE RESULT SUMMARY

GEN

DER

GR

AD

ESA

WA

RD

S

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)






Austr

alia

in As

ia an

d th

e Pa

cific

AAP3

1511

63

1516

962

107

37%

63%

042

124

310

2338

5920

19

Acco

untin

gAC

C315

116

315

318

174

144

55%

45%

074

242

213

2662

9590

32An

cient

Civi

lisat

ions

ANC3

1511

53

1526

813

013

849

%51

%0

108

155

517

2298

9423

14Fo

cus o

n Ch

ildre

nBH

C115

116

115

51

420

%80

%0

50

02

12

00

0W

orkin

g w

ith C

hildr

enBH

C215

116

215

232

3819

416

%84

%0

148

822

3620

4968

3128

Expl

oring

Issu

es in

Soc

iety

BHF2

1511

62

1516

284

7852

%48

%0

154

80

810

3257

2926

Psyc

holo

gyBH

P315

116

315

759

210

549

28%

72%

018

157

17

4270

210

234

120

83So

ciolo

gyBH

S315

116

315

574

143

431

25%

75%

014

342

74

2125

156

238

8846

Intro

duct

ion

to S

ocio

logy

an

d Ps

ycho

logy

BHX

2151

162

1568

924

044

935

%65

%72

476

138

351

5617

525

571

81

You,

Your

Fam

ily a

nd th

e Co

mm

unity

BHY1

0511

61

510

64

60%

40%

07

30

90

10

00

Finan

cial L

itera

cyBS

T105

116

15

182

120

6266

%34

%0

123

572

527

123

00

0Bu

sines

s Stu

dies

–

Foun

datio

nBS

T215

116

215

383

243

140

63%

37%

5018

015

03

2850

100

120

5332

Busin

ess S

tudi

esBS

T315

116

315

471

250

221

53%

47%

012

734

04

1554

111

164

9037

Com

mun

ity A

cces

sC

AC11

0112

110

7031

3944

%56

%0

4623

112

1642

00

0Co

mm

unity

Ser

vice

Lear

ning

CSL2

0511

32

526

910

516

439

%61

%0

4722

11

2023

160

066

0

Econ

omics

ECN

3151

163

1532

420

511

963

%37

%0

1830

42

427

6812

069

36G

eogr

aphy

GG

Y315

115

315

190

8410

644

%56

%0

2816

20

19

5862

4317

Hist

ory

and

the

En

viron

men

tH

AE21

5115

215

199

1047

%53

%2

79

13

61

61

2

Mod

ern

Hist

ory

HSM

3151

153

1535

317

218

149

%51

%0

114

238

117

3498

150

3420

Lega

l Stu

dies

– F

ound

atio

nLS

T215

115

215

241

109

132

45%

55%

016

575

111

3250

7934

35Le

gal S

tudi

esLS

T315

116

315

416

178

238

43%

57%

085

327

420

3810

019

733

28Ph

iloso

phy

PHL3

1511

33

1518

487

9747

%53

%0

4114

12

916

4670

2617

Stud

ies o

f Reli

gion

REL3

1511

63

1525

691

165

36%

64%

014

710

81

59

7810

932

23M

aking

Mor

al D

ecisi

ons

RLP2

0511

52

572

3933

54%

46%

062

100

145

260

270

Relig

ion

in So

ciety

RLP2

1511

52

1552

524

727

847

%53

%0

345

180

013

3617

618

858

54Ba

sic R

oad

Safe

tyRS

E105

115

15

8549

3658

%42

%34

2327

113

270

00

0Ro

ad S

afety

Edu

catio

nRS

E205

115

25

161

8774

54%

46%

065

933

2813

840

1323

HUMANITIES AND SOCIAL SCIENCES


Chine

se –

Fou

ndat

ion

CHN

2151

142

1526

1511

58%

42%

014

111

00

49

76

Chine

seCH

N31

5114

315

227

1532

%68

%0

129

10

24

49

3Ch

inese

(Spe

cialis

t Lev

el)CN

813

315

6842

2662

%38

%0

4424

00

1721

912

9Fr

ench

– F

ound

atio

nFR

N21

5114

215

6325

3840

%60

%0

4418

11

511

1317

16Fr

ench

FRN

3151

143

1568

1652

24%

76%

048

200

15

1015

1720

Ger

man

– F

ound

atio

nG

RM21

5114

215

4318

2542

%58

%0

358

00

45

1213

9G

erm

anG

RM31

5114

315

236

1726

%74

%0

176

00

02

65

10In

done

sian

(con

tinue

rs)

IND

3151

153

151

01

0%0%

00

10

01

00

00

Italia

n –

Foun

datio

nIT

N21

5114

215

4515

3033

%67

%11

259

01

36

1214

9Ita

lian

ITN

3151

143

1531

625

19%

81%

09

211

03

211

96

Japan

ese

– Fo

unda

tion

JPN

2151

142

1510

252

5051

%49

%3

7126

25

624

3912

16Jap

anes

eJP

N31

5114

315

9435

5937

%63

%0

5142

16

515

2624

18Ko

rean

KR85

73

1510

91

90%

10%

08

20

04

21

21

Pers

ianPS

892

315

53

260

%40

%0

03

20

13

10

0Pu

njabi

PUN

5C3

151

10

0%0%

01

00

01

00

00

Russ

ianRU

869

315

20

20%

0%0

02

00

00

11

0Sp

anish

SP87

73

152

11

50%

50%

01

10

00

00

11

Viet

nam

ese

VT87

63

152

11

50%

50%

02

00

00

00

20

Ever

yday

Mat

hsM

TE11

0114

110

129

7752

60%

40%

092

370

1731

810

00

Gen

eral

Mat

hem

atics

–

Foun

datio

nM

TG21

5114

215

1825

968

857

53%

47%

6415

9816

03

8512

352

561

831

515

9

Gen

eral

Mat

hem

atics

MTG

3151

153

1518

3487

296

248

%52

%0

1190

635

964

308

586

483

225

168

Mat

hem

atics

Met

hods

–

Foun

datio

nM

TM21

5116

215

967

592

375

61%

39%

649

283

314

3063

185

318

218

153

Mat

hem

atics

Met

hods

MTM

3151

143

1576

347

029

362

%38

%3

568

188

415

101

220

230

108

89Es

sent

ial S

kills

– M

aths

MTN

2101

142

1038

021

516

557

%43

%23

211

142

470

6224

80

00

Mat

hem

atics

Spe

cialis

edM

TS41

5114

415

220

150

7068

%32

%0

121

63

218

4970

4041

Wor

kplac

e M

aths

MTW

2151

142

1511

2667

545

160

%40

%0

900

221

510

493

375

290

160

104

Pers

onal

Path

way

Plan

ning

PPP2

0511

32

578

2640

8537

4152

%48

%22

743

8931

3773

848

114

6864

00

0Pr

ojec

t Im

plem

enta

tion

PRJ2

0511

32

568

246

621

668

%32

%9

497

173

313

70

545

00

0St

uden

t Dire

cted

Inqu

irySD

I315

113

315

4719

2840

%60

%0

146

01

316

97

11W

ork

Read

iness

(Lev

el 1)

WRK

1101

121

1013

070

6054

%46

%0

7753

028

010

20

00

Wor

k Re

adine

ss (L

evel

2)W

RK21

0112

210

1323

711

612

54%

46%

069

560

028

321

084

10

161

0

LANGUAGES MATHEMATICS MIXED FIELD

TCE COURSE RESULT SUMMARYG

END

ERG

RA

DES

AW

AR

DS

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)






25


TCE COURSE RESULT SUMMARY


26 TCE COURSE RESULT SUMMARY

Phys

ical S

cienc

es

– Fo

unda

tion

SPW

2151

142

1531

318

113

258

%42

%83

186

440

1722

9694

6222

Phys

ical S

cienc

esPS

C315

114

315

1280

711

569

56%

44%

511

2714

26

4919

031

330

423

618

8Bi

olog

yBI

O31

5116

315

862

288

574

33%

67%

095

757

1011

6822

529

514

611

7Ch

emist

ryCH

M41

5115

415

640

344

296

54%

46%

03

631

616

119

184

141

118

62En

viron

men

tal S

cienc

e

and

Socie

tyES

S315

114

315

199

7712

239

%61

%0

7811

83

318

4561

4329

Life

Scien

ces

LSC2

1511

52

1556

218

737

533

%67

%6

408

141

738

3315

018

310

850

Phys

icsPH

Y415

115

415

332

274

5883

%17

%0

033

02

761

7671

7641

TCE

Liter

acy

Stan

dard

(a

sses

smen

t only

)TC

E001

20

5945

1476

%24

%0

947

39

050

00

0

TCE

Num

erac

y St

anda

rd

(ass

essm

ent o

nly)

TCE0

022

067

3928

58%

42%

09

553

290

380

00

TCE

Com

pute

rs &

Inte

rnet

St

anda

rd (a

sses

smen

t only

)TC

E003

20

642

364

278

57%

43%

013

749

87

710

571

00

0

SCIENCETCE EVERYDAY ADULT STANDARDS SKILL TESTS

GEN

DER

GR

AD

ESA

WA

RD

S

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)






SCIENCE


Auto

mot

ive a

nd

Mec

hanic

al Te

chno

logie

sAM

T215

116

215

195

178

1791

%9%

011

281

248

3655

3615

5

Com

pute

r Gra

phics

and

D

esign

– F

ound

atio

nCG

D21

5113

215

323

268

5583

%17

%8

186

125

434

4410

492

2722

Com

pute

r Gra

phics

&

Des

ignCG

D31

5113

315

241

207

3486

%14

%0

7616

14

1331

9472

247

Des

ign a

nd P

rodu

ctio

nD

AP21

5116

215

649

522

127

80%

20%

7030

327

51

4710

319

714

810

153

Elect

ronic

s – F

ound

atio

nEL

T215

114

215

144

137

795

%5%

098

451

1512

3946

1121

Elect

ronic

sEL

T315

114

315

2726

196

%4%

05

220

210

210

12

Esse

ntial

Skil

ls –

Usin

g Co

mpu

ters

and

the

Inte

rnet

ESC2

0511

42

515

7693

164

559

%41

%11

1005

551

916

448

1364

00

0

Food

and

Coo

king

Es

sent

ials

FCE1

1011

41

1014

068

7249

%51

%4

7164

124

1799

00

0

Food

, Coo

king

and

N

utrit

ion

FDN

2151

132

1540

414

126

335

%65

%15

187

197

530

5583

127

7732

Food

& N

utrit

ion

FDN

3151

133

1558

717

840

930

%70

%0

125

456

620

4814

622

585

63Fo

od a

nd H

ospi

tality

En

terp

rise

FHE2

1511

62

1517

683

9347

%53

%0

117

527

1919

5157

255

Hou

sing

and

Des

ignH

DS3

1511

33

1530

016

213

854

%46

%0

6523

41

2444

9610

323

10Ba

sic C

ompu

ting

ICT1

1011

41

1053

2825

53%

47%

029

240

42

470

00

Com

pute

r App

licat

ions

ICT2

0511

42

541

332

291

78%

22%

1121

318

81

4558

181

720

57Co

mpu

ter S

cienc

eIT

C315

113

315

248

232

1694

%6%

012

012

62

1634

7970

2920

Info

rmat

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ms

& D

igita

l Tec

hnol

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ITS3

1511

33

1556

515

91%

9%0

2234

00

120

258

2

Tech

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Gra

phics

–

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datio

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G21

5115

215

8277

594

%6%

044

380

58

2527

125

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3151

153

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2780

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7056

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1886

00

18

TECHNOLOGIES

GEN

DER

GR

AD

ESA

WA

RD

S

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)






27



TCE COURSE RESULT SUMMARY28

Art T

heor

y an

d Cr

iticism

ARA3

1511

63

1590

2466

27%

73%

08

820

57

2124

1914

Art M

aking

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21

1044

1925

43%

57%

023

210

21

176

117

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al Ar

t Pra

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1011

22

1027

819

30%

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512

100

11

66

85

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1511

22

1511

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747

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647

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210

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133

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116

079

Art P

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315

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39

1921

191

354

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1521

43

1524

959

190

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246

37

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9468

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13

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947

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8871

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13

Med

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3151

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1518

711

473

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058

127

23

1953

6834

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2151

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1527

318

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2920

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1118

THE ARTS

TCE COURSE RESULT SUMMARY G

END

ERG

RA

DES

AW

AR

DS

TASC level1

Courses

Learning area

Code

Credit points2

Male

Female

Total

% Male

% Female

<Year 113

Year 11

Year 12

Year 13

Failure (NN)






Not

es

1. TA

SC L

evel

3 an

d Le

vel 4

cour

ses c

ontri

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the

ATAR

. Fur

ther

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rmat

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can

be fo

und

on th

e TA

SC w

ebsit

e: w

ww.

tasc

.tas.g

ov.au

/stud

ents

/uni

vers

ity.

2. S

tude

nts r

ecei

ve c

redi

t poi

nts t

owar

ds th

e TC

E if

they

ach

ieve

at le

ast a

PA

awar

d in

any

TA

SC a

ccre

dite

d co

urse

. 3.

Som

e st

uden

ts in

Yea

r 10

(and

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sibly

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ay re

ceive

aw

ards

in a

n ac

cred

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TASC

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se.


HAP Japanese 2A HMJ204 8 5 1 4 20% 80% 5HAP Japanese 2B HMJ205 8 5 1 4 20% 80% 5HAP French Language 2A HEF215 8 6 1 5 17% 83% 6HAP French Language 2B HEF216 8 6 1 5 17% 83% 6HAP German 2A HEG207 8 6 1 5 17% 83% 6HAP German 2B HEG208 8 6 1 5 17% 83% 6HAP Latin 1A HTL101 8 6 1 5 17% 83% 5 1HAP Latin 1B HTL102 8 6 1 5 17% 83% 5 1HAP Mathematics 1A KMA152 8 6 5 1 83% 17% 6HAP Mathematics 1B KMA154 8 6 5 1 83% 17% 6HAP Mathematics II JEE104 8 7 4 3 57% 43% 6 1HAP Mathematics I JEE103 8 8 4 4 50% 50% 7 1

UCP A Practical Introduction To Temperate Marine Biology XAS101 8 14 7 7 50% 50% 3 11

UCP Music Technology Projects 2 FCJ111 15 21 19 2 90% 10% 19 2UCP Advanced Practical Studies FCP120 15 21 7 14 33% 67% 21

UCP Sports and Recreation Management BMA114 15 26 17 9 65% 35% 26

UCP Music Technology Projects FCJ110 15 84 72 12 86% 14% 32 52UCP Asian Studies HMA104 15 93 25 68 27% 73% 4 89UCP Foundation Practical Study FCP113 15 130 57 73 44% 56% 35 94 1UCP Object Design FSF104 15 145 89 56 61% 39% 39 106UCP Music Project 1 FCE107 15 235 62 173 26% 74% 192 42 1UCP Music Project 2 FCE202 15 103 46 57 45% 55% 1 98 4

UCP Accounting and Financial Decision Making BFA113 8 37 18 19 49% 51% 8 29

TCE COURSE RESULT SUMMARYYear 13

Year 12

Year 11

% Fem

ales

Females

% M

ales

Males

Total

Code

Unit

TASC

credit points

STUDENTS

TABLE 7. 2016 UNIVERSITY OF TASMANIA HIGH ACHIEVER PROGRAM (HAP) AND UNIVERSITY COLLEGE PROGRAM (UCP)*

Notes for Table 7

High Achiever Program (HAP) is a program for high achieving students that offers senior secondary school students an opportunity to undertake studies at the University of Tasmania to complement or extend their TCE or International Baccalaureate studies.

Information about the HAP program can be found on the University of Tasmania website: www.utas.edu.au/schools-engagement/hap

University College Program (UCP)* allows Years 11 and 12 students to study university level units at the same time, or in addition to their TCE studies. This program is offered in partnership with schools and senior secondary colleges and individual University of Tasmania faculties.

Information about the UCP program can be found on the University of Tasmania website: www.utas.edu.au/schools-engagement/ucp

*The University College Program was renamed the University Connections Program from late 2016.

Note: this table does not include extension units.

29


Not

es

1. TA

SC L

evel

3 an

d Le

vel 4

cour

ses c

ontri

bute

tow

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the

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. Fur

ther

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rmat

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can

be fo

und

on th

e TA

SC w

ebsit

e: w

ww.

tasc

.tas.g

ov.au

/stud

ents

/uni

vers

ity.

2. S

tude

nts r

ecei

ve c

redi

t poi

nts t

owar

ds th

e TC

E if

they

ach

ieve

at le

ast a

PA

awar

d in

any

TA

SC a

ccre

dite

d co

urse

. 3.

Som

e st

uden

ts in

Yea

r 10

(and

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sibly

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er) m

ay re

ceive

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ards

in a

n ac

cred

ited

TASC

cour

se.



FINANCIAL STATEMENTS

1617


…1 of 3

Independent Auditor’s Report To the Members of Parliament Office of Tasmanian Assessment, Standards and Certification Report on the Audit of the Financial Report Opinion I have audited the financial report of the Office of Tasmanian Assessment, Standards and Certification (TASC), which comprises the statement of financial position as at 30 June 2017 and statements of comprehensive income, changes in equity and cash flows for the year then ended, notes to the financial statements, including a summary of significant accounting policies and the statement of certification by the Executive Officer. In my opinion, the accompanying financial report:

(a) presents fairly, in all material respects, the financial position of TASC as at 30 June 2017 and of its financial performance and its cash flows for the year then ended

(b) is in accordance with the Office of Tasmanian Assessment, Standards and Certification Act 2003 and Australian Accounting Standards.

Basis for Opinion I conducted the audit in accordance with Australian Auditing Standards. My responsibilities under those standards are further described in the Auditor’s Responsibilities for the Audit of the Financial Report section of my report. I am independent of TASC in accordance with the ethical requirements of the Accounting Professional and Ethical Standards Board’s APES 110 Code of Ethics for Professional Accountants (the Code) that are relevant to my audit of the financial report in Australia. I have also fulfilled my other ethical responsibilities in accordance with the Code. The Audit Act 2008 further promotes the independence of the Auditor-General. The Auditor-General is the auditor of all Tasmanian public sector entities and can only be removed by Parliament. The Auditor-General may conduct an audit in any way considered appropriate and is not subject to direction by any person about the way in which audit powers are to be exercised. The Auditor-General has for the purposes of conducting an audit, access to all documents and property and can report to Parliament matters which in the Auditor-General’s opinion are significant.


…2 of 3

I believe that the audit evidence I have obtained is sufficient and appropriate to provide a basis for my opinion. Responsibilities of the Executive Officer for the Financial Report The Executive Officer is responsible for the preparation and fair presentation of the financial report in accordance with Australian Accounting Standards, and the financial reporting requirements of the Office of Tasmanian Assessment, Standards and Certification Act 2003 and for such internal control as determined is necessary to enable the preparation of the financial report that is free from material misstatement, whether due to fraud or error. In preparing the financial report, the Executive Officer is responsible for assessing TASC’s ability to continue as a going concern, disclosing, as applicable, matters related to going concern and using the going concern basis of accounting unless the TASC is to be dissolved by an Act of Parliament, or the Executive Officer intends to cease operations, or has no realistic alternative but to do so. Auditor’s Responsibilities for the Audit of the Financial Report My objectives are to obtain reasonable assurance about whether the financial report as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes my opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with the Australian Auditing Standards will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of this financial report. As part of an audit in accordance with the Australian Auditing Standards, I exercise professional judgement and maintain professional scepticism throughout the audit. I also:

• Identify and assess the risks of material misstatement of the financial report, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for my opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.

• Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of TASC’s internal control.

• Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by the Executive Officer.

• Conclude on the appropriateness of the Executive Officer’s use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on TASC’s ability to continue as a going concern. If I conclude that a material uncertainty exists, I am required to draw attention in my auditor’s report to the related disclosures in the financial report or, if such disclosures are inadequate, to modify my opinion. My conclusion is based on the


…3 of 3

audit evidence obtained up to the date of my auditor’s report. However, future events or conditions may cause TASC to cease to continue as a going concern.

• Evaluate the overall presentation, structure and content of the financial report, including the disclosures, and whether the financial report represents the underlying transactions and events in a manner that achieves fair presentation.

I communicate with the Executive Officer regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that I identify during my audit.

Rod Whitehead Auditor-General Tasmanian Audit Office 28 September 2017 Hobart



35FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2017

The Office of Tasmanian Assessment, Standards and Certification (TASC) is primarily funded by the Consolidated Fund. The 2016/17 Financial Statements include the full year of operations for TASC.

PRICING POLICIES

TASC’s fees and charges subject to the Fee Units Act 1997 are published annually in the Tasmanian Government Gazette as required under section 8(1) of the Act.

Revenue raised through fees and charges for 2016/17 was $104,962.


36 STATEMENT OF CERTIFICATION

The accompanying financial statements of the Office of Tasmanian Assessment, Standards and Certification have been prepared in accordance with provisions of the Office of Tasmanian Assessment, Standards and Certification Act 2003 and are in agreement with the relevant accounts and records to present fairly the financial transactions from 1 July 2016 to 30 June 2017 and the financial position as at 30 June 2017.

At the date of signing I am not aware of any circumstances which would render the particulars included in the financial statements to be misleading or inaccurate.

Katrina Beams

Executive Officer, Office of Tasmanian Assessment, Standards & Certification

Date: 2 October 2017



37

Statement of Comprehensive Income for the year ended 30 June 2017

2017 2017 2016 Budget Actual Actual Notes $ $ $

Continuing operations

Revenue and other income from transactions

Revenue from Government 1.1 2,398,000 2,734,286 2,706,139

Sales of goods and services 1.2 27,000 104,962 43,843

Total revenue and other income from transactions 2,425,000 2,839,248 2,749,982

Expenses from transactions

Employee benefits 2.1 1,586,000 2,171,857 1,801,698

Supplies and consumables 2.2 896,000 710,420 739,126

Other expenses 2.3 4,000 15,322 14,991

Total expenses from transactions 2,486,000 2,897,599 2,555,816

Net result from transactions (net operating balance) (61,000) (58,351) 194,166

Comprehensive result (61,000) (58,351) 194,166

This Statement of Comprehensive Income should be read in conjunction with the accompanying notes.


2016/17 FINANCIAL STATEMENTS


38

Statement of Financial Position as at 30 June 2017

2017 2016 Actual Actual Notes $ $

Assets

Financial assets

Cash and deposits 6.1 64,469 84,389 Receivables 3.1 3,590 15,269

Total assets 68,059 99,658

Liabilities

Payables 4.1 19,039 14,303 Employee benefits 4.2 187,195 165,179

Total liabilities 206,234 179,482

Net assets (138,175) (79,824)

Equity

Accumulated funds (138,175) (79,824)

Total equity (138,175) (79,824)

This Statement of Financial Position should be read in conjunction with the accompanying notes.





39

Statement of Cash Flows for the year ended 30 June 2017

Notes 2017 2017 2016 Budget Actual Actual $ $ $

Cash flows from operating activities

Cash inflows

Revenue from Government 2,398,000 2,734,286 2,706,139 Sales of goods and services 27,000 116,641 35,243

Total cash inflows 2,425,000 2,850,927 2,741,382

Cash outflows

Employee benefits 1,544,000 (2,149,841) (1,930,355) Supplies and consumables 877,000 (705,684) (770,742) Other cash payments 4,000 (15,322) (15,042)

Total cash outflows 2,425,000 (2,870,847) (2,716,139)

Net cash from/(used by) operating activities 6.2 …. (19,920) 25,243

Net increase/(decrease) in cash held …. (19,920) 25,243 Cash and deposits at the beginning of the reporting period …. 84,389 59,146

Cash and deposits at the end of the reporting period …. 64,469 84,389

This Statement of Cash Flows should be read in conjunction with the accompanying notes.


40

Statement of Changes in Equity for the year ended 30 June 2017

Accumulated Total Funds Equity $ $

Balance as at 1 July 2016 (79,824) (79,824)

Total comprehensive result (58,351) (58,351)

Balance as at 30 June 2017 (138,175) (138,175)

Accumulated Total Funds Equity Actual Actual $ $

Balance as at 1 July 2015 (273,990) (273,990)

Total comprehensive result 194,166 194,166

Balance as at 30 June 2016 (79,824) (79,824)

This Statement of Changes in Equity should be read in conjunction with the accompanying notes.





41

OFFICE OF TASMANIAN ASSESSMENT, STANDARDS AND CERTIFICATION

NOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2017

NOTE PAGE

1 Income from Transactions 1.1 Revenue from Government .........................................................................................................................................................42 1.2 Sales of goods and services ............................................................................................................................................................42 2 Expenses from Transactions 2.1 Employee benefits ...............................................................................................................................................................................42 2.2 Supplies and consumables .............................................................................................................................................................. 44 2.3 Other expenses .................................................................................................................................................................................. 44 3 Assets 3.1 Receivables .............................................................................................................................................................................................. 44 4 Liabilities 4.1 Payables ......................................................................................................................................................................................................45 4.2 Employee benefits ...............................................................................................................................................................................45 4.3 Superannuation ......................................................................................................................................................................................45 5 Commitments and Contingencies 5.1 Schedule of Commitments .............................................................................................................................................................46 6 Cash Flow Reconciliation 6.1 Cash and deposits ................................................................................................................................................................................46 6.2 Reconciliation of Net Result to Net Cash from Operating Activities .................................................................46 7 Financial Instruments 7.1 Risk Exposures .......................................................................................................................................................................................47 7.2 Categories of Financial Assets and Liabilities ......................................................................................................................47 7.3 Reclassification of Financial Assets .............................................................................................................................................47 8 Other Significant Accounting Policies and Judgements 8.1 Objectives and Funding ....................................................................................................................................................................48 8.2 Basis of Accounting ..............................................................................................................................................................................48 8.3 Reporting Entity ....................................................................................................................................................................................48 8.4 Functional and Presentation Currency ...................................................................................................................................48 8.5 Changes in Accounting Policies ....................................................................................................................................................48 8.6 Comparative Figures ..........................................................................................................................................................................50 8.7 Rounding ....................................................................................................................................................................................................50 8.8 Taxation ......................................................................................................................................................................................................50 8.9 Goods and Services Tax ..................................................................................................................................................................50



42

NOTE 2. EXPENSES FROM TRANSACTIONS

Expenses are recognised in the Statement of Comprehensive Income when a decrease in future economic benefit related to a decrease in asset or an increase of a liability has arisen that can be measured reliably.

2.1 Employee benefits

Employee benefits include, where applicable, entitlements to wages and salaries, annual leave, sick leave, long service leave, superannuation and other post-employment benefits.

2017 2016 Actual Actual $ $

Wages and salaries 1,816,990 1,473,020

Annual leave 55,364 66,284

Long service leave 31,266 12,761

Sick leave 71,632 54,860

Superannuation - defined contribution scheme 155,653 153,598

Superannuation - defined benefit scheme 40,951 41,176

Total 2,171,856 1,801,699

Superannuation expenses relating to defined benefits schemes relate to payments into the Consolidated Fund. The amount of the payment is based on an employer contribution rate determined by the Treasurer, on the advice of the State Actuary. The current employer contribution is 12.85 per cent (2016: 12.75 per cent) of salary.

Superannuation expenses relating to defined contribution schemes are paid directly to superannuation funds at a rate of 9.5 per cent (2016: 9.5 per cent) of salary. In addition, TASC is also required to pay into the Consolidated Fund a “gap” payment equivalent to 3.35 per cent (2016: 3.25 per cent) of salary in respect of employees who are members of contribution schemes.

NOTE 1. INCOME FROM TRANSACTIONS

Income is recognised in the Statement of Comprehensive Income when an increase in future economic benefits related to an increase in an asset or a decrease of a liability has arisen that can be measured reliably.

1.1 Revenue from Government

Appropriations, whether recurrent or capital, are recognised as revenues in the period in which the Office of Tasmanian Assessment, Standards and Certification (TASC) gains control of the appropriated funds. Except for any amounts identified as carried forward, control arises in the period of appropriation.

2017 2017 2016 Budget Actual Actual Continuing operations $ $ $

Appropriation revenue – recurrent

Current year 2,398,000 2,734,286 2,706,139

Total 2,398,000 2,734,286 2,706,139

1.2 Sales of goods and services

Amounts earned in exchange for the provision of goods are recognised when the significant risks and rewards of ownership have been transferred to the buyer. Revenue from the provision of services is recognised in the proportion to the stage of completion of the transactions at the reporting date. The stage of completion is assessed by reference to surveys of work performed.

2017 2016

Overseas student fees 57,260 16,029

Test kits 29,107 12,073

Certificates 12,067 12,025

Other sales of goods and services 6,528 3,716

Total 104,962 43,843




43

(a) Remuneration of Key management personnel

Key management personnel are those persons having authority and responsibility for planning directing and controlling the activities of the agency, directly or indirectly.

Remuneration during 2016-17 for key personnel is set by the State Service Act 2000. Remuneration and other terms of employment are specified in employment contracts. Remuneration includes salary, motor vehicle and other non monetary benefits. Long-term employee expenses include superannuation obligations and termination payments.

SHORT-TERM BENEFITS LONG-TERM BENEFITS

Salary Other Benefits

Superannuation Other Benefits and Long

Service LeaveTotal

$ $ $ $ $

2017

Key Management Personnel

Executive Officer 146,304 4,038 18,800 5,285 174,428

Total Remuneration For Key Management Personnel

146,304 4,038 18,800 5,285 174,428

2016

Key Management Personnel

Executive Officer* 134,522 5,456 17,152 1,430 158,560

Total Remuneration For Key Management Personnel 134,522 5,456 17,152 1,430 158,560

*The Executive Officer role was vacant for four weeks throughout 2015-16, and was occupied by three separate personnel over the remainder of the year whilst the role was being filled.

Acting Arrangements

When members of key management personnel are unable to fulfil their duties, consideration is given to appointing other members of senior staff to their position during their period of absence. Individuals are considered members of key management personnel when acting arrangements are for more than a period of one month

Related Party Transactions There are no significant related party transactions requiring disclosure.


44NOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2017

NOTE 3. ASSETS

An asset is recognised in the Statement of Financial Position where it is probable that the future economic benefits flow to TASC and the asset has a cost or a value that can be measured reliably.

3.1 Receivables

Receivables are recognised at amortised cost, less any impairment losses, however, due to the short settlement period, receivables are not discounted back to their present value.

2017 2016 Actuals Actuals $ $

Receivables 966 8,660

Tax asset 2,624 6,609

Total 3,590 15,269

Settled within 12 months 3,590 15,269

Total 3,590 15,269

2.2 Supplies and consumables


Consultants 82,847 30,546

Rent 105,904 106,424

Property services 60,802 47,027

Maintenance 12,585 8,993

Communications 19,448 25,513

Information technology 12,866 61,324

Travel and transport 133,481 131,242

Materials and supplies 50,453 63,537

Postage and freight 46,437 28,648

Printing and document reproduction 132,646 168,204

Conferences, seminars and meetings 39,804 62,371

Other supplies and consumables 13,147 5,297

Total 710,420 739,126

2.3 Other expenses

Other expenses are recognised when the associated service or supply has been provided.


Workers’ compensation premiums 15,322 14,991

Total 15,322 14,991



45

2017 2016 $ $

Accrued salaries 8,432 3,803

Annual leave 67,886 53,417

Long service leave 110,877 107,959

Total 187,195 165,179

Current 174,765 146,205

Non-current 12,430 18,974

Total 187,195 165,179

4.3 Superannuation

(i) Definedcontributionplans

A defined contribution plan is a post-employment benefit plan under which an entity pays fixed contributions into a separate entity and will have no legal or constructive obligation to pay further amounts. Obligations for contributions to defined contribution plans are recognised as an expense when they fall due.

(ii) Definedbenefitplans

A defined benefit plan is a post-employment benefit plan other than a defined contribution plan.

Keyestimateandjudgement

TASC does not recognise a liability for the accruing superannuation benefits of employees. This liability is held centrally and recognised within the Finance-General Division of the Department of Treasury and Finance.

NOTE 4. LIABILITIES

Liabilities are recognised in the Statement of Financial Position when it is probable that an outflow of resources embodying economic benefits will result from the settlement of a present obligation and the amount at which the settlement will take place can be measured reliably.

4.1 Payables

Payables, including goods received and services incurred but not yet invoiced, are recognised at the amortised cost which due to the short settlement period, equates to face value, when TASC becomes obliged to make future payments as a result of a purchase of assets or services.

2017 2016 $ $

Creditors 19,039 14,303

Total 19,039 14,303

Settled within 12 months 19,039 14,303

4.2 Employee benefits

Keyestimateandjudgement

Liabilities for wages and salaries and annual leave are recognised when the employee becomes entitled to receive a benefit. Those liabilities expected to be realised within 12 months are measured as the amount expected to be paid. Other employee benefits are measured as the present value of the benefit at 30 June where the impact of discounting is material, and at the amount expected to be paid if discounting is not material.

A liability for long service leave is recognised, and is measured as the present value of expected future payments to be made in respect of services provided by employees up to the reporting date.



NOTE 6. CASH FLOW RECONCILIATION

6.1 Cash and deposits

Cash means notes, coins and deposits held at call with the Department of Education. Deposits are recognised at amortised cost being their face value.

For the purpose of the Statement of Cash Flows and the Statement of Financial Position, cash included cash on hand and held in bank accounts.

Cash at the end of the year as shown in the Statement of Cash Flows and the Statement of Financial Position:

2017 2016 $ $

Cash held 64,469 84,389

Total cash and deposits 64,469 84,389

6.2 Reconciliation of Net Result to Net Cash from Operating Activities

Net Result (58,351) 194,166

Decrease/(increase) in receivables 11,679 (15,269)

Increase/(decrease) in payables 4,736 14,303

Increase/(decrease) in employee benefits 22,016 (167,957)

Net cash from operating activities (19,920) 25,243

NOTE 5. COMMITMENTS AND CONTINGENCIES

5.1 Schedule of Commitments

By type 2017 2016 $ $

Lease Commitments Property 227,043 319,543

Operating Leases 10,463 17,762

Total Operating Lease Commitments 237,506 337,305

By maturity Operating Lease Commitments

One year or less 106,135 106,691

From one to five years 131,371 230,614

Total Operating Lease Commitments 237,506 337,305

Total 237,506 337,305

Commitments are GST inclusive where material.



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7.2 Categories of Financial Assets and Liabilities

2017 2016 $ $ Financial assets Cash & Cash equivalents 64,469 84,389 Receivables 3,590 15,269

Total 68,059 99,658

Financial liabilities Payables 19,039 14,303

Total 19,039 14,303

Financial Assets The net fair value of cash and cash equivalent assets is based on their carrying amount.

The net fair value of receivables is based on the carrying amount of the asset.

Financial Liabilities The net fair value of payables is based on the carrying amount of the liability.

7.3 Reclassifications of Financial Assets

TASC has made no reclassifications of any financial assets held for the financial year.

NOTE 7. FINANCIAL INSTRUMENTS

7.1 Risk Exposures

(a) Risk management policies

TASC has minimal exposure to the following risks from its use of financial instruments: • credit risk; • liquidity risk; and • market risk.

The Head of Agency has overall responsibility for the establishment and oversight of the Department of Education’s risk management framework, within which TASC’s funds are held. Risk management policies are established to identify and analyse risks; to set appropriate risk limits and controls; and to monitor risks and adherence to limits.

(b) Credit risk exposures

Credit risk is the risk of financial loss to TASC if a customer or counterparty to a financial instrument fails to meet its contractual obligations. TASC does not have a material credit risk.

(c) Liquidity risk

Liquidity risk is the risk that TASC will not be able to meets its financial obligations as they fall due. TASC’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its liabilities when they fall due.

TASC regularly reviews budgeted cash outflows to ensure that there is sufficient cash to meet all obligations.

(d) Market risk

Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices. The primary market risk is interest rate risk. TASC does not have interest bearing financial instruments.



NOTE 8. OTHER SIGNIFICANT ACCOUNTING POLICIES AND JUDGEMENTS

There have been no events subsequent to balance date which would have a material effect on TASC’s Financial Statements as at 30 June 2017.

8.1 Objectives and Funding

TASC is an independent statutory office responsible to the Tasmanian Minister for Education and Training, serving both government and non-government schools. TASC works within its legislative framework to ensure the development of appropriate standards, the accreditation of courses, and the assessment and certification of student achievement in the senior secondary years across all educational sectors.

TASC is primarily funded through the Consolidated Fund. This financial report encompasses all funds through which TASC controls resources to carry on its functions.

8.2 Basis of Accounting

The Financial Statements are a general purpose financial report and have been prepared in accordance with:

• Australian Accounting Standards and interpretations issued by the Australian Accounting Standards Board.; and

• The Office of Tasmanian Assessment, Standards and Certification Act 2003.

The Financial Statements were signed by the Executive Officer of TASC on 2 October 2017.

Compliance with the Australian Accounting Standards (AASs) may not result in compliance with International Financial Reporting Standards (IFRS) as the AASs include requirements and options available to not-for-profit organisations that are inconsistent with IFRS. TASC is considered to be not-for-profit and has adopted some accounting policies under the AAS that do not comply with IFRS.

The Financial Statements have been prepared on an accrual basis and, except where stated, are in accordance with the historical cost convention. The accounting policies are generally consistent with the previous year.

8.3 Reporting Entity

The Financial Statements include all the controlled activities of TASC. TASC is supported by the Department of Education, transactions reported here are also aggregated within the Department’s Financial Statements.

8.4 Functional and Presentation Currency

These Financial Statements are presented in Australian dollars, which is TASC’s functional currency.

8.5 Changes in Accounting Policies

(a) Impact of new and revised Accounting Standards

Impact of new and revised Accounting Standards In the current year, TASC has adopted all of the new and revised Standards and Interpretations issued by the Australian Accounting Standards Board that are relevant to its operations and effective for the current annual reporting period. These include:

• 2015-6 Amendments to Australian Accounting Standards – Extending Related Party Disclosures to Not-for-Profit Public Sector Entities – The objective of this Standard is to make amendments to AASB 124 Related Party Disclosures to extend the scope of that Standard to include not-for-profit public sector entities. This Standard applies to annual reporting periods beginning on or after 1 July 2016. The impact is increased disclosure in relation to related parties. There is no financial impact.

(b) Impact of new and revised Accounting Standards yet to be applied

The following applicable Standards have been issued by the AASB and are yet to be applied:

• AASB 9 Financial Instruments and 2014-7 Amendments to Australian Accounting Standards arising from AASB 9 (December 2014) – the objective of these Standards is to establish principles for the financial reporting of financial assets and financial liabilities that will present relevant information to users of financial statements for their



49

assessment of the amounts, timing, uncertainty of an entity’s future cash flows, and to make amendments to various accounting standards as a consequence of the issuance of AASB 9. These standards apply to annual reporting periods beginning on or after 1 January 2018. TASC has not yet determined the potential effect of the revised standard on the financial statements.

• AASB 15 Revenue from Contracts with Customers – The objective of this Standard is to establish the principles that an entity shall apply to report useful information to users of financial statements about the nature, amount, timing, uncertainty of revenue and cash flows arising from a contract with a customer. This Standard applies to annual reporting periods beginning on or after 1 January 2018. Where an entity applies the Standard to an earlier annual reporting period, it shall disclose that fact. TASC has not yet determined the potential effect of the revised standard on the financial statements.

• 2014-5 Amendments to Australian Accounting Standards arising from AASB 15 – The objective of this Standard is to make amendments to Australian Accounting Standards and Interpretations arising from the issuance of AASB 15 Revenue from Contracts with Customers. This Standard applies when AASB 15 is applied, except that the amendments to AASB 9 (December 2009) and AASB 9 (December 2010) apply to annual reporting periods beginning on or after 1 January 2018. This Standard shall be applied when AASB 15 is applied.

• 2016-2 Amendments to Australian Accounting Standards – Disclosure Initiative: Amendments to AASB 107 – The objective of this Standard is to amend AASB 107 Statement of Cash Flows to require entities preparing statements in accordance with Tier 1 reporting requirements to provide disclosures that enable users of financial statements to evaluate changes in liabilities arising from financing activities, including both changes arising from cash flows and non-cash changes. This Standard applies to annual periods beginning on or after 1 January 2017. The impact is increased disclosure in relation to cash flows and non-cash changes.

• 2016-3 Amendments to Australian Accounting Standards – Clarifications to AASB 15 – The objective of this Standard is to clarify the requirements on identifying performance obligations, principal versus agent considerations and the timing of recognising revenue from granting a licence. This Standard applies to annual periods beginning on or after 1 January 2018. The impact is enhanced disclosure in relation to revenue. TASC has not yet determined the potential effect of the revised standard on the financial statements.

• AABS 16 Leases – The objective of this Standard is to introduce a single lessee accounting model and require a lessee to recognise assets and liabilities for all leases with a term of more than 12 months, unless the underlying asset is of low value. This Standard applies to annual reporting periods beginning on or after 1 January 2019. The impact is enhanced disclosure in relation to leases. TASC has not yet determined the potential effect of the revised standard on the financial statements.

• 2016-4 Amendments to Australian Accounting Standards – Recoverable Amount of Non-Cash-Generating Specialised Assets of Not-for-Profit Entities – The objective of this Standard is to amend AASB 136 Impairment of Assets to remove references to depreciated replacement cost as a measure of value in use for not-for-profit entities and to clarify that the recoverable amount of primarily non-cash-generating assets of not-for-profit entities which are typically specialised in nature and held for continuing use of their service capacity, is expected to be materially the same as fair value determined under AASB 13 Fair Value Measurement, with the consequence that AASB 136 does not apply to such assets that are regularly revalued to fair value under the revaluation model in AASB 116 and AABS 138, and AASB 136 applies to such assets accounted for under the cost model in AASB 116 and AASB 138. This Standard applies to annual reporting periods beginning on or after 1 January 2017. The impact is enhanced disclosure in relation to non-cash-generating specialised assets of not-for-profit entities. TASC has not yet determined the potential effect of the revised standard on the financial statements.



• AASB 1058 Income of Not-for-Profit Entities – The objective of this Standard is to establish principles for not-for-profit entities that apply to transactions where the consideration to acquire an asset is significantly less that fair value principally to enable a not-for-profit entity to further its objectives, and the receipt of volunteer services. This Standard applies to annual reporting periods beginning on or after 1 January 2019. The impact is enhanced disclosure in relation to income of not-for-profit entities.

8.6 Comparative Figures

Where amounts have been reclassified within the Financial Statements, the comparative statements have been restated.

8.7 Rounding

All amounts in the Financial Statements have been rounded to the nearest dollar unless otherwise stated.

8.8 Taxation

TASC is exempt from all forms of taxation except Fringe Benefits Tax and Goods and Services Tax.

8.9 Goods and Services Tax

Revenue, expenses and assets are recognised net of the amount of Goods and Services Tax, except where the GST incurred is not recoverable from the Australian Taxation Office. The net amount recoverable, or payable, to the Australian Taxation Office is recognised as an asset or liability within the Statement of Financial Position.

GST is not recognised in the Statement of Cash Flows as TASC is not a separate GST entity from the Department of Education.



Level 6, 39 Murray Street, Hobart TAS 7000 7000 GPO Box 333, Hobart TAS 7001 (03) 6165 6000

[email protected] www.tasc.tas.gov.au

© State of Tasmania October 2017


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