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The information below is relevant from 09/03/2015 to 12/07/2015
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ALLH11006 - Life Course Development for Health Professionals

General Information

Unit Synopsis

This course will describe and study changes, continuity and growth that occurs in human development; from infancy to older age. It will give an overview of the complexities of development, including theoretical frameworks for understanding the process and patterns of transition and constancy across the human Life Course. Biological, physical, psycho-social, cognitive, cultural and contextual factors affecting development will be discussed. Students will be introduced to concepts and terminology used in Life Course development. Implications of Life Course development issues for health professional practice will be explored. Opportunities for interprofessional education will be included. This course will provide a sound foundation for understanding typical and expected Life Course events. It will provide a basis for learning about atypical Life Course occurrences in subsequent courses.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2015

Term 2 - 2017 Profile
Bundaberg
Distance
Rockhampton
Term 2 - 2018 Profile
Distance
Rockhampton
Term 2 - 2019 Profile
Online
Rockhampton
Term 2 - 2020 Profile
Online
Rockhampton
Term 2 - 2021 Profile
Online
Rockhampton
Term 2 - 2022 Profile
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 30%
2. Written Assessment 40%
3. Group Work 30%

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

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 3.8 (on a 5 point Likert scale), based on a 28.29% response rate.

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.

Source: Informal student email
Feedback
The design and delivery of this unit was engaging and enjoyable.
Recommendation
It is recommended that the design and delivery of this unit continue in its current form as this new approach has resulted in significant increases in student satisfaction and engagement.
Action Taken
This unit retained the same approach to content delivery as the prior edition of this unit, resulting in similarly high ratings for student satisfaction in 2021.
Source: Have you Say
Feedback
The lecture content was supported by high quality learning resources and materials which made learning fun and interactive.
Recommendation
It is recommended that the lecture content for this unit continue to be supported by a variety of interactive learning resources and materials so that students continue to find learning fun.
Action Taken
This unit retained similar formative assessments and learning resources to the prior edition of this unit, resulting in similarly high ratings for student satisfaction in 2021.
Source: Have your Say
Feedback
The number of assessment tasks were somewhat overwhelming.
Recommendation
It is recommended that the assessment tasks for this unit be reviewed and where possible and appropriate, there be a reduction in assessment tasks and/or assessment requirements to reduce the burden on students.
Action Taken
Assessment requirements/tasks were reviewed for the 2021 edition of this unit. As a result, an improvement in Assessment Task ratings were observed in the 2021 'Have your Say' survey.
Source: Have your Say
Feedback
The unit coordinator was very supportive, easy to engage with and passionate about the content.
Recommendation
It is recommended that unit coordinators continue to be supportive of students learning and that they remain approachable to students thus encouraging student engagement. It is also recommended that unit coordinators continue to teach with passion as students recognise and appreciate it.
Action Taken
Despite a change in unit coordination for the 2021 edition of this unit, all our unit coordinators are supportive, easy to engage, and passionate about the content within our course. As a result, similarly high Teacher ratings were observed in the 2021 'Have your Say' survey.
Source: "Have your Say" Survey
Feedback
The method of content delivery, whereby weekly lecture content is broken into multiple brief lectures and interspersed with learning activities, was enjoyable and beneficial to student learning.
Recommendation
It is recommenced that that lectures continue to be delivered in multiple shorter lectures, interspersed with formative activities, as opposed to one large lecture.
Action Taken
Nil.
Source: "Have your Say" Survey
Feedback
The discussion-based tutorials, building on content delivered in the weekly lectures, was enjoyable and beneficial to student learning.
Recommendation
It is recommenced that that tutorials continue to be discussion-based, providing students with opportunities to ask questions and contribute to discussions, to enhance understanding and student learning.
Action Taken
Nil.
Source: "Have your Say" Survey
Feedback
The weighting of the assessment tasks was considerably higher for the written tasks compared to quizzes, and further detail on the written assessment tasks could be provided in the task descriptions to improve clarity for students.
Recommendation
It is recommended that assessment task weighting be reviewed, and if possible, revised to provide a more even weighting across tasks; however, it is recommended that well-developed authentic assessment tasks continue to be more highly weighed than online quizzes. It is also recommended that the written assessments be reviewed and task sheets be revised to more clearly outline the required tasks.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe the changes that occur across the human Life Course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
  2. Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to Life Course development.
  3. Identify and compare classical and contemporary theories of Life Course development.
  4. Apply knowledge of Life Course development to various case studies.

The content of this course will allow students to progress towards meeting The Australian Competency Standards for New Graduates (OT Australia 2010), ANZPAC Accreditation Criteria C.Curriculum and Assessment 2.2 Lifespan Physiological Changes, Australian Standards for Physiotherapy (APC, 2006) and Standard 5.1  for Clinical Best Practice (APA 2011).

World Federation of Occupational Therapy guidelines (2004) suggest that the order of courses in occupational therapy programs should ensure the student learning journey is sequential. Course learning outcomes link directly to Occupational Therapy Australia competencies for Professional Attitudes and Behaviours as listed below:

1.4  Promotes and facilitates occupation though application of professional knowledge, skills, attitudes and evidence appropriate to the practice context

1.5  Incorporates best available research evidence and professional reasoning into occupational therapy practice

1.7  Demonstrates professional knowledge, skills and attitudes appropriate for the working environment

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Online Quiz(zes)
2 - Written Assessment
3 - Group Work
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
2 - Written Assessment
3 - Group Work
1 - Online Quiz(zes)