Outline

Overview

Students are placed in one off-campus clinic, hospital, or other setting 6-week block attending a minimum of 4 days per week (or equivalent). Over the semester they manage a varied child or adult caseload, participate in a variety of clinical service and multidisciplinary team activities. Note: students are required to complete one adult and one paediatric community placement. If this placement is paediatric, CSCD4055 will be adult and vice versa. If this is a student’s penultimate paediatric, they are required to be nearing entry level on the COMPASS assessment. If it’s a student’s adult or final paediatric or adult placement they are required to be at entry level on the COMPASS assessment.

Unit details and rules

Academic unit	Communication Sciences
Credit points	12
Prerequisites ?	(CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	CSCD4055
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Robyn Johnson, robyn.johnson@sydney.edu.au
Lecturer(s)	Elizabeth Bourne, elizabeth.bourne@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Orientation and clinical meetings Orientation	0%	Multiple weeks	2 hours
Outcomes assessed:
Placement	COMPASS® Competency assessment	0%	Multiple weeks	Mid (formative) and end placement
Outcomes assessed:
Assignment	Final clinical paperwork Documentation	0%	Multiple weeks	5 pages
Outcomes assessed:
Assignment	Initial clinical paperwork Documentation	0%	Multiple weeks	5 pages
Outcomes assessed:
Assignment	Professional portfolio Portfolio	0%	Multiple weeks	As per specifications on Canvas
Outcomes assessed:
= hurdle task ?

Assessment summary

Orientation and clinical meetings: Students must attend orientation activities prior to, and at the commencement of block placements, and clinical meetings with their clinical educator during placements.
Initial clinical paperwork: Students must complete a work health and safety checklist and a learning agreement, designed to facilitate discussion of the structure and content of the placement between the clinical educator(s) and student.
COMPASS®: Students’ clinical performance is assessed using the COMPASS® (competency assessment in speech pathology) tool in the middle and at the end of the placement. It will be completed by the clinical educator and submitted online at mid-placement and within one week of completion of the placement. Final grades are determined by the unit of study coordinator.
Final clinical paperwork: At the end of the placement, students must submit their final learning agreement, a summary log of clinical practice hours, and an online clinical placement evaluation.
Portfolio (after final placement only): Students prepare a professional portfolio collating their experiences and skills. The portfolio folder will include an introduction, adult practice documents, child practice documents, professional documents and graduate development plans.

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in being awarded a Fail grade. Detailed information for each assessment can be found on Canvas.

Nearing entry level is required for students in their penultimate paediatric placement and entry level is required for students in their adult placement or if this is their final clinical placement on COMPASS®.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply (https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0).

An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

This unit is graded as SR - Satisfied Requirements (pass) or FR - Failed requirements only

Result name	Mark range	Description
Satisfied Requirements	SR	This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.
Fail	FR	This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Multiple weeks	Adult OR child placement. Students attend placement for 6 weeks, with 4 days per week of client contact and 1 day per week of planning and preparation. Please note the hours estimated below are the total working time for the placement. Students will keep a log of their clinical practice hours. Clinical practice hours will be fewer than the total working time of the placement.	Placement (228 hr)

Attendance and class requirements

Attendance: Clinical placements are scheduled from January to December. This unit of study consists of a full time 6 week block placement or equivalent. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days) unless otherwise directed (e.g. if placement components can be completed remotely). The fifth day each week is allocated for preparation and reading and you may be required to attend either on or off site by your clinical educator(s).

Failure to meet attendance requirements may prevent students from satisfactorily completing this unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

To assist clinical learning, you are expected to refer to:

- COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 – to be found online https://compass.speechpathologyaustralia.org.au/

- - Professional Standards for Speech Pathologists in Australia 2021 https://www.speechpathologyaustralia.org.au/SPAweb/Resources_for_Speech_Pathologists/CBOS/Professional_Standards.aspx

- Off campus Placement information available on the WIL Speech Pathology Placements Canvas site)

- Academic lecture materials relevant to the caseload(s) at the placement site.

- Stagnitti, K., Schoo, A., & Welch, D. (Eds.). (2013). Clinical and fieldwork placement in the health professions (2nd ed.). Melbourne, Australia: Oxford University Press.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

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

LO1. Demonstrates nearing entry or entry level skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy
LO2. Demonstrates nearing entry or entry level skills of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, professional development, and peer and collegial learning
LO3. Demonstrates nearing entry or entry level skills in person/family/community-centred and culturally safe speech pathology practice, including assessment, diagnostics, reporting, and service planning and delivery

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response 3.6. Support development of the profession

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.a		We practise competently within the limits of our scope of practice.
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c		We use evidence-based practice principles and processes.
1.1.d		We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice.
1.1.e		We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent.
1.1.f		We substantiate our decisions and take responsibility for our actions.
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2.a		We comply with government legislation, regulations and codes of conduct.
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.2.c		We carry out our roles and manage our workload in accordance with our workplace policies, priorities and protocols and subject to law.
1.3.a		We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b		We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c		We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d		We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e		We contribute to evaluating service provision outcomes against service goals.
1.3.f		We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches.
1.3.g		We demonstrate digital literacy across practice areas and tasks.
1.4.a		We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b		We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d		We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.5.a		We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.5.b		We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication.
1.5.c		We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice.
1.5.d		We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e		We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law.
1.5.f		We maintain accurate, timely, complete and secure records of practice.
1.6.a		We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve.
1.6.b		We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities.
1.6.c		We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals.
1.7.a		We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders.
1.7.b		We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities.
1.7.c		We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d		We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e		We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
2.1.a		We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b		We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts.
2.2.a		We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.2.b		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
2.3.a		We establish, review and revise goals for our professional development, informed by insights from self-reflection; feedback from others; current and emerging evidence, policies and community priorities; and workplace practices and priorities.
2.3.b		We develop a plan to progress our professional development goals.
2.3.c		We advocate for our professional development needs.
2.4.a		We participate in professional development, supervision and/or mentoring to develop knowledge and skills relevant to our roles and to maintain currency.
2.4.b		We engage in development opportunities, supervision and mentoring to enable responsive and reflective services that meet the preferences and needs of people from diverse cultural, language and social backgrounds.
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6.a		We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
2.7.a		We generate possibilities for advancing practice by challenging ideas, asking questions and being open to opportunities.
2.7.b		We share the outcomes of quality evaluations and service benchmarking with stakeholders.
2.7.c		We participate in research that contributes to the evidence base of the profession.
2.7.d		We engage in ethical, inclusive and rigorous research.
2.7.e		We plan and conduct research and share research outcomes in collaboration with individuals, their families and social networks, as well as community leaders, Elders and organisations representing diverse cultural, language and social backgrounds.
2.7.f		We ensure research with Aboriginal and Torres Strait Islander peoples and communities responds to local priorities, is planned with and led by community members, and ensures community access, input and influence over how the results are used.
3.1.a		We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2.a		We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns.
3.2.b		We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment.
3.2.c		We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
3.2.d		We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders.
3.3.a		We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
3.3.b		We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
3.3.c		We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
3.4.a		We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b		We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations.
3.4.c		We identify how intervention or service response outcomes will be measured.
3.4.d		We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.
3.5.a		We implement the agreed intervention or service response that is responsive to the capability and progress of the individual or community.
3.5.b		We collect, record, analyse and share data to evaluate • the fidelity of the intervention or service response • the appropriateness of the goals, plans and approaches being used • the progress towards and acquisition of individual and community goals • the timing of and engagement with other services and supports as needed • when the intervention or service response will be complete.
3.5.c		We continually refine goals and modify the implementation of the intervention or service response to meet the needs of the individual or community.
3.5.d		We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.
3.6.a		We participate in activities and provide education and/or practice-based learning opportunities to develop and advance the future speech pathology workforce and profession.
3.6.b		We contribute to building a diverse workforce.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit of study has changed from the previous unit with the same code. It is now a 6 week placement that is either adult or child, rather than a child placement. [It is worth noting that CSCD4055 has also changed to be either adult or child rather than an adult placement. CSCD4055 Advanced Practice Community I is the first off campus placement unit and CSCD4056 Advanced Practice Community II is the second. Students will complete one adult and one child placement in these two units of study.] Changes have been made to reflect the new Speech Pathology Australia Professional Standards.

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/

The handbook also includes specific Clinical Education information on your course:

https://www.sydney.edu.au/handbooks/medicine_health/coursework/speech_pathology.shtml

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

In particular, students are directed to review the FMH – Sydney School of Health Sciences Placement Provisions (2020). https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0
When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121

Work, health and safety

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at:

https://www.sydney.edu.au/students/clinical-placement-checks.html

Ensure your verification status is up to date. Students who are not verified will NOT be able to attend placement.

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette. Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

Students must comply with the latest public health orders regarding COVID-19 (if any), as well as any site specific guidelines.

Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

Consistent with New South Wales WHS legislation, students are required to complete a WHS induction within the first few days of placement, and if relevant, at any time their placement requires them to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to students to ensure they have been inducted appropriately. Similarly, students are responsible for demonstrating they are aware of and know how to manage risk appropriately. Students should complete the WHS Checklist in Sonia to indicate this.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD4056: Advanced Practice Community II

Intensive March, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect