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Unit outline_

HSBH1005: Human Development

Semester 2, 2021 [Normal day] - Remote

This unit of study considers the important bio-psycho-social and functional changes that occur across the lifespan. Understanding bio-psycho-social factors associated with healthy human development is important for addressing our major national health priority areas. Areas discussed include healthy child development, the family's impact on health, adolescent risk taking behaviour, mental health, social relationships and social support, dementia, healthy ageing and chronic diseases across the lifespan.

Unit details and rules

Academic unit Department of Medical Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Andrew Campbell, andrew.campbell@sydney.edu.au
Type Description Weight Due Length
Online task Short Answer Quiz 1
Tutorial Short Answer Quiz 1 (Week 4) - 5 questions worth 2 marks each.
10% Week 04 20min
Outcomes assessed: LO1 LO4 LO3
Assignment group assignment Podcast 1
Short podcast on current day Adolescent Development challenges
15% Week 05 10 min Voice Recorded Assignment
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Online task Short Answer Quiz 2
Tutorial Short Answer Quiz 2 (Week 8) - 5 questions worth 2 marks each.
10% Week 08 20min
Outcomes assessed: LO1 LO4 LO3
Assignment group assignment Podcast 2
Short podcast on future Ageing challenges in Australia
15% Week 10 10 min Voice Recorded Assignment
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Essay
Evaluation of Human Development research and/or public health policy.
35% Week 12 1250 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Online task Short Answer Quiz 3
Tutorial Short Answer Quiz 3 (Week 13) - 5 questions worth 2 marks each.
10% Week 13 20min
Outcomes assessed: LO1 LO4 LO3
Online task Discussion Board Engagement
Student attendance and engagement in Lecture and Tutorial topics.
5% Week 13 Weekly from Weeks 2 - 13
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Group assignment with individually assessed component = group assignment with individually assessed component ?

Assessment summary

All assessments and tasks for HSBH 1005 – Human Development will evaluate both knowledge obtained during the unit, as well as critical thinking practices of research and policy that leads to promoting a healthy human lifespan.
 

Assessment summary:

  • Online Discussion Board Engagement: Students are to post and reply to comments from class members and teaching staff on a weekly basis to promote group learning and to register weekly attendance.
     
  • Short Answer Quizs 1 – 3: Five questions, in each quiz given (15 questions in total across the semester) will be given in tutorials for student to write an answer to in less than 25 words each and submit via Turn-it-in for marking by their tutor. These quizes will assess understanding of Human Development knowledge taught in lectures and tutorials in preceeding weeks.
     
  • Podcasts 1 – 2: Two, seperate, group assignments will ask students to voice record an answer and submit online in regards to discussing evidence and possible solutions for (1) a key developmental challenge for contemporary Adolescents and; (2) discussion of challenges for an Ageing Australian population.
     
  • Essay: Students will submit online via Turn-it-in a major essay that will answer 1 of 4 possible essay questions provided for students to choose from. Each of the questions will ask the student to evaluate research and/or public health policy regarding a Human Development health and wellbeing issue.​

Please NOTE: More detailed information (e.g. assessment rubrics) and submission instructions will be published on Canvas along with detailed information for each assessment. 

Assessment criteria

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

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University Guidelines, submitted assessments are deducted 5% of possible marks, per day, for 10 working days. Upon the end of 10 working days, assignments will not be marked and a 0 grade given.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to human development Lecture (2 hr) LO1 LO4 LO6
Week 02 Biological foundations: heredity, prenatal development and birth Lecture (2 hr) LO1 LO2 LO3 LO4 LO6
Human development research methods Tutorial (1 hr) LO3 LO4 LO5
Week 03 Tools for exploring the world: physical, perceptual, and motor development Lecture (2 hr) LO1 LO2 LO3 LO6
Cognitive development in infancy Tutorial (1 hr) LO1 LO2 LO3 LO4
Week 04 Entering the social world: socioemotional development in infancy and early childhood Lecture (2 hr) LO1 LO2 LO3 LO4 LO6
Gender roles Tutorial (1 hr) LO1 LO2 LO3 LO4
Week 05 Off to school: cognitive and physical development in middle childhood Lecture (2 hr) LO1 LO2 LO3 LO4 LO6
Preparation for quiz and practice questions Tutorial (1 hr) LO3 LO4 LO5
Week 06 Writing workshop for assessment 2 Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
Writing workshop for assessment 2 Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Week 07 Expanding social horizons: socioemotional development in middle childhood Lecture (2 hr) LO1 LO2 LO3
Group dynamics and social media impact on development Tutorial (1 hr) LO1 LO2 LO3 LO6
Week 08 Rites of passage: physical and cognitive development in adolescence Lecture (2 hr) LO1 LO2 LO3 LO6
Moving into the adult social world: socioemotional development in adolescence Tutorial (1 hr) LO1 LO2 LO3 LO4 LO6
Week 10 Becoming an adult: physical, cognitive, and personality development in young adulthood Lecture (2 hr) LO1 LO2 LO3 LO4 LO6
Being with others: forming relationships in young and middle adulthood Tutorial (1 hr) LO1 LO2 LO3 LO6
Week 11 Making it in midlife: the biopsychosocial challenges of middle adulthood Lecture (2 hr) LO1 LO2 LO3 LO4
Working and relaxing Tutorial (1 hr) LO1 LO2 LO3 LO6
Week 12 The personal context of later life: physical, cognitive, and mental health issues Lecture (2 hr) LO1 LO2 LO3 LO4
Social aspects of later life: psychosocial, retirement, relationship, and societal issues Tutorial (1 hr) LO1 LO2 LO3 LO4 LO6
Week 13 Dying and bereavement Lecture (2 hr) LO1 LO2 LO3 LO4
Exam preparation Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

This unit will be delivered fully online in Semester 2, 2021 given COVID-19 outbreak in NSW. If lectures and tutorials are permitted to return to campus the Unit of Study Coordinator will inform students of this option when available.

Compulsory attendance of 80% of scheduled classes (lectures and tutorials) is required. Penalties for under 80% of tutorial attendance may be imposed by the unit of study coordinator.

If you are unable to access or attend any of the scheduled lectures or tutorials, you must apply for special consideration.

All assessments for HSBH 1005 – Human Development must be attempted, and submitted, in order to be eligible to pass the unit. Non-attempt of all assessments will result in an AF (Absent Fail) grade.

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The following reference is RECOMMEND – not compulsory.

Kail, R.V., & Cavanaugh, J.C. (2018). Human Development A Life-Span View (8th Edition). e-Book by Cengage is recommended:

https://au.cengage.com/c/human-development-a-life-span-view-44-8th-edition-8e-kail-cavanaugh/9781337554831/

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. Analyse the interplay between age, bio-psycho-social factors, environment and culture on health and behaviour
  • LO2. Engage in critical discussion about health concerns of individuals across the lifespan
  • LO3. Engage in evidence-based evaluations of current health research, initiatives and controversies
  • LO4. Critically evaluate the robustness of research carried out on health conditions across the lifespan
  • LO5. Synthesise research into a critical argument
  • LO6. Participate in discussion about research that is applied to lifespan health

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This unit of study has been revised to be delivered entirely online with smaller assessment weighting distributed across the semester.

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.