INT103 Human Development Across Lifespan :

INT103 Human Development Across the Lifespan

COURSE	Bachelor of Community Services
LEVEL OF STUDY	1st Year
CORE/ELECTIVE	Core
CREDIT POINTS	15 Credit Points
TOTAL COURSE CREDIT POINTS	360 credit points
DURATION	One trimester
CONTACT TIME	6 x live webinars and weekly discussion forums
PERSONAL STUDY HOURS	7 hours per week
TOTAL WORKLOAD PER WEEK	10 hours per week
PRE-REQUISITE	Nil
CO-REQUISITE	INT102 Interpersonal Communication Skills

CONTACT DETAILS

Unit Coordinator: Dr Jonas Klutsey                              Email: [email protected]

Melbourne
Lecturer: Ms Tulin Kocacik	Email: [email protected]
Sydney
Lecturer: Ms Christine Gissing	Email: [email protected]
Lecturer: Mr Cameron McLean	Email: [email protected]
Lecturer: Ms Julie Porter-Stephens	Email: [email protected]
Lecturer: Ms Kristina Esteban	Email: [email protected]

Ms Michelle Rickenbach	Email: [email protected]
Lecturer: Mr Victor Milostnik	Email: [email protected]
Perth
Lecturer: Dr Jonas Klutsey	Email: [email protected]
Brisbane
Lecturer: Miss Kimberley Welsh	Email: [email protected]

DESCRIPTION

This unit provides a chronological view of the development of human lifespan. It introduces learners to the fundamental theories of development that lead learners to reflect on their lived/living experience in application to lifespan of human development. Throughout the unit, learners get an opportunity to develop their understanding of the interplay of biological, sociological and psychological forces in human development.

The unit highlights the contemporary concepts in a context that is meaningful to learners from a variety of disciplines including: psychology, public health, education, social work, and developmental psychology. Learners develop knowledge on the diverse influences in supporting healthy development, including attachment theory, cognitive and social development and the role of families and wider communities. This unit is delivered online via Zoom.

GRADUATE ATTRIBUTES

Graduates of Stott’s College are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Stott’s College’s Graduate Attributes which you should demonstrate on completion of the course.

Professional
GA1	Hold a body of knowledge relevant to their field of study, that includes an understanding of theories, practices, and the scope of their discipline;
GA2	Have the skills required to operate effectively within their chosen profession;
Personal
GA3	Have developed an appreciation, tolerance and ability to work effectively across the entire diversity spectrum;
GA4	Be able to work independently and collaboratively;
GA5	Be able to set appropriate goals for ongoing intellectual and professional development;
GA6	Be self-critical and identify shortcomings in their own knowledge, skills, and abilities;

GA7	Understand ethical responsibilities and behaviour pertinent to their chosen discipline and profession and practice the behaviour to the highest standards;
GA8	Have developed a high level of oral, visual and written communication skills, across a range of communication technologies, relevant to their fields of study, and recognize the importance of maintaining these;
Academic
GA9	Be able to identify the need for data, information and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools, and methodologies and be able to critically evaluate the information in terms of its validity, accuracy, and currency against one’s own values;
GA10	Be independent learners and thinkers with the responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative, and critical;
GA11	Be able to understand, define, analyse, evaluate, investigate problems, and make informed recommendations and decisions.

COURSE LEARNING OUTCOMES

The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian Quality Framework specifications for Bachelor degrees (AQF Level 7). Upon completion of the degree, graduates will have achieved these learning outcomes in the following dimensions:

Knowledge
CLO1	Demonstrate broad knowledge of a range of community services theories and frameworks.
CLO2	Develop an appreciation for the legal framework in which organizations and communities operate.
CLO3	Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family, and mental health.
CLO4	Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion, and sexuality.
Skills
CLO5	Critically review, analyse, and evaluate knowledge in community services theories and frameworks.
CLO6	Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards.
CLO7	Apply critical thinking and judgement in identifying and solving problems in case management interventions.

CLO8	Demonstrate advanced counselling and communication skills in dealing with clients and other professionals.
Application of Knowledge and Skills
CLO9	Demonstrate applied research skills, including projects.
CLO10	Identify clients with complex and diverse needs and develop appropriate service provision.
CLO11	Practice case management ethically and intentionally within established legal, policy and professional frameworks and codes of ethics.
CLO12	Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability.

UNIT LEARNING OUTCOMES

At the completion of this unit, a learner should be able to:

LO1	Demonstrate an understanding of biological, sociological and psychological factors and the influence they have on the human development across the lifespan.
LO2	Explain the milestones and stages of human development across the lifespan.
LO3	Identify and discuss fundamental theories and stages of human development across the lifespan, including personality theories
LO4	Analyze cultural and social influences on developmental stages for Aboriginal and Torres Strait Islander People across the lifespan.
LO5	Explain the interplay of human development across the lifespan.

CONTENT

Topics will include:

1. Introduction to Human Development Across the Lifespan
2. Theories of development: Interpreting the Lifespan
3. The biological and social bases of development: Pregnancy and birth
4. Physical, cognitive and psychosocial development in infancy
5. Physical, cognitive and psychosocial development in early childhood
6. Physical, cognitive and psychosocial development in middle childhood
7. Physical, cognitive and psychosocial development in adolescence
8. Physical, cognitive and psychosocial development in early adulthood
9. Physical, cognitive and psychosocial development in middle adulthood
10. Physical, cognitive and psychosocial development in late adulthood
11. Diverse influences in supporting healthy development
12. Dying and spirituality

LEARNING TASKS AND ASSESSMENT

In order to pass this unit, learners are required to achieve an aggregate mark of 50% for all assessment tasks. Refer to the Assessment Grades section at the end of the unit outline for important information regarding awarding of grades. Attendance is crucial to passing this unit.

Assessment	Weight	Due	Learning Outcomes Assessed	Course Learning Outcomes
ONLINE QUIZ 1	10%	Week 4	LO 1 – 5	CLO 1, 2, 3
COMPARATIVE ESSAY on Two Theories comparison of two developmental theories   (1500 words)	25%	Week 5	LO 1, 3, 4, 5	CLO 1, 5, 9
ONLINE QUIZ 2	10%	Week 8	LO 1 – 5	CLO 4, 5, 6, 7
REFLECTIVE ESSAY on the significance of social environment in the context of 2 theories   (1800-2000 words)	30%	Week 8	LO 1, 2, 3, 5	CLO 1,5,12
PARTICIPATION & ACTIVITIES   Reflective posts in response to three weeks’ activities   (1000 words)	15%	Week 1 – 11	LO 1 – 5	CLO 1, 5, 6, 8
ONLINE QUIZ 3	10%	Week 12	LO 1 – 5	CLO 8, 9, 10, 11
TOTAL	100%

WEEKLY OUTLINE

Week	Topic	Text reference and set readings	Webinars & Assessment
Week 1	Introduction to Human Development across the lifespan	Sigelman & Rider (2017) chapter 1	Webinar
Week 2	Theories of development: Interpreting the lifespan	Sigelman & Rider (2017) chapter 2
Week 3	The biological basis of development: Pregnancy and birth	Sigelman & Rider (2017) chapter 3	Webinar
Week 4	Physical, cognitive and psychosocial development in infancy	Sigelman & Rider (2017) chapter 5-7, 13 & 14	Online quiz 1
Week 5	Physical, cognitive and psychosocial development in early childhood	Sigelman & Rider (2017) chapter 5-7, 13 & 14	Webinar Assessment 1 Due
Week 6	Physical, cognitive and psychosocial development in middle childhood	Harms (2020) chapter 6
Week 7	Physical, cognitive and psychosocial development in adolescence	Sigelman & Rider (2017) chapter 5-7, 13 & 14	Webinar
Week 8	Physical, cognitive and psychosocial development in early adulthood	Sigelman & Rider (2017) chapter 5-7, 13 & 14	Assessment 2 Due Online quiz 2
Week 9	Physical, cognitive and psychosocial development in middle adulthood	Harms (2020) chapter 9	Webinar
Week 10	Physical, cognitive and psychosocial development in late adulthood	Harms (2020) chapter 10
Week 11	Diverse influences in supporting healthy development	Sigelman & Rider (2017) chapter 15	Webinar Assessment 3 Due
Week 12	Dying and spirituality	Sigelman & Rider (2017) chapter 17	Assessment 4 Online quiz 3

PRESCRIBED TEXTS

Required Texts

Sigelman, C. K., & Rider, E. A. (2017). Life-span human development (9^th ed.). Thomson Wadsworth.

Supplementary Text

Harms, L. (2020). Understanding human development: A multidimensional approach (3^rd ed.). Oxford Press.

Recommended Additional References

Berk, L. (2012). Child development (9^th ed.). Allyn & Bacon.

Corey, G. (2014). Theory and practice of counseling & psychotherapy (8th ed.). Brooks/Cole.

Hammerer, D.,Muller,V.,& Li, S. (2014).Performance monitoring across the lifespan: Still maturing post-conflict regulation in children and declining task-set monitoring in older adults. Neuroscience and Biobehavioral Reviews,46,105 – 134.

Messer, S. B., & Gurman, A. S. (Eds.). (2011). Essential Psychotherapies: Theory and practice (3^rded.). The Guilford Press.

Ofen, N. & Shing, L. (2013). From perception to memory: Changes in memory systems across the lifespan. Neuroscience and Biobehavioral Reviews,37(9), 2258 – 2268.

Sander, M., Lindenberger, U., & Werkle – Bergner, M. (2012). Lifespan age differences in working memory: A two-component framework. Neuroscience and Biobehavioral Reviews 36(9) 2007 – 2034.

Sharf, R. S. (2015). Theories of psychotherapy and counselling: Concepts and cases (6^th ed.).

Thomson/Brooks/Cole.

Weiten, W., Lloyd, M. A., Dunn, D. S., & Hammer, E. Y. (2014). Psychology applied to modern life: Adjustment in the 21^st century (9^th ed.). Wadsworth Publishing.

USEFUL RESOURCES

• Psychological Bulletin
• Applied Psychology: An International Review
• Neuroscience and Biobehavioral Reviews
• Maternal and Child Health Journal
• Children and Families in the Social Environment
• NACCHO Aboriginal Health News Alerts
• NSW Aboriginal Affairs Data
• ABS Statistics: Aboriginal and Torres Strait Islander Peoples
• ABS Statistics: Aboriginal and Torres Strait Islander Housing
• ABS Census of Population and Housing Downloads
• ABS Aboriginal and Torres Strait Islander Population
• Closing the Gap Report 2020

Assessment 1: Comparative Essay (25%)

Due Date: Week 5

Word Count: 1500 Words

Your written essay should include at least 5 current (less than 10 years old) scholarly journal articles, as well as textbook references.

Adherence to the course formatting guidelines

(e.g. spacing, font, coversheet, word count) is essential; these are listed in the Assessment section on the unit site. APA 7 referencing is required.

Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.

8

INT103 Assessment 1 – Comparative Essay Marking Criteria

CRITERIA	Weight	F 0 – 49%	P 50 – 59%	C 60 – 69%	D 70– 79%	HD 80 >
Presentation	10%	No coversheet. Formatting guidelines not followed.	Coversheet present with missing details. Formatting guidelines observed but not in full.	Completed coversheet. Most formatting guidelines observed.	Correctly completed coversheet including word count. Formatting guidelines observed with minor inconsistencies.	Correctly completed coversheet with all required information provided. Fully observes formatting guidelines.
Academic Writing	20%	Poor word choice; Poor syntax; Incorrect/poor use of language.	Satisfactory attempt in academic writing; Syntax and structure evident but with multiple errors.	Correct written expression; Good syntax and structure of assessment with some errors.	Clear, concise and correct writing; Very good syntax and structure of assessment with few errors.	Sophisticated clarity, conciseness, and correctness of writing; Excellent written expression.
Introduction	10%	Introduction absent, poorly written or not related to the topic.	Mentions topic.	Covers topic.	Covers topic; Provides direction for assessment.	Covers topic clearly; Provides context & direction of assessment.
Discussion	30%	Discussion of theories poor or absent	Theories identified	Identification & discussion of theories; Attempt made at compare and contrast of impact on development	Identification & comparison of theories; Application of theories; Discussion of impact on development	Clear identification & in depth comparison of theories; Appropriate application of theories; Clear, logical discussion of impact on development
Conclusion	10%	No summary or conclusion.	Poor summary and conclusion.	Good summary and conclusion.	Very good summary and conclusion; attempt at integration of personal learning.	Excellent summary and conclusion; integration of personal learning.
Research	10%	No evidence of research.	References scarcely used; Weak, outdated or inappropriate external sources used.	References cited; Attempt at using credible academic sources.	References used well; Current,                             peer reviewed academic sources              used effectively.	References used effectively; Credible, peer reviewed & current academic sources used effectively and extensively to support discussion; use of text- book.
Referencing	10%	No in-text referencing; Reference List absent or poorly presented; APA 7 not used or poorly observed.	Attempt made at in-text referencing; Reference List has errors; APA 7 guidelines observed but not in full.	In-text references cited; Reference List has some errors; APA 7 guidelines observed to some extent.	In-text references cited with few errors; Reference list presented with few errors; APA 7 observed well.	In-text references correctly cited; Reference list presented with no errors; APA 7 guidelines observed fully.
TOTAL	/25%

9

Assessment 2: Reflective Essay (30%) Due Date: Week 8

Word count: 1800 – 2000 words

Students are required to write a reflective essay on their lived experience, with application of human development theories to their family and cultural context.

Your written essay should include at least 7 current (less than 10 years old) scholarly journal articles, as well as textbook references. Adherence to the course formatting guidelines is essential (e.g. spacing, font, coversheet, word count); these are listed in the Assessment section on your unit site. APA 7 referencing both in-text and in the Reference List is required.

Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.

10

Assessment 2: Reflective Essay Marking Guide

CRITERIA	Weight	F 0 – 49%	P 50 – 59%	C 60 – 69%	D 70 – 79%	HD 80 >
Presentation	10%	No coversheet. Formatting guidelines not followed.	Coversheet present with missing details. Formatting guidelines observed but not in full.	Completed coversheet. Most formatting guidelines observed.	Correctly completed coversheet including word count. Formatting guidelines observed with minor inconsistencies.	Correctly completed coversheet with all required information provided. Fully observes formatting guidelines.
Academic Writing	20%	Poor word choice; Poor syntax; Incorrect/poor use of language.	Satisfactory attempt in academic writing; Syntax and structure evident but with multiple errors.	Correct written expression; Good syntax and structure of assessment with some errors.	Clear, concise and correct writing; Very good syntax and structure of assessment with few errors.	Sophisticated clarity, conciseness, and correctness of writing; Excellent written expression.
Introduction	10%	Introduction absent, poorly written or not related to the topic.	Mentions theories.	Covers theories.	Covers theories; Provides direction for assessment.	Covers theories clearly; Provides context & direction of assessment.
Discussion	30%	Discussion of theories poor or absent.	Theories identified.	Identification & discussion of theories; Attempt made at application of impact on development.	Identification & discussion of theories; Application of theories; Discussion of impact on development.	Clear identification & in-depth discussion of theories; Appropriate application of theories; Clear, logical discussion of impact on development.
Conclusion	10%	No summary or conclusion.	Poor summary and conclusion	Good summary and conclusion.	Very good summary and conclusion; attempt at integration of personal learning.	Excellent summary and conclusion; integration of personal learning.
Research	10%	No evidence of research.	References scarcely used; Weak, outdated or inappropriate external sources used.	References cited; Attempt at using credible academic sources.	References used well; Current, peer reviewed academic sources used effectively.	References used effectively; Credible, peer reviewed & current academic sources used effectively and extensively to support discussion; use of text- book.
Referencing	10%	No in-text referencing; Reference List absent or poorly presented; APA 7 not used or poorly observed.	Attempt made at in-text referencing; Reference List has errors; APA 7 guidelines observed but not in full.	In-text references cited; Reference List has some errors; APA 7 guidelines observed to some extent.	In-text references cited with few errors; Reference list presented with few errors; APA 7 observed well.	In-text references correctly cited; Reference list presented with no errors; APA 7 guidelines observed fully.
TOTAL	/30%

11

Assessment 3: Participation and Activities (15%) Due Date: Week 11

This assessment encourages learners to engage in constructive webinar participation as they articulate their ideas, build shared understandings, engage with contents, and contribute to a dynamic learning environment.

There are two different reflective activity platforms every week i.e., Padlet and Discussion Forum.

To complete this assessment, students are required to:

1. Write three substantial reflective posts (100-150 words each) in response to three weekly activities across the course on Padlet.
2. Write three substantial reflective posts (300-350 words each) in response to three weekly activities across the course on Discussion Forum.
3. Respond thoughtfully to three of their peers’ posts on Padlet and three on the Discussion Forum.

NOTE: All in all, students are required to have a total of six substantial posts on the two platforms.

Supporting resources

• See your prescribed textbook chapters, additional readings for activities unit outline materials.
• Utilise Stott’s College library and Proquest to access peer-reviewed resources on both ecological theory and the Aboriginal and Torres Strait Islander groups’ social and cultural identity.

Criteria	Areas to be covered
Outstanding participation (80 – 100%)	Contributing to online reflective activities and discussionsIllustrating high quality of the contributions: to readings, materials, assessing the key issues, analysing problemsDemonstrating high level of preparation and skills in leading discussionsHigh level of facilitating skills and responding to peers’ contributions: in small group discussions or debateLeading group discussions
Good participation (65 – 79%)	Contributing to good online discussionsIllustrating good quality of the contributions: to readings, materials, assessing the key issues, analysing problemsDemonstrating good preparation and skills in leading discussionsDemonstrate facilitating skills and responding to peers’ contributions: in small group discussions or debateIllustrating some leading group discussions
Satisfactory participation (50 – 64%)	Contributing to online discussions at timesIllustrating some quality of the contributions: to readings, materials, assessing the key issues, analysing problems
Poor participation (- 49%)	Contribution to online discussions is absentIllustrating minimal quality of the contributions: to readings, materials, assessing the key issues, analysing problems
Total /15%

Assessment 4: Online Quiz (30%)

Due Date: Weeks 4, 8, 12

This quiz will assess your knowledge of the learning materials (readings) and activities you have completed in this course.

• Online quiz; 10 questions, 20 minutes.
• This will be a multiple choice and true/false quiz, testing concepts from the required readings in weeks 1 – 12.
• The quiz will open and close in week 4, 8 and 12. Students can undertake the quiz at any time during the week .
• The quiz will open at 9am on Mondays and close at 11.55 pm Sundays (EDT).
• There is a 20-minute time limit on each single quiz attempt. Once the student commences the quiz, the 20 minutes starts.
• Each student will have one attempt only at each quiz.
• There will be 10 questions in each quiz.
• The topics are theories of Development, social factors that shape our maturity, and cultural impacts.
• Students will need to undertake each quiz having prepared for it.
• The best preparation for the quiz is to do the required readings and complete the activities in weeks 1 – 11.
• The quiz is not designed to be open book.
• For each quiz, 10 questions will be randomly selected for each student by Moodle from a large question bank so no two students will have the same questions.

Quiz 1-Week 4 (10%)

Opened: Monday, 27 February 2023, 12.01 am.

Closed: Sunday, 5 March 2023, 11.55 pm

• Ten (10) questions based on Week 1-3 contents. The quiz will open at 9am on Monday and close at 11pm Sunday (Eastern Day Time (EDT)) in Week 4.

Quiz 2-Week 8 (10%)

Opened: Monday, 27 April 2023, 12.01 am.

Closed: Sunday, 2 May 2023, 11.55 pm

• Ten (10) questions based on Week 4-7 contents. The quiz will open at 9am on Monday and close at 11pm Sunday (Victorian time) in Week 8.

Quiz 3-Week 12 (10%)

Opened: Monday, 24 May 2023, 12.01 am.

Closed: Sunday, 30 May 2023, 11.55 pm

• Ten (10) questions based on Week 8-11 contents. The quiz will open at 9am on Monday and close at 11pm Sunday (Victorian time) in Week 12.

IMPORTANT NOTES ON PASSING THIS UNIT

Moodle Unit Site

Important information, announcements, learning materials, learning activities and assessment specifications concerning this unit can also be found on Moodle, accessible via https://lms.stotts.edu.au/. Ensure to log in on a regular basis and undertake activities which are set on Moodle. The written assessments will also need to be submitted through Moodle unless the lecturer sets other methods of submission.

Please follow the below link to activate your Moodle account:

1. Type the URL:      https://lms.stotts.edu.au/ Username:      Student Number Password:                        Student Number

For example, your student number is 1067234. To activate your Moodle, you will:

1. Enter your username:                         1067234
2. Enter your password:              1067234

Once you log-in, you will be required to reset your password. Please remember your password, and store it safely.

Student Portal on RTOManager

RTOManager is your student portal. All enrolment details, fee records, attendance and results will be updated through RTOManager.

Please follow the below instructions to activate your RTOManager account:

1. Type the URL:             https://ae.rtomanager.com.au/
2. Username:      Student Number
3. Password:       (will be emailed to you when your account has been setup,

normally one week after your enrolment).

Once you log in, please click the Profile section, and update your details accordingly, i.e. address, email, phone number, etc.

(As part of your enrolment requirements, it is mandatory for students to provide your most up-to- date details in the system.)

You may also click on “Change Password” and reset the password provided to you. Please ensure that you do not share your login details with others.

Email Communication

Emails to the lecturer must be sent from the Stott’s student email account and vice versa. If students access their emails through a provider other than Stott’s, it is the student’s responsibility to ensure that Stott’s emails are forwarded to the student’s private email address. Stott’s will use email communications as primary means of communicating important enrolment and study information to students.

Course Progress

Students should become familiar with the academic policies and procedures regarding course progress as found on https://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx

To demonstrate satisfactory course progress, a student will need to achieve at least a “Pass” result in at least 50% of units undertaken in each trimester. Where applicable, the student must at all times be capable of completing the course within the expected duration as specified on the Confirmation of Enrolment (CoE).

If the student fails to demonstrate this, they will be identified as a student who is “at-risk” of failing to complete their course within the expected duration. In order to avoid this and to ensure that the student’s study will improve in the subsequent trimester, the student will be required to attend an intervention meeting with the Academic Support Officer (or the relevant Stott’s College representative) to discuss their study needs and appropriate study support strategies. It is crucial that the student attends this meeting to avoid further actions being taken by the College that might seriously affect the student’s enrolment status.

If the student is unable to attend this meeting due to compassionate or compelling circumstances outside of the student’s control, the student will need to e-mail the Academic Support Officer (or Stott’s College representative) to organise an alternative meeting.

Individual and Group Assessments

All assessments will have clear guidelines on whether they must be completed individually or as a formal group assessment. While group discussion is encouraged, the final submission for an individual written assessment must be the student’s original work. All collaboration and assistance received must be clearly acknowledged. See below for information on Plagiarism and other forms of Academic Misconduct.

Assignment Extension of Due Dates

All written assessments must be submitted on Moodle by the due date and time the assessment is due. Written assessments should be submitted with the Assessment Cover Sheet and follow the Written Assessment Formatting Guidelines available on Moodle. Emails and hard copies will not be considered a submission. A duplicate copy of all work submitted must be kept by the student.

Permission to make a late submission of an assignment must be obtained from the unit co- ordinator/ or lecturer. Extension requests for up to 7 days must be submitted in writing to the lecturer before the assessment due date. Having ‘work in other units’ will not be accepted as reasonable grounds for granting an extension. Additionally, excuses involving computers or printers will not be accepted as valid reasons for late submission. It is the student’s responsibility to organise their assessments so that all required work is submitted by the due date.

Where the student’s work is submitted after the due date and compassionate or compelling grounds cannot be established, there will be a penalty of 5% of the total weight of the assessment for each day (including public holidays and weekends) the submission is overdue. Late submissions will only be allowed up to 14 days after the original due date (minus the period for an approved extension, where applicable).

Due Date	Length of                              Form Extension	Approval
Before Due Date	Up to a maximum of     In writing, such as through an e- 7 days                        mail	Lecturer
Before Due Date After Due Date	More than 7 days      Application for Special Consideration Form (Student Portal)	Course Coordinator
	Application for Special Consideration Form (Student Portal) Must be submitted within three (3) days of the due date	Course Coordinator

Absence during Presentations, Exams and Invigilated Tests

If the student is requesting for an extension that is longer than 7 days or unable to complete an assessment (including a presentation or test) due to compassionate or compelling circumstances, the student must complete and submit the Application for Special Consideration Form to the Course Coordinator within three days of the assessment due date. Appropriate evidence and documentation must also be supplied to support the claim. Minor

illnesses (such as headaches, colds and minor gastric upsets) and excuses such as timetable confusion or forgetfulness are not considered to be valid reasons for special consideration. The form is available on the Student Portal.

A deferred or a supplementary examination or online test may be administered as scheduled by the Department. Learners will only be granted one opportunity to take a deferred test.

For learners with life circumstances or personal limitations that may affect their course of study, it is recommended that they contact the Dean or Course Coordinator as soon as possible.

Plagiarism and Academic Misconduct Plagiarism and academic misconduct

Stott’s College aims to produce graduates with attributes of honesty, integrity and ethical

behaviour. Stott’s College expects learners to strive for the best results they can from their own efforts and to gain results that reflect their achievements. It is expected that learners will avoid behaviours that are dishonest such as contract cheating, plagiarism and collusion. It is your responsibility to learn the conventions and become familiar with the policy and procedures relating to academic misconduct.

Contract Cheating

Occurs when a student submits work that has been completed for them by a third party, irrespective of the third party’s relationship with the student, and whether they are paid or unpaid (Harper & Bretag et al 2018).

The consequences and more information can be found in Stott’s College’s Academic Misconduct policy and procedure at https://ae.rtomanager.com.au/

Results or Grade Review

If the student would like to request a review of their assessment results, the student must fill and submit the Application for Review or Remark of Assessment Form (Student Portal on RTO Manager) within 20 working days to the Course Coordinator or delegate. Reviews after this date will not be heard. There will be a charge associated with this application, and any changes made to the results will override the original results and be final.

Student Support

The lecturers and tutors will be able to assist the student regarding unit specific questions or assessment queries. In addition to this, there are a variety of other academic and non-academic support services available to assist learners in their study ranging from how to analyze assignment questions, researching for background reading, structuring answers to rewriting skills and citing and referencing correctly. Please contact your Academic Support Officer in your campus or program for more details. There will also be workshops on library and study skills available throughout the trimester for all students. These workshops are extremely useful for study and they can help learners obtain excellent academic outcomes.

Assessment Grades

Code	Grade (Nomenclature)	Mark	Information
HD	High Distinction	80-100	Outstanding comprehension and demonstration of Unit Learning Outcomes
D	Distinction	70-79	Excellent comprehension and demonstration of Unit Learning Outcomes
C	Credit	60-69	Sound comprehension and demonstration of Unit Learning Outcomes
P	Pass	50-59	Satisfactory comprehension and demonstration of Unit Learning Outcomes
PSA	Pass Supplementary Assessment	50	Awarded a Pass after successfully passing a supplementary assessment
N	Fail	Below 50%	Fails to achieve Satisfactory comprehension and demonstration of Unit Learning Outcomes
R	Resit	45-49	Interim grade pending result of supplementary assessment. Success in the supplementary assessment will result in a PSA. If resulting in unsuccessful result, N. IMPORTANT: Only learners who have attempted all assessment tasks in the unit may be eligible for a supplementary assessment.
ND	Deferred Result	–	Interim grade pending result of a deferred exam
DNS	Did Not Sit Exam	0-60	Completed some assessments of the unit but did not attempt final exam
DNA	Did Not Attempt Unit	0	Enrolled in unit, did not withdraw but did not attempt any unit assessments
Q	Did Not Make Terms	0-100	Failed unit for any other reason
W	Withheld Result	–	Results withheld for non-payment of fees, outstanding library books other administrative reasons
CT	Credit Transfer	–	Unit previously completed at another Higher Education Provider and deemed equivalent
RPL	Recognition of Prior Learning		Awarding of credit for unit other than Credit Transfer, i.e. completion of lower AQF level course and subsequent credit exemptions

Version Control

Version	19 01 2021
Study Period	Trimester 3-2021
Reviewer	Tertiary Program Manager & Director of Curriculum Note to Educator/Trainer: The layout and structure of this document must not be changed. Any changes you make to the contents must be reported to the Head of Discipline before each study period. These changes will be recorded.
Date of Review	January 2022

Document Change and Review log

Provide details of changes made to the document and the rationale for the changes, including student feedback, continuous improvement, or as part of quality assurance review

Date	Version	By	Notes
30/5/2022	2	Matt Jackman/SL	Fully asynchronous online; changed assess 1 and more weight on participation (A 4)
12/9/2022	3	SL	Changed annotated bibliography to online quiz
20/01/2023	4	Jonas Q. Klutsey (JQK)	Assessment 3: Reflective posts for the two Activity Platforms are limited to a total of six (6), down from 24.
20/01/2023	4	JQK	Assessment 4: Quiz broken into three – Weeks 4, 8, and 12. Percentage of mark increased from 15% to 30%.

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