SPCH13004 - Communication Disorders across the School Years

General Information

Unit Synopsis

In this unit, you will apply theoretical knowledge, ethical standards and evidence-based practice to the assessment and management of communication disorders in the school-aged population (approximately 5 to 18 years of age). Using the International Classification of Functioning, Disability and Health (ICF) framework, you will interpret assessments, and plan intervention strategies for the management of delays and disorders in this population. Service delivery models that encompass interprofessional practice principles and cross-cultural service provision in metropolitan, rural and remote communities will be discussed.


Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites


  • SPCH12002 Communication Development and Disorders in Early Childhood
  • SPCH13005 Acoustics and Phonetics 

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 3 - 2022

Term 2 - 2023 Profile

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. Case Study 50%
2. Oral Examination 50%

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 5 (on a 5 point Likert scale), based on a 100% 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: Have Your Say Survey
Students enjoyed the weekly quizzes which revised content previously taught in the unit.
The Unit Coordinator should continue to include weekly quizzes to assist students in revising course content.
Action Taken
Weekly quizzes were included in Moodle to support students to independently revise content.
Source: Have Your Say Survey
Students reported that they would have liked more time allocated to literacy and language intervention.
The Unit Coordinator should review the unit to identify how more time can be spent covering literacy and language intervention in 2021.
Action Taken
The unit was reviewed and an additional week was allocated to covering language and literacy intervention.
Source: Discussion with students
Students enjoyed the combination of face to face teaching with recorded lectures as they were able to revise content easily.
It is recommended that the unit continue to be offered in a mixed format (50% face to face and 50% online content).
Action Taken
Source: Staff reflection
Students responded well to the use of weekly case studies in class to consolidate the content they had learnt through the recorded lectures.
It is recommended that the lecturer continue to include weekly case studies to support students to apply theory to practice.
Action Taken
Unit learning Outcomes

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

  1. Explain the impact of communication disorders on academic learning and lifelong achievement for the school aged population
  2. Identify and interpret formal and informal communication assessments appropriate to the school aged population
  3. Describe evidence based therapy models appropriate for the school aged population and present a structured therapy program.

The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Case Study
2 - Oral Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
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