Overview
This unit introduces students to the characteristics and processes of human development throughout the entire lifespan and within the physical, cognitive and psychosocial developmental domains. The theoretical perspectives and concepts that guide thinking and study in the field of developmental science are introduced. A key emphasis throughout the unit is that developmental changes are the result of the complex interplay between nature (genetic endowment, biological influences and maturation) and nurture (environmental influences, experiences and learning). Both the universalities and diversities in human development are explored. The unit is designed to facilitate a critical and applied understanding of theory and research in the field of developmental science.
Details
Pre-requisites or Co-requisites
PSYC11008 and PSYC11009
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course evaluation scores
Students appreciated the ease of navigation of the Moodle site
Retain READ, WATCH, PRACTICE headings or similar clear instructions on Moodle site
This weekly approach to the set up of the Unit's moodle page was kept and continues to provide students with very clear instruction as to what is required of them each week.
- describe the key developmental characteristics and changes within each of the major stages of the lifespan.
- describe the areas and processes of development within the physical, cognitive and psychosocial domains.
- discuss and evaluate the theories, concepts and methods in the field of developmental science.
- discuss and evaluate social, historical and cultural considerations that influence developmental change and the study of developmental science.
- discuss and apply bioecological perspectives to explain developmental changes and concerns.
- apply theory, concepts and research findings from the field of developmental science to the tasks of describing, explaining and proposing how to optimise human development.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Online Quiz(zes) - 30% | ||||||
2 - Written Assessment - 40% | ||||||
3 - Examination - 30% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
1 - Communication | ||||||
2 - Problem Solving | ||||||
3 - Critical Thinking | ||||||
4 - Information Literacy | ||||||
5 - Team Work | ||||||
6 - Information Technology Competence | ||||||
7 - Cross Cultural Competence | ||||||
8 - Ethical practice | ||||||
9 - Social Innovation | ||||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Online Quiz(zes) - 30% | ||||||||||
2 - Written Assessment - 40% | ||||||||||
3 - Examination - 30% |
Textbooks
Lifespan Human Development
Edition: 2nd Ed. (2015)
Authors: Sigelman, C., Rider, E. & De George Walker, L.
Cengage Learning
South Melbourne South Melbourne , Vic , Australia
ISBN: 9780170262170
Binding: Hardcover
Additional Textbook Information
Optional student resources CourseMate and SearchMe! are automatically bundled with new textbook purchases. Those who purchase second hand textbooks without these resources may purchase these resources separately by directly contacting the publisher Cengage.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Word processing software (e.g. Microsoft Word)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
d.canoy@cqu.edu.au
b.p.smith@cqu.edu.au
Module/Topic
Introduction to Life Span Human Development
Chapter
Textbook: Chapters 1 & 12 pp. 431-436
Events and Submissions/Topic
Module/Topic
Theories of Human Development
Chapter
Textbook: Chapter 2
Events and Submissions/Topic
Lecture and Tutorial
Quizzes 1, 2 & 3 open Monday 13 March 2017 8:00AM AEST
Module/Topic
Genes, Environment, and the Beginnings of Life
Chapter
Textbook: Chapter 3
Events and Submissions/Topic
Lecture and Tutorial
Module/Topic
Physical Growth, Motor Development, and Health
Chapter
Textbook Chapter: 4
Events and Submissions/Topic
Lecture and Tutorial
Module/Topic
Cognitive Development
Chapter
Textbook: Chapter 5
Events and Submissions/Topic
Lecture
ITEMS DUE:
QUIZ 1 Closes Friday 7 April 2017 5:00PM AEST
Module/Topic
No scheduled classes or activities.
Chapter
Events and Submissions/Topic
Module/Topic
Information Processing: Perception, Attention, and Memory
Chapter
Textbook: Chapter 6
Events and Submissions/Topic
Lecture
Module/Topic
Intelligence and Creativity
Chapter
Textbook: Chapter 7
Events and Submissions/Topic
Lecture
Module/Topic
Language and Education
Chapter
Textbook: Chapter 8
Events and Submissions/Topic
Lecture
Module/Topic
Self and Personality
Chapter
Textbook: Chapter 9
Events and Submissions/Topic
Lecture - this will include discussion about Exam
ITEMS DUE:
Written Assessment (Report): Due Monday 8 May 2017 5:00PM AEST
QUIZ 2 Closes Friday 12 May 2017 5:00PM AEST
Report Due: Week 9 Monday (8 May 2017) 5:00 pm AEST
Module/Topic
Social Cognition and Moral Development
Chapter
Textbook: Chapter 10
Events and Submissions/Topic
Lecture
Module/Topic
Social Relationships and Attachment
Chapter
Textbook: Chapter 11
Events and Submissions/Topic
Lecture
Module/Topic
Death and Dying
Chapter
Textbook: Chapter 13
Events and Submissions/Topic
Lecture
ITEMS DUE:
QUIZ 3 Closes 2 June 2017 Friday 5:00PM AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
This assessment task comprises three (3) quizzes to be completed and submitted online via the unit Moodle site.
QUIZ 1 assesses topics 1 to 4; QUIZ 2 assesses topics 5 to 8; and QUIZ 3 assesses topics 9 to 12.
Each quiz will consist of 40 questions (10 questions per topic), with a maximum of 120 minutes in which to complete each quiz. The quiz questions will be in multiple choice format. Only one attempt per quiz is permitted.
All three quizzes have the same opening date (Monday, Week 2) to allow students to work ahead of the schedule if they wish. The three quizzes each are due (close) at different times throughout the term as detailed below.
Further information about the format/conditions and administration of the quizzes is provided in the Information Sheet for Assessment Task 1 available from the unit Moodle site.
3
Other
QUIZ 1 due/closes Friday of Week 5 at 5:00pm AEST. QUIZ 2 due/closes Friday of Week 9 at 5:00pm AEST. QUIZ 3 due/closes Friday of Week 12 at 5:00pm AEST.
Quiz total marks will be returned to students immediately after each quiz is submitted. Marks for each quiz question will be available after each quiz closes.
For each quiz, one (1) mark will be awarded for each quiz question answered correctly, and there will be no negative marking penalty for incorrect answers.
Each quiz is marked out of 40 and weighted at 10% of the final unit grade.
- describe the key developmental characteristics and changes within each of the major stages of the lifespan.
- describe the areas and processes of development within the physical, cognitive and psychosocial domains.
- discuss and evaluate the theories, concepts and methods in the field of developmental science.
- discuss and evaluate social, historical and cultural considerations that influence developmental change and the study of developmental science.
- discuss and apply bioecological perspectives to explain developmental changes and concerns.
- apply theory, concepts and research findings from the field of developmental science to the tasks of describing, explaining and proposing how to optimise human development.
- Critical Thinking
- Cross Cultural Competence
2 Written Assessment
For this assessment task, students will prepare a 1750 word report that focuses on a selected topic around the three main goals of the study of lifespan developmental science—to describe, explain, and optimise human development across the lifespan.
More specifically, in the report students will describe a developmental concern and the implications; explain the causes and origins of the concern; and then provide broad recommendations about how to prevent or respond to the concern to optimise development.
It is expected that the bioecological model and relevant elements of a modern lifespan perspective will be integrated throughout the report.
The report topic choices and further task details will be available from the Information Sheet for Assessment Task 2 on the unit Moodle site.
Week 9 Monday (8 May 2017) 5:00 pm AEST
Week 12 Friday (2 June 2017)
The following aspects of the report will be marked using a rubric which provides detailed criteria for performance at each grade level for each aspect. The marking rubric will be available from the Information Sheet for Assessment Task 2 on the unit Moodle site.
- Part A: Introduction & Background (10 marks)
- Part B: Origins and Causes (10 marks)
- Part C: Recommendations (10 marks)
- Quality of literacy and written communication skills (5 marks)
- Adherence to APA referencing/ presentation style (5 marks)
The report will receive a total mark out of 40.
- describe the key developmental characteristics and changes within each of the major stages of the lifespan.
- describe the areas and processes of development within the physical, cognitive and psychosocial domains.
- discuss and evaluate the theories, concepts and methods in the field of developmental science.
- discuss and evaluate social, historical and cultural considerations that influence developmental change and the study of developmental science.
- discuss and apply bioecological perspectives to explain developmental changes and concerns.
- apply theory, concepts and research findings from the field of developmental science to the tasks of describing, explaining and proposing how to optimise human development.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.