190612-Curriculum-Ctee-agenda-with-attachments.pdf - The ...

File Ref: F68752

1

6th June 2019

MEMBERS OF THE CURRICULUM COMMITTEE

Pro Vice-Chancellor (Education) as Chair (Professor Peter J. Dean) Dean of Postgraduate Coursework Studies (Professor Graham Brown) (Deputy Chair) Nominee of the Chair of Academic Board (Professor Robyn Carroll) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Ms Katie Bergs) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Associate Director, Student Services (Mr Tim Martin) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Mr Lincoln Aspinall) Nominee of the President of the Postgraduate Students’ Association (Mr Alexander Sparrow) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Associate Professor Dianne Hesterman) Faculty of Health and Medical Sciences (Dr Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) School of Indigenous Studies (Mr Mel Thomas)

IN ATTENDANCE Ms Kathrin Stroud, Office of the Pro Vice-Chancellor (Education) Ms Jessica Stubbs, Office of the Pro Vice-Chancellor (Education)

CURRICULUM COMMITTEE MEETING – WEDNESDAY 12TH JUNE 2019

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 12th June in the Senate Room.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda, which relates to items for communication, is to be dealt with en bloc by motion of the Chair. Part 2 of the agenda relates to items for decision to be dealt with en bloc by motion by the Chair. Part 3 is for discussion. A member may request the transfer of an item from Part 1 and/or Part 2 to Part 3.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Pro Vice-Chancellor (Education)

WELCOME

The Chair will welcome members to the meeting of the Curriculum Committee.

APOLOGIES

http://www.uwa.edu.au/people/helene.jaccomard

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

mailto:[email protected]

File Ref: F68752

2

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via [email protected]) prior to the meeting.

DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF: F68752

Confirmation of the:

• minutes of last meeting 8th May 2019; and• noting of decisions 31 May 2019.

Minutes are available from the Committee’s web page.

PART 1 – ITEM(S) FOR COMMUNICATION TO BE DEALT WITH EN BLOC

Members will note that the attached (Attachment A) changes to Postgraduate Coursework Courses have been approved by the Dean of Postgraduate Coursework Studies via delegated authority of the Committee, effective from 2020:

• 30240 Graduate Diploma in Educational Leadership (articulated): Australian Qualification Framework(AQF) Outcomes (A3)

• 31650 Master of Educational Leadership (thesis and coursework): Australian QualificationFramework Outcomes (A8)

• 70230 Graduate Certificate in Autism Diagnosis: Experiential Learning (A11)

For noting.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

2. RESCISSION OF UNITS IN UWA COURSES FROM 2020

TRIM Code Title Curriculum F31491 ABUS2290 Cultural Foundations of Asian Business None F31502 ABUS3204 Models of Asian Business

F44092 ACCT1113 De-mystifying Accounting

F31810 ACCT3202 Advanced Corporate Accounting

F31912 ACCT4451 Behavioural Accounting

F31914 ACCT4462 Accounting, Organisations and Society

F43413 ARCT5503 Built Work: Architecture in Construction

F43391 ARCT5516 Daguerre to Digital

F43395 ARCT5584 Publications

F43396 ARCT5585 City as Site

F32191 CLAN3007 The Majesty of the Roman Empire

F32306 ECON1141 Australian Economic History

F31483 ECON3203 Asia in the World Economy


http://www.worldclasseducation.uwa.edu.au/committees/education-committee/curriculum-committee

File Ref: F68752

3

F32351 ECON3204 Finance and Economics for Minerals and Energy

F31480 ECON3372 Advanced Mathematics for Economists

F74737 EDUC3001 Teaching in Asia Project

F48320 EDUC5524 Teaching and Researching with Mobile Technologies

F41123 EDUC5547 Music Teaching and Learning: Philosophies and Pedagogies

F41126 EDUC5548 Music Teaching and Learning in Context

F36435 EDUC5641 History of Education F36438 EDUC5662 Action Research and Curriculum Innovation

F41010 EDUC5642 Leading Teaching and Learning

F41011 EDUC5643 Leading Assessment and Accountability

F41014 EDUC5645 Leading Curriculum Innovation

F41122 EDUC5646 Teaching in New Learning Spaces

F47289 EDUC9823 MEd Thesis (full-time)

F47290 EDUC9827 MEd Thesis (part-time)

F59250 HIST5504 History and Heritage

F31503 INMT3231 Decision Making

F31504 INMT3234 Information Systems Management

F46976 INMT5410 Advanced Topics in Information Management

F43457 INMT5506 Information Management Research

F31759 LACH3030 Plants and Landscape Systems

F31741 MATH1001 Mathematical Methods 1

F31743 MATH1002 Mathematical Methods 2

F32358 MEMS4101 Interdisciplinary Core Seminar 1: Reading the Pre-modern World

F32359 MEMS4102 Interdisciplinary Core Seminar 2: Interpreting the Pre-modern World

F41716 MEMS4140 Dissertation (MEMS) 1

F41717 MEMS4141 Dissertation (MEMS) 2

F43467 MGMT5509 Advanced Management

F43468 MGMT5510 Strategic Capabilities and Organisational Success

F43469 MGMT5515 Managing Organisational Knowledge and Innovation

F43486 MGMT5626 Corporate Entrepreneurship

F43487 MGMT5627 Managing Strategic Networks

F43488 MGMT5638 Small Business Excellence

F43496 MGMT5783 Business Research Report

F43502 MGMT6796 Advanced Research Seminar I

F43503 MGMT6797 Advanced Research Seminar II

F43504 MGMT6798 Advanced Research Seminar III

File Ref: F68752

4

F43505 MGMT6799 Advanced Research Seminar IV

F43511 MKTG5409 Advanced Contemporary Topics in Marketing

F32035 MUSC1310 Communication Skills in Music

F32119 MUSC3352 Music and Identity

F32052 MUSC3521 Digital Audio

F72972 MUSC5001 Curriculum and Practice: Creativity in the Classroom Core in 12550 Master of Music International Pedagogy (coursework and dissertation) & 12570 Master of Music International Pedagogy (coursework) – courses are to be rescinded following teach out

F72973 MUSC5002 Curriculum Foundations

F72974 MUSC5003 Foundations in Music Pedagogy

F72985 MUSC5004 Instructional Design

F72986 MUSC5005 International Music Methodologies

F72987 MUSC5006 Music Education: A Catalyst for Social Change

F72988 MUSC5007 Rehearsal and Classroom Music Pedagogy

F73027 MUSC5008 Research and Literature Review

F73025 MUSC5009 Research Literacy

F73028 MUSC5010 Synthesis of Research and Music Pedagogy

F73026 MUSC5011 International Pedagogy Dissertation (or approved equivalent) Part 1

F73029 MUSC5012 International Pedagogy Dissertation (or approved equivalent) Part 2

F43908 PHCY9901 Doctoral Thesis (full-time) 50830 Doctor of Clinical Pharmacy – course to be rescinded

F43909 PHCY9902 Doctoral Thesis (part-time)

F42095 VISA2268 Surrealism None

F59621 SHPC5001 Advanced Scientific Computation 70260 Graduate Certificate in Scientific and High Performance Computing – course to be rescinded

F59623 SHPC5002 High Performance Scientific Computing

F72676 SVLG2001 Community Impact Studies None

Members will note that the units listed above are no longer required in any course.

The Chair recommends that the Curriculum Committee approve that the units listed above be rescinded effective from 2020.

3. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2020

Planned annual changes to undergraduate curriculum may occur at the unit level and/or major level and/or honours level and will need to take place, where relevant, in line with the University Policy on Changes to Units and University Policy on Courses – Undergraduate.

To this end, the Committee is asked to consider the following change proposals:

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP11%2F46



File Ref: F68752

5

Faculty of Arts, Business, Law and Education

Item TRIM Curriculum item Change summary Att F29282 MJD-CMMST Communication and Media Studies • Change to unit sequence

• Change to about thiscourse

• Change to learningoutcomes

• Change to experientiallearning

B1

The Chair recommends that the Curriculum Committee approve the proposed changes to MJD-CMMST Communication and Media Studies, as set out in the attachments, effective from 2020.

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Change summary Att F29732 MJD-PLMED Pathology and Laboratory Medicine • Change to unit sequence B4

The Chair recommends that the Curriculum Committee approve the proposed changes to MJD-PLMED Pathology and Laboratory Medicine, as set out in the attachments, effective from 2020.

4. CHANGES TO POSTGRADUATE CURRICULUM FROM 2020

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.



Item TRIM Curriculum item Change summary Att F5231 42620 Master of Economics (coursework or

coursework and dissertation) • Change to unit sequence C1

F35118 31520 Master of Teaching (coursework) • Change to additional rules C3

F80377 32550 Master of Teaching – Secondary (coursework) • Change to unit sequence• Change to admission

rules• Change to articulation and

exit awards• Change to additional rules

C6

The Chair recommends that the Curriculum Committee approve the proposed changes to 42620 Master of Economics (coursework or coursework and dissertation); 31520 Master of Teaching (coursework) and 32550 Master of Teaching – Secondary (coursework) as set out in the attachments, effective from 2020.

Item TRIM Curriculum item Change summary Att F71383

F74267

12550 Master of Music International Pedagogy (coursework and dissertation) 12570 Master of Music International Pedagogy (coursework)

• Rescinded immediatelywith no students eligible tore-enrol

D1

http://www.universitypolicies.uwa.edu.au/search?method=document&id=UP11%2F46


File Ref: F68752

6

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the courses:

• 12550 Master of Music International Pedagogy (coursework and dissertation);and• 12570 Master of Music International Pedagogy (coursework);

be rescinded immediately with no students eligible to re-enrol, effective from 2020.


Item TRIM Curriculum item Change summary Att F14795 90670 Master of Health Professions Education (thesis

and coursework) • Change to additional rules E1

The Chair recommends that the Curriculum Committee approve the proposed changes to 90670 Master of Health Professions Education (thesis and coursework) as set out in the attachments, effective from 2020.

Item TRIM Curriculum item Change summary Att F12828 50830 Doctor of Clinical Pharmacy • Rescinded immediately

with no students eligible tore-enrol

F1

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the course 50830 Doctor of Clinical Pharmacy, be rescinded immediately with no students eligible to re-enrol, effective from 2020.

Faculty of Engineering and Mathematical Sciences

Item TRIM Curriculum item Change summary Att F15003 62510 Master of Information Technology (coursework) • Change to unit sequence G1

The Chair recommends that the Curriculum Committee approve the proposed changes to 62510 Master of Information Technology (coursework), as set out in the attachments, effective from 2020.

Item TRIM Curriculum item Change summary Att F58913 70260 Graduate Certificate in Scientific and High

Performance Computing • Rescinded immediately

with no students eligible tore-enrol

H1

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the course 70260 Graduate Certificate in Scientific and High Performance Computing, be rescinded immediately with no students eligible to re-enrol, effective from 2020.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

5. NEW UNDERGRADUATE UNATTACHED ELECTIVE UNITS FROM 2020

Members are asked to consider the following proposed new unattached elective units for offering from 2020:

Item TRIM Curriculum item Degree Att

F19/1514 PUBH2291 Global Health Field Trip BBiomedSc

I1

The Chair recommends that the Curriculum Committee: approve PUBH2291 Global Health Field Trip as an

File Ref: F68752

7

undergraduate unattached elective, for offering from 2020.

6. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2020

Planned annual changes to undergraduate curriculum may occur at the unit level and/or major level and/or honours level and will need to take place, where relevant, in line with the University Policy on Changes to Units and University Policy on Courses – Undergraduate.


Bachelor of Arts

Item TRIM Curriculum item Change summary Att F29647 F19/1437

MJD-HYART History of Art HART2370 Global Art Histories

• Change to unit sequence• 1 new unit

J1

F29697 F19/1460

F31759

MJD-LDARC Landscape Architecture LACH2050 Plants and Landscape Systems

LACH3030 Plants and Landscape Systems

• Change to unit sequence• 1 new unit• 1 rescinded unit

J7

F62291 F19/1460 F19/1451

F68450

HON-LWSOC Law and Society LAWS4227 Foundations of Law and Legal Institutions LAWS5260 Intersections of Law, Policy and Government

COMM4604 Media Governance

• Change to unit sequence• 2 new units• 1 rescinded units

J12

The Chair recommends that the Curriculum Committee:

• approve the proposed changes to MJD-HYART History of Art and associated new unit proposal(HART2370);

• approve the proposed changes to MJD-LDARC Landscape Architecture and associated new unitproposal (LACH2050);

• approve the proposed changes to HON-LWSOC Law and Society and associated new unit proposals(LAWS4227 & LAWS5260);

• approve the rescission of the units (LACH3030 & COMM4604); and• recommend to the Academic Council that the status of Broadening Category A for HART2370 Global

Art Histories, be approved;

as set out in the attachments, effective from 2020.

7. CHANGES TO POSTGRADUATE CURRICULUM FROM 2020

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.




F55917

F19/1460 F19/1451

21340 Graduate Diploma in Law, Policy and Government 21530 Master of Law, Policy and Government (coursework) LAWS4227 Foundations of Law and Legal Institutions LAWS5260 Intersections of Law, Policy and

• Change to unit sequence• 3 new units

K1




http://www.universitypolicies.uwa.edu.au/search?method=document&id=UP11%2F46


File Ref: F68752

8

F19/1430 Government LAWS5577 Space Law, Satellites and Drones

F55915 F55913

F19/1460 F19/1430

21520 Master of International Law (coursework) 21510 Master of International Commercial Law (coursework) LAWS4227 Foundations of Law and Legal Institutions LAWS5577 Space Law, Satellites and Drones


K6

The Chair recommends that the Curriculum Committee approve the proposed changes to:

• 21340 Graduate Diploma in Law, Policy and Government; 21530 Master of Law, Policy andGovernment (coursework); 21520 Master of International Law (coursework); 21510 Master ofInternational Commercial Law (coursework) and associated new unit proposals (LAWS4227,LAWS5260 & LAWS5577), as set out in the attachments, effective from 2020.



F14794

F19/1210

91340 Graduate Diploma in Health Professions Education 90570 Master of Health Professions Education (coursework and dissertation) PUBH5705 Health Program Evaluation

• Change to unit sequence• 1 new unit

L1

F35794

F6562

F35124

F35125

F19/1210 F19/1517

91230 Graduate Certificate in Population Health Studies 91550 Master of Public Health (coursework or coursework and dissertation) 92550 Master of Public Health (coursework or coursework and dissertation) 92560 Master of Public Health (coursework and dissertation) PUBH5705 Health Program Evaluation PUBH5721 Public Health Field Trip


L8

The Chair recommends that the Curriculum Committee approve the proposed changes to:

• 91340 Graduate Diploma in Health Professions Education and 90570 Master of Health ProfessionsEducation (coursework and dissertation) and associated new unit (PUBH5705);

• 91230 Graduate Certificate in Population Health Studies; 91550 Master of Public Health (courseworkor coursework and dissertation); 92550 Master of Public Health (coursework or coursework anddissertation) and 92560 Master of Public Health (coursework and dissertation) and associated newunit (PUBH5721).

as set out in the attachments, effective from 2020.

Item TRIM Curriculum item Change summary Att F35044 F19/1562 F19/1566 F19/1569 F19/1588 F19/1570 F19/1570 F19/1567 F19/1563

90850 Doctor of Medicine SRUR5331 Rural Specialisation—Research Unit 1 SRUR5341 Rural Specialisation—Research Unit 2 SRUR5332 Rural Specialisation—Service Learning Unit 1 SRUR5342 Rural Specialisation—Service Learning Unit 2 SMED5331 Research Unit 1 SMED5341 Research Unit 2 SMED5332 Service Learning Unit 1 SMED5342 Service Learning Unit 2

• Change to unitsequence

• Change to about thiscourse

• Change to AQF details• Change to admission

requirements• Change to additional

rules

M1

File Ref: F68752

9

• 8 new units

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the proposed changes to 90850 Doctor of Medicine and associated new unit proposals(SRUR5331, SRUR5341, SRUR5332, SRUR5342, SMED5331, SMED5341, SMED5332 & SMED5342 ), as set out in the attachments, be approved, effective from 2020.

Members will note that this is proposed in conjunction with items 8.2.1 and 9.2 below.

8. NEW UNDERGRADUATE CURRICULUM PROPOSAL FROM 2020

Members are asked to consider the Academic Proposal for the offering of new majors. Members are encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on Courses – Undergraduate.


Item TRIM Curriculum item Att

F19/1277 F19/1246

MJD-GNWST Gender Studies GEND2903 Sex, Gender, Technology and Science N1

Members will note that the above major is to be offered as a second major only.

F19/773 F18/1247

MJD-CRIMN Criminology HIST2222 American Outlaws: Crime and Punishment in the United States

N13

For discussion, endorsement and referral to the Academic Council.



F19/920 MJD-IMSCP Integrated Medical Sciences and Clinical Practice IMED3111 Integrated Medical Systems 1 IMED3112 Integrated Medical Systems 2

O1

Members will note that this is proposed in conjunction with items 7.2.3 above and 9.2 below.


9. NEW POSTGRADUATE CURRICULUM PROPOSALS FROM 2020

Members are asked to consider the Academic Proposals for the offering of a new course. Members are encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on: Courses – Postgraduate Coursework:


Item TRIM Curriculum item Att F19/774 F19/854

25340 Graduate Diploma in Building Information Modelling 25360 Graduate Diploma in Building Information Modelling (Online)

P1

F18/3718 F19/1427 F19/1428 F19/1518

21380 Graduate Diploma in Insurance Law LAWS5890 Insurance Claims and Dispute Resolution LAWS5891 Principles and Practice of General Insurance Law LAWS5892 Principles and Practice of Life Insurance Law

P6


http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0010/3399832/Academic-course-development-criteria-UG-and-Honours.pdf



http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0004/3399835/PG-Course-criteria.pdf



File Ref: F68752

10



F19/928 F19/1568 F19/1561 F19/1562 F19/1566 F19/1569 F19/1588 F19/1570 F19/1570 F19/1567 F19/1563

91850 Doctor of Medicine IMED3111 Integrated Medical Systems 1 IMED3112 Integrated Medical Systems 2 SRUR5331 Rural Specialisation—Research Unit 1 SRUR5341 Rural Specialisation—Research Unit 2 SRUR5332 Rural Specialisation—Service Learning Unit 1 SRUR5342 Rural Specialisation—Service Learning Unit 2 SMED5331 Research Unit 1 SMED5341 Research Unit 2 SMED5332 Service Learning Unit 1 SMED5342 Service Learning Unit 2

Q1 O6 O11 M10 M14 M18 M23 M28 M30 M32 M35

By way of background members are advised that in 2018 a full faculty meeting of the Faculty of Health and Medical Sciences had been called by six academic staff members of the faculty, to consider issues relating to the Doctor of Medicine (MD) course (90850). The full faculty meeting had taken place on 19 July 2018 and the following two motions were carried by a majority of votes:

• “Resolved R18/18 - That an urgent curriculum review be conducted, coordinated by the Medical Schooland facilitated by an independent external expert in medical education, with experience in AMCaccreditation.”

• “Resolved R19/18 - That the Medical Program should, according to AMC standards, demonstratehorizontal and vertical integration and articulation with subsequent stages of training. It thereforerequires a transparent, integrated and resourced governance structure ensuring that can occur.”

Members will note that the first dot point above (Stage 1) was an informal process, which was completed in Semester 2 2018, to improve the student experience and to support the preparation of the documentation for re-accreditation of the MD program. The proposed changes for 2020 are in response to the second dot point above (Stage 2).


10. NEXT MEETING

The next meeting of the Curriculum Committee will be held on Wednesday 10th July at 2pm in the Senate Room. The cut-off date for submission of items for the committee’s agenda is Wednesday 26thJune. Please refer any issues for discussion to the Executive Officer, Ms Kath Williams [email protected].


1

Active postgraduate coursework course as at 01-01-2020

30240 Graduate Diploma in Educational Leadership(articulated)

TRIM: F38885ID: 209

Administrative details

Faculty Arts, Business, Law and Education

ResponsibleOrganisationalEntity

Graduate School of Education

Coordinator Professor Tom O'Donoghue

Availability ofcourse for 2020

Available for new enrolments

Details

Course code 30240

Title Graduate Diploma in Educational Leadership (articulated)

Abbreviation ofaward

GradDipEdL

Type of degreecourse

Graduate Diploma

AQF course type andlevel

Graduate Diploma — Level 8

Structure type Named

CRICOS code 042568A

About this course This course is equivalent to six months of full-time study and articulates with the Master of Education (coursework) or Masterof Educational Leadership (coursework).

Approved date unknown

First year of offer 2012

Volume of learning

Volume of learning 24 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Course availability for students

Course offered tostudent categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Rules

Note Students who intend to apply to articulate the diploma course with a relevant master's degree course or to seek partialcredit towards one of the Faculty's master's degree courses must take account of the requirements for the relevant master'sdegree course when choosing their units.

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

EFFE

CTIVE 0

1/01/2

020

A1

2

Admission rules -English languagecompetencyrequirements

3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 6.5.

Admission rules -admissionrequirements

4. To be considered for admission to this course an applicant must have—

(a) a bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

(b)(i) at least two years of relevant full-time professional experience; or

(ii) evidence of adequate research preparation, as recognised by UWA.

Admission rules -ranking andselection

5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevantrequirements.

Articulation and ExitAwards

6. The following courses form part of an articulated sequence:• 30240 Graduate Diploma in Educational Leadership (articulated) (24 points)• 30580 Master of Education (48 points)• 31650 Master of Educational Leadership (72 points)

Course structure 7.(1) The course consists of units to a total value of 24 points.

(2) Units must be selected in accordance with the course structure, as set out in these rules.

Satisfactoryprogress rule

8. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.

Rationale and impactassessment for change

to Satisfactoryprogress rule

CAIDi automatic action [not done by Faculty]: The form has set this value to default rule as there has been a change to the "Satisfactoryprogress differs from standard clause" rule to remove an exception. This change should be approved alongside that change.

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 8.

Progress status 10.(1) Students who fail to make satisfactory progress under Rule 8 for the first time are assigned the progress status of'Suspended' by the Faculty.

(2) Students who fail to make satisfactory progress under Rule 8 for a second time are assigned the progress status of'Excluded' by the Faculty.

Note: Students who intend to apply to articulate the diploma course with a relevant master's degree course or to seekpartial credit towards one of the Faculty's master's degree courses must take account of the requirements for the relevantmaster's degree course when choosing their units.

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 8.

Award withdistinction rule

12. This rule is not applicable to this course.

Additional rule(s) 13. Substitution

Students who wish to apply for entry to a relevant master's degree course of the Faculty by way of thesis and courseworkmust substitute EDUC5631 Approaches to Research for one option from Group A.

Note: Students must meet the minimum admission requirements for the relevant master's degree course as set out in therules for that course.

Course structure

Active changed sequence for 2020

Take all units (18 points):

EDUC5610 Human Resource Development in Education 6 points Active

EDUC5612 Leadership for Learning 6 points Active

EDUC5658 Globalising Education Policy 6 points Active

EFFE

CTIVE 0

1/01/2

020

A2

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP16/5

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=3073



3

Take unit(s) to the value of 6 points:

EDUC5519 Contemporary Reforms in Early Childhood Education and Care 6 points Active

EDUC5523 Education Law 6 points Active

EDUC5606 Advance Course in Rasch Measurement Theory 6 points Active

EDUC5608 Integrating Pedagogy and Technology 6 points Active



EDUC5616 International and Comparative Education 6 points Active

EDUC5631 Approaches to Research 6 points Active

EDUC5633 Quantitative Inquiry 6 points Active

EDUC5634 Qualitative Inquiry 6 points Active

EDUC5636 Assessment and Measurement 6 points Active

EDUC5637 Measurement and Evaluation 6 points Active

EDUC5638 Introduction to Classical and Rasch Measurement Theories 6 points Active

EDUC5639 Childhood and Adolescent Developmental Psychopathology 6 points Active


EDUC5660 Education Studies 6 points Active


EDUC5678 Improving Learning and Teaching in the Curriculum 6 points Active

Articulations

Articulation #2

Code 31650

Title Master of Educational Leadership

Points 72

Requirements

Articulation #3

Code 30580

Title Master of Education

Points 48

Requirements

Australian Qualification Framework outcomes

AQF outcomes:Knowledge

Advanced knowledge of research principles and methods applicable to the field of educational leadership


to AQF outcomes:Knowledge

providing AQF details as required (linked to the Master of Educational leadership

AQF outcomes:Skills

Advanced technical and communication skills to design, evaluate, implement, analyse and theorise about developmentsthat contribute to professional practice in educational leadership

EFFE

CTIVE 0

1/01/2

020

A3



















4


to AQF outcomes:Skills


AQF outcomes:Application ofknowledge andskills

with creativity and initiative to new situations in professional practice, and/or for further learning with high level personalautonomy and accountability, apply the results of existing research in educational leadership.


to AQF outcomes:Application of

knowledge and skills


Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

Duration, intake and attendance

Duration of course 0.5 years

Duration of courseat maximum volumeof learning

0.5 years

Intake periods(broad)

Beginning of year and mid-year

Intake periods(specific teachingperiods)

Semester 1, Semester 2

Attendance type Full- or part-time

Time limit 4 years

History of endorsements/approvals for changes

Event Date Outcome

Faculty 01-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835

Curriculum Committee 01-05-2019 Approved: Delegated AuthorityApproval reference: No significant change to structure

Displaying data as it will be on 01/01/2020. Report generated 05/06/19 08:06.

EFFE

CTIVE 0

1/01/2

020

A4

1


31650 Master of Educational Leadership (thesis andcoursework)

TRIM: F45973ID: 211





Coordinator Professor Tom O'Donoghue



Details

Course code 31650

Title Master of Educational Leadership


MEdL


Master's by Thesis and Coursework


Master's Research — Level 9


CRICOS code 064891G

About this course This course is suited to educators (government and non-government schools, universities and TAFE). It exposes students totheory as well as national and international educational practices enabling them to connect their learning with their ownexperiences, broaden their knowledge and enhance their skills and dispositions. It also provides an opportunity to developresearch skills as a basis for further professional enquiry.



Volume of learning



Yes



International students (student visa holders); International students (non-student visa holders); Research Training Program;

Rules







EFFE

CTIVE 0

1/01/2

020

A5

2





4. To be considered for admission to this course an applicant must have—the requirements set out in (a), (b) or (c) whichfollow or the equivalent as recognised by the Faculty; or the requirements set out in (d) or (e):

(a)(i) a bachelor's degree of this University; and

(ii) a postgraduate course in education requiring at least one year of full-time study; and

(iii) either two years' full-time relevant professional experience or adequate research preparation demonstrated to thesatisfaction of the Faculty;

or

(b)(i) the Bachelor of Education of this University; and

(ii) either two years' full-time relevant professional experience or adequate research preparation demonstrated to thesatisfaction of the Faculty;

or

(c)(i) a degree requiring at least four years of full-time study; and

(ii) two years' full-time professional experience in the field of education; and

(iii) adequate research preparation demonstrated to the satisfaction of the Faculty;

or

(d) a graduate diploma that articulates with the Master of Educational Leadership with an average of at least 65 per cent inthree coursework units including a mark of at least 65 per cent in EDUC5631 Approaches to Research;

or

(e)(i) completed at least three units towards a graduate diploma that articulates with the Master of Educational Leadershipor towards another relevant graduate diploma of the Faculty; and

(ii) completed units relevant to the requirements of the master's course; and

(iii) achieved an average mark of at least 65 per cent in three coursework diploma units including a mark of at least 65 percent in EDUC5631 Approaches to Research.




6.(1) The following courses form part of an articulated sequence:• 30240 Graduate Diploma in Educational Leadership (articulated) (24 points)• 31310 Graduate Diploma in Professional Education (24 points)• 31650 Master of Educational Leadership (72 points)

(2) A student who withdraws from the Master of Educational Leadership course before completing it, but after fulfilling therequirements of a lesser award in the above sequence, may apply for the relevant award.




8.(1) Subject to (2), to make satisfactory progress in a calendar year a student must pass units to a value of at least half thetotal value of units in which they remain enrolled after the final date for withdrawal without academic penalty.

(2) Satisfactory progress in the supervised research thesis component of the course is determined having regard to thereport of the student's supervisor.


EFFE

CTIVE 0

1/01/2

020

A6


3

Progress status 10.(1) Students in the coursework component of the course who fail to make satisfactory progress under Rule 8 for the firsttime are assigned the progress status of 'Suspended' by the Faculty;

(2) Students in the coursework component of the course by thesis and coursework, who fail to make satisfactory progressunder Rule 8 for a second time are assigned the progress status of 'Excluded' by the Faculty.

(3) Students who are enrolled in the thesis component of the course who do not submit an annual report or whose annualreport is not considered by the Dean to be satisfactory—

(a) are assigned the progress status of 'On Probation' by the Faculty;

(b) are required to report to the relevant course coordinator prior to re-enrolment;

and

(c) may have conditions applied to their enrolment by the Faculty.




Additional rule(s) 13. External study

The Faculty may, in appropriate circumstances, permit a student to complete the course at an institution approved by theAcademic Board for all or part of the prescribed period of study.

[Approved exception to University Policy]

14. Progression

(1) Students in the course by way of thesis and coursework are not permitted to proceed to EDUC5720 Master's Thesis (full-time)/ EDUC5721 Master's Thesis (part-time) unless they have achieved an average mark of at least 65 per cent in threecoursework units including a mark of at least 65 per cent in EDUC5631 Approaches to Research.

(2) The Faculty may permit a student in the course by way of thesis and coursework who does not achieve the requiredstandard set out in (1) to complete the course by way of coursework.

(3) Except as set out in Rule 15, a student in the course by way of coursework may apply to transfer to the course by way ofthesis and coursework if they achieve an average mark of at least 65 per cent in three coursework units including a mark ofat least 65 per cent in EDUC5631 Approaches to Research.

15. Course for offshore students

Offshore students are only permitted to complete the course by way of coursework and must choose units from a publishedsubset.

16. Credit

(1) Subject to (3), the Faculty may grant credit—

(a) in the course by way of thesis and coursework, for coursework units to a total value of 12 points;

(b) in the course by way of coursework, for coursework units to a total value of 18 points.

(2) Within the overall credit limit, credit may be granted for work completed in courses provided by professional providersor private educational institutions to a maximum value of six points.

(3) Subject to University Policy students in the course by way of coursework who have completed a graduate diploma whicharticulates with this course are credited with all units completed in the diploma course.

[(1) and (2) are approved exceptions to University Policy]

Course structure

Active changed sequence for 2020



EDUC5631 Approaches to Research 6 points Active

EFFE

CTIVE 0

1/01/2

020

A7



4

Group A: Take unit(s) to the value of 54 points:

EDUC5720 Master's Thesis (full-time) 54 points Active

EDUC5721 Master's Thesis (part-time) 54 points Active

Group B: Take unit(s) to the value of 6 points:

EDUC5519 Contemporary Reforms in Early Childhood Education and Care 6 points Active

EDUC5523 Education Law 6 points Active

EDUC5606 Advance Course in Rasch Measurement Theory 6 points Active




EDUC5616 International and Comparative Education 6 points Active



EDUC5636 Assessment and Measurement 6 points Active

EDUC5637 Measurement and Evaluation 6 points Active

EDUC5638 Introduction to Classical and Rasch Measurement Theories 6 points Active

EDUC5639 Childhood and Adolescent Developmental Psychopathology 6 points Active





Articulations

Articulation #1

Code 31310

Title Graduate Diploma in Professional Education

Points 24

Requirements

Articulation #2

Code 30240

Title Graduate Diploma in Educational Leadership (articulated)

Points 24

Requirements



Specialised knowledge of research principles and methods applicable to the field of educational leadership



providing required details

EFFE

CTIVE 0

1/01/2

020

A8




















5

AQF outcomes:Skills

Specialised technical and communication skills to design, evaluate, implement, analyse and theorise about developmentsthat contribute to professional practice in educational leadership


to AQF outcomes:Skills



with creativity and initiative to new situations in professional practice and/or for further learning with high level personalautonomy and accountability to plan and execute a substantial and specialised thesis in educational leadership





Course delivery



Location Percentage

UWA (Crawley) 100%




1.5 years






Time limit 4 years


Event Date Outcome

Faculty 08-04-2019 Endorsed: AD L&T Prof Phil Hancock

Curriculum Committee 06-05-2019 Approved: Delegated AuthorityApproval reference: No significant change to sequence


EFFE

CTIVE 0

1/01/2

020

A9

1


70230 Graduate Certificate in Autism DiagnosisTRIM: F58912

ID: 395


Faculty Science


Psychological Science

Coordinator Associate Professor Murray Maybery and Dr Emma Miller



Details

Course code 70230

Title Graduate Certificate in Autism Diagnosis


GradCertAutDiag


Graduate Certificate


Graduate Certificate — Level 8


About this course This course provides graduates trained in psychology, speech pathology, occupational therapy, paediatrics or psychiatrywith the specialist knowledge and clinical skills required to participate in team-based diagnosis of Autism Spectrum Disorder(ASD). Two coursework units provide in-depth knowledge of ASD concerning characteristics across the lifespan, commoncomorbidities, current theoretical accounts and issues, Diagnostic and Statistical Manual of Mental Disorders (DSM) andInternational Classification of Diseases (ICD) diagnostic criteria, differential diagnosis, assessment tools and multidisciplinaryteam assessment. One practical unit provides training in the Autism Diagnostic Observation Schedule and another providesgraded practical experiences leading up to the trainee conducting a discipline-specific component of a diagnosticassessment.


to About this course

Occupational therapy included in course description to match recent changes to admission requirements.

Approved 20/05/2014


Volume of learning



Yes



Domestic fee-paying;

Rules







EFFE

CTIVE 0

1/01/2

020

A10

2


3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's Englishlanguage competence requirement as set out in the University Policy on Admission: Coursework.


4.(1) To be considered for admission to this course an applicant must have—

(a)(i) a bachelor's degree in speech pathology, occupational therapy, medicine, or an equivalent qualification, asrecognised by UWA; or

(ii) an accredited bachelor's honours degree in psychology, or an equivalent qualification, as recognised by UWA; and

(iii) eligibility for registration as a provisional or full psychologist with AHPRA;

and

(b) evidence of having at least three months of full-time equivalent experience working directly with children oradolescents, as recognised by UWA;

and

(c) a satisfactory personal statement, as recognised by UWA;

and

(d) two satisfactory referees, as recognised by UWA;

and

(e) a curriculum vitae summarising relevant occupational and practical experience, as recognised by UWA.

(2) Invitation to attend an interview will be based on assessment of (1) (a), (b), (c), (d), and (e), in alignment with theinterview quota for the year.

(3) Eligible applicants who are interviewed will be assessed based on the personal qualities considered desirable by theselection panel.

(4) Admission will be awarded to the highest ranked applicants under (1) and (3) who fall within the intake quota for thatyear.




6. This course does not form part of an articulated sequence.




8. A student who does not pass units to a value of at least half the total points value of units for which they are enrolled, orwho fails the same unit twice, will not have made satisfactory progress.


Progress status 10. A student who fails to make satisfactory progress in terms of Rule 8 is assigned a progress status of 'Excluded' unlessthe Faculty decides otherwise in light of exceptional circumstances.




Experiential Learning

Type of experientiallearning

Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);

Experientiallearning requiredfor accreditation?

No

List the units in thecourse’s unitsequence thatinclude experientiallearning activities

PSYC5520PSYC5521PSYC5522PSYC5523

EFFE

CTIVE 0

1/01/2

020

A11


3

Overview of theexperientiallearning activitiesincluded in thecourse

All units in the Graduate Certificate in Autism Diagnosis provide opportunities for experiential learning activities, startingwith role plays and practice administering clinical interviews in the theoretical units, and moving on to ADOS administrationwith children or adults under supervision. The final unit involves graded involvement of students participating in Autismassessments.

How do experientiallearning activitiescontribute toachieving thelearning outcomesof the course?

Experiential learning activities provide students with the opportunity to practice administering standardised assessmenttools and prepare graduates to complete discipline-specific assessments for ASD diagnosis. These activities allow studentsto practice preparing appropriate reports, coordinate their work with other members of multidisciplinary teams, and workresponsibly in an agency providing diagnostic services.

Course structure

Sequence notes:Students must complete the ADOS training course and workshop (in PSYC5522) before starting PSYC5523 ASD Practicum placement


PSYC5520 Introduction to Autism Spectrum Disorder 6 points Active

PSYC5521 Diagnosis of Autism Spectrum Disorder 6 points Active

PSYC5522 Autism Diagnostic Observation Schedule (ADOS) Training 6 points Active

PSYC5523 ASD Practicum 6 points Active



Students entering this certificate will already have specialised knowledge and skills. This certificate will provide studentswith advanced and broad knowledge of Autism Spectrum Disorder (ASD) as well as the specialized knowledge used indiagnosing this disorder. Knowledge of other developmental disorders will also be obtained. Detailed understanding of theDSM-V and ICD-10 classification systems will be provided. Students will gain an understanding of the major screening andassessment tools used in ASD diagnosis. Students will also practice administering and coding assessment instruments withchildren and adolescents/adults who may or may not meet criteria for ASD.

AQF outcomes:Skills

Diagnosis of Autism Spectrum Disorder is typically completed in a multidisciplinary assessment involving a Paediatrician/Psychiatrist, Psychologist, and Speech Pathologist and this requires that students are able to review, analyse, consolidateand synthesise knowledge and identify and provide solutions to complex problems. Specialised technical knowledge andskills will be obtained through training in administering standardized assessment tools, such as the Autism DiagnosticObservation Schedule. The practicum unit will provide advanced skills in communicating with children, their parents, andhealth professionals, in both oral and written form. Graduates completing this certificate will be highly sought after in thehealth industry.


Graduates from the program will be able to complete discipline-specific assessments of children and adults presenting forASD diagnosis, prepare appropriate reports, effectively coordinate their work with other members of multidisciplinary teams,and work responsibly in an agency providing diagnostic services.

Course delivery

Course delivery withother provider(s)

(1) La Trobe University will be involved in teaching one unit as they have the license to deliver training in the ADOSassessment tool. (2) Agencies affiliated with the West Australian Autism Diagnosticians Forum will provide practicumplacements. (3) Organisations within other Australian State Health Departments will provide practicum placements tointerstate students.

Percentage ofcourse delivered byother provider(s)

35%

Mode of delivery Multi-mode


Location Percentage

UWA (Crawley) 100%

% of units taught innon-standardsemesters

100% units in non-standard teaching periods

Percentage of unitstaught online

50% taught online only

EFFE

CTIVE 0

1/01/2

020

A12





4




0.5 years


Beginning of year only


Intensive block teaching


Time limit 3 years

Additional Information

Additionalinformation(detailed proposal)

To complement the Graduate Certificate course, we wish to develop through the Psychology Clinic a service that will provideassessments for ASD. This service, which is expected to be self-sustaining through the fees that are charged, willcomplement the Graduate Certificate in that it will provide on-campus opportunities for observation and participation in theassessment of children for ASD. The development of this assessment service through the clinic will also complement theresearch on ASD conducted in the School. The School will be able to develop a data base of potential volunteers for whomdetailed information on diagnosis is available. This information is critical for the publication of research on ASD.By opening up components of the course to practicing psychologists as part of their continuing professional development wewill be trailing a new funding source for the School that could be extended into other areas (e.g., workshops currentlyoffered only to MPsych students).


Event Date Outcome

Faculty 09-05-2019 Endorsed: Delegated Authority Associate Dean Learning and TeachingPeter Hammond

Chair, Curriculum Committee 24-05-2019 Approved: Delegated AuthorityApproval reference: Dean of Postgraduate Coursework Studies


EFFE

CTIVE 0

1/01/2

020

A13

B1

Active major as at 01-01-2020

MJD-CMMST Communication and Media StudiesTRIM: F29282

ID: 928

Showing proposed annual changes for 2020

Major information

Code MJD-CMMST

Title Communication and Media Studies

Undergraduatedegree

BA

Area of Knowledge(for broadening)

Society and Culture



Social Sciences

Coordinator Dr Tauel Harper



Structure 2+2+4

Major type

Type of major Single

Degree-specificmajor?

True

Second major? True

UndergraduateDiploma (graduate-only entry)?

True

Name ofUndergraduateDiploma (graduate-only entry)

Communication and Media Studies

Corequisites assecond major

Nil.

Major has end-onhonours?

True

Details

About this major Communication and Media Studies is one of the most exciting and rapidly evolving areas of study in today's media drivenworldresearch. What we know about the world, and how we act in it, is critically related to the use of communicationtechnologies, from language to screen, and from text to image in digital settings. This major provides students withessential knowledge onexperience in a range of media processes, including journalism, film making, game design andpoliticalpublic communication, as well as practical communication and digital skills relevant to media, communication andother key professional areas. Communication and Media Studies preparesprovides students with the flexible, generic andportableessential skills essential for successto succeed in a rapidly changing international media and communicationsenvironment.


to About this major

I'm recommending these changes for the sake of style. 'today's media driven world' is simply imprecise prose and only tries to labour apoint made in the second sentence. Calling our graduate skills generic is also underselling what we do and so I've replaced 'flexible,generic' with 'essential'

B2

Outcomes # Outcome

1 demonstrate knowledgeunderstand the history, context and practices of key concepts, methodologiesmedia and theoretical traditions from thefields of communication and media studies

2 identifyengage in creative, critical and critically analyse the historical trends, traditions and forms of media and communication, including massmedia, traditional print and emerging new media technologies and formats reflective thinking

3 engage in high-level debateread, speak and analysis on how different media influence representational, communicative and social practices using arange of methodological and analytic tools and concepts write about complex ideas effectively

4 draw onbe versatile and utilise a range of interdisciplinary methods, concepts and practices for the analysiscompetent users of media, popularcultural and professional communication texts, situations, representations and channels production tools

5 understand the contemporary printwork with others, broadcastorganise complex tasks and digital media landscape, its evolving formats, associatedsocial perspectives and related policy within governmental and legislative frameworks, and the relevant codes of practice and ethics specific tomedia professional roles manage workloads

6 demonstrate knowledgereflect upon the social, cultural and legal implications of the contemporary uses of practical, production and digitaltechnologies and processes within creative industries, journalism and professional communication their actions

7 formulate, plan and execute a media project using high-level project management skills independently and in group-work contexts to continuallylearn through reflective practice

8 demonstrate high level communicative skills, including oral and written presentation, group outputs, screen and digital media presentation andprofessional communication, recognising the importance and relevance of attention to cultural diversity and ethics in media and communicationoutputs


to Outcomes

These revised outcomes were drafted following the BA review process. The goal is to present outcomes that reflected the simpleversatility of our graduates. They are based off the QILT framework as well as preferred outcomes from industry.



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);Simulated workplace learning;


No

Units in the major’sunit sequence thatinclude experientiallearning activities

COMM3901, COMM3002, COMM3003, COMM3004

Overview of theexperientiallearning activitiesincluded in themajor

COMM3901 involves students training in a working television studio in Singapore COMM3002 challenges students to work inteams to create a short feature film over the course of the unit COMM3003 challenges students to work in teams to create acommercially viable board game COMM3004 trains students in the practice of journalistic writing

Outcomes ofexperientiallearning

The experiential learning activities provided in these level 3 units provide students with specific technical and professionalexpertise in producing media products. They therefore contribute to outcomes 2,4,5 and 7.

Rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Requirements forUndergraduateDiploma (graduate-only entry)

Nil.

Unit sequence


to Unit sequence

Including COMM3901 in the pool of electives available to our students provides them optionality to choose which technical/productionunits to take at Level 3.

This change also increases the visibility of the unit COMM3901, which is generally a very successful unit, but one which students aregenerally unaware of.

So the change solves two problems - the lack of optionality within our core and the lack of visibility of one of our strongest units.

Introduced units:+ COMM3901 Television and Video Production [as option] [Active]


B3

Current unchanged sequence

Level 1


COMM1001 Power, Participation andMeaning

6 points Active

COMM1002 Cultures, New Media andCommunications

6 points Active

Level 2


COMM2001 Communication and MassMedia

6 points Active

COMM2002 Digital Media 6 points Active

Level 3


COMM3001 Media Enterprise inTransition

6 points Active

COMM3002 Media Production Project 6 points Active

COMM3003 Designing Play 6 points Active

COMM3004 Journalism in Practice 6 points Active

Proposed changed sequence

Level 1


COMM1001 Power, Participation andMeaning

6 points Active

COMM1002 Cultures, New Media andCommunications

6 points Active

Level 2


COMM2001 Communication and MassMedia

6 points Active

COMM2002 Digital Media 6 points Active

Level 3


COMM3001 Media Enterprise inTransition

6 points Active

Take units to the value of at least 18pts from this group.

COMM3002 Media Production Project 6 points Active

COMM3003 Designing Play 6 points Active

COMM3004 Journalism in Practice 6 points Active

COMM3901 Television and VideoProduction

6 points Active Addition

to sequence

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx

Rules met withinmajor?

True


Event Date Outcome

Faculty 29-05-2019 Endorsed: Associate Dean L/T Professor Phil Hancock x1835

Curriculum Committee Not yet approved

Comparing current approved data to the data as it will be on 01/01/2020 if changes are approved. Report generated 05/06/19 09:06.



















B4


MJD-PLMED Pathology and Laboratory MedicineTRIM: F29732

ID: 146


Major information

Code MJD-PLMED

Title Pathology and Laboratory Medicine

Undergraduatedegree

BBiomedSc


Life and Health Sciences

Faculty Health and Medical Sciences


Biomedical Sciences

Coordinator Associate Professor Kimberley Roehrig



Structure 2+2+4

Major type



True

Second major? True


True


Pathology and Laboratory Medicine


Nil.


False

Details

About this major This discipline concerns the testing, diagnosis, treatment, management and prevention of human disease. As a diagnosticspecialty, Pathology and Laboratory Medicine can be considered the basis of modern scientific medical knowledge and playsa critical role in evidence-based medicine. This major will provide you with a thorough understanding of the scientific basisof diagnosing, treating and preventing human disease, as well as an appreciation of how medical research forms newinsights into disease every day.

Outcomes # Outcome

1 describe the fundamental processes of cell injury, inflammation, repair and regeneration, immunopathology and neoplasia and understand theirrole in the initiation, perpetuation and resolution of human disease

2 understand the influence of development, genetics, environment and infectious organisms on human disease processes

3 integrate and apply the principles of pathology and laboratory medicine to a wide array of human diseases, including those of the cardiovascularand respiratory systems, the liver and gastrointestinal tract, the kidney and reproductive tract, the immune and endocrine systems, theneuromuscular system and the nervous system

B5

Rules

Prerequisites Nil.

Corequisites Nil.



Nil.

Unit sequence


to Unit sequence

Rationale for swapping BIOL1130 for ANHB1102:We are simply finding that too many of our students do not have sufficient background in anatomy of organs and systems to enter secondyear PATH units. We currently already recognise ANHB units as prior knowledge and commonly exempt students from having doneBIOL1130 on the basis of having done ANHB1102 instead, so we feel this will have little impact on the many students already doingANHB1102. It will however have the benefit of strengthening the Anatomy knowledge of students who might not have taken ANHB1102 inthe past.Our intention is to include ANHB1102 as a core unit in our sequence in 2020 and in later years make it a pre-requisite for PATH2210.

Rationale for moving CHEM1004 from Core to Complementary:As we would like to use ANHB1102 as a core unit in our sequence, the move of CHEM1004 from core to complementary makes room forthis with the least impact on progression. We could not move the other Level 1 unit SCIE1106 from core to complementary becauseSCIE1106 is a pre-requisite for some of our second year units.

Rationale for removing BIOC2001:The current sequence at second year level includes two core units PATH2210 and PATH2220, plus students choose two out of threeOptions from BIOC2001, MICR2209 and PATH2211. This has presented a problem for us in that it means our students can have quitevaried backgrounds so our main aim is to reduce the choice and require all our degree-specific majors to take a unified stream of foursecond year units. We definitely want to retain the Immunology content in MICR2209, so the choice came down to either BIOC2001 orPATH2211.

We chose PATH2211 for two reasons:1. Comparing the handbook entries of the two units it appears only some of the content of BIOC2001 is related to what our students need.From the handbook: “Detailed content includes (1) role of DNA polymerases in DNA replication, tools of the molecular biologist, cloning,genetic recombination and DNA sequencing; (2) transcriptional regulation of genes, post-transcriptional processing and methods toquantify mRNA transcripts; (3) protein synthesis in prokaryotes and eukaryotes, control of protein synthesis, post-translationalmodifications, protein targeting and protein catabolism; and (4) proteins as enzymes, enzyme kinetics, enzymes as tools of discovery,proteolytic enzymes and antibodies as tools of discovery.” Points (1) and (2) are very much relevant and the reason we choose to includeBIOC2001 in the first place. However, points (3) and (4) are less relevant to our students. Conversely PATH2211 is an entire unitdedicated to medical examples in genetics, which is precisely the background we want our students to have.2. We looked at how Path and Lab Med students perform in PATH3305 Medical Genetics depending on whether they have taken the unitPATH2211 or not. Those who have done PATH2211 achieve a higher result on the first mid-semester test than those who have not. Thedifference becomes less over time and the cohort is almost uniform by the end of semester, but it does indeed look as though PATH2211is providing excellent background material for entry into PATH3305. On this basis we elected to retain PATH2211 as our complementaryunit.

Introduced units:+ ANHB1102 Human Biology II: Being Human [as core] [Active]Removed units:- BIOL1130 Frontiers in Biology [was complementary]- BIOC2001 Biochemistry and Molecular Biology of the Cell [was complementary]


Level 1


CHEM1004 Biological Chemistry 6 points Active

SCIE1106 Molecular Biology of theCell

6 points Active

Student with WACE Chemistry, take only BIOL1130.

BIOL1130 Frontiers in Biology 6 points Active

CHEM1003 Introductory Chemistry 6 points Active

Level 2


Level 1


ANHB1102 Human Biology II: BeingHuman


to sequence

SCIE1106 Molecular Biology of theCell

6 points Active

Student with WACE Chemistry, take only CHEM1004.

CHEM1003 Introductory Chemistry 6 points Active

CHEM1004 Biological Chemistry 6 points Active

Level 2












B6


PATH2210 Fundamentals of Pathologyand Laboratory Medicine

6 points Active

PATH2220 Introduction to HumanDisease

6 points Active

Take complementary units to the value of 12 points:

Note: Note: The choice of complementary units in this sequence is anapproved exception to Rule 5(6) of the Undergraduate Degree CourseRules.

BIOC2001 Biochemistry and MolecularBiology of the Cell

6 points Active

MICR2209 Introduction to InfectiousDiseases and Immunology

6 points Active

PATH2211 Molecular Medicine 6 points Active

Level 3


MICR3305 Immunobiology andImmune Diseases

6 points Active

PATH3305 Medical Genetics 6 points Active

PATH3308 Biotherapeutics andRegenerative Medicine

6 points Active

PATH3309 Cancer Pathology 6 points Active


PATH2210 Fundamentals of Pathologyand Laboratory Medicine

6 points Active

PATH2220 Introduction to HumanDisease

6 points Active

Take all complementary units (12 points):

Note: Note: The choice of complementary units in this sequence is anapproved exception to Rule 5(6) of the Undergraduate Degree CourseRules.

MICR2209 Introduction to InfectiousDiseases and Immunology

6 points Active

PATH2211 Molecular Medicine 6 points Active

Level 3


MICR3305 Immunobiology andImmune Diseases

6 points Active

PATH3305 Medical Genetics 6 points Active

PATH3308 Biotherapeutics andRegenerative Medicine

6 points Active

PATH3309 Cancer Pathology 6 points Active

Mapping of outcomes




True

Justification forcomplementaryunits

Approved before 2014; data not available.


Event Date Outcome

Faculty 23-05-2019 Endorsed: FL&TC R 10/19 09/04/19 FB 13/19 23/5/19





















C1

Proposed changes for postgraduate coursework course as at 01/01/2020

Annual changes to 42620 Master of Economics(coursework or coursework and dissertation)

TRIM: F5231ID: 52


Course structure


to Unit sequence

Adjusted minimum requirement for acceptance into dissertation component better reflects students' abilities required to undertakedissertation.

The core research methods unit ECON4401 Applied Econometrics and Research Methods has been replaced with ECON5514 EconomicResearch and Evaluation Methods as unlike the former unit it can be consistently offered each year. We have had to substitute this unitfor the past two years due to the unavailability/workload of the unit coordinator. Nil impact on student progression or learning outcomes.

Introduced units:+ ECON5514 Economic Research and Evaluation Methods [as core] [Active]Removed units:- ECON4401 Applied Econometrics and Research Methods [was core]


Sequence notes:Students wishing to undertake the Master of Economics by coursework and dissertation must achieve a minimum WAM of 75 in their first 24 points ofcoursework (for students with 24 points of admission credit) or their first 48 points of coursework (for students without admission credit) to proceed withthe dissertation component. Students who do not meet this minimum WAM are still eligible for the Master of Economics (coursework).

Students may be required to complete relevant conversion units up to the value of 24 points, as advised by the Faculty.


ECON4408 Advanced Development Economics 6 points Active

ECON4450 Advanced International Trade 6 points Active

ECON4503 Advanced Economic Analysis 6 points Active

ECON5508 Advanced Macroeconomic Theory 6 points Active

ECON5509 Advanced Microeceonomic Theory 6 points Active

ECON5514 Economic Research and Evaluation Methods 6 points Active Addition

to sequence









C2

Group A: Take unit(s) as per sequence notes:

Note: For students undertaking by coursework ONLY, take units to the value of 36 points from Group A of which 3 units must be at Level 5. For studentsundertaking by (coursework and dissertation), take units to the value of 12 points from Group A and units to the value of 24 points from Group B.

ECON4410 Environmental and Resource Economics 6 points Active

ECON4504 Advanced Quantitative Economics 6 points Active

ECON4507 History of Economic Thought 6 points Active

ECON5001 Economic Development in Theory and Practice 6 points Active

ECON5502 International Finance and Markets 6 points Active

ECON5506 The Economics of Financial Markets 6 points Active

ECON5510 Consumer Behaviour and Demand Analysis 6 points Active

ECON5511 Climate, Energy and Water Economics 6 points Active

ECON5513 Applied Advanced Econometrics 6 points Active

ECON5517 Public Finance 6 points Active

ECON5518 Economics of Global Health and Policy 6 points Active

ECON5519 Public Economics 6 points Active

ENVT4402 Analysis for Environmental Management 6 points Active

Group B: Take unit(s) as per sequence notes:

Note: Option B is ONLY for students doing Masters by coursework and dissertation. Students must take all FOUR units

ECON5881 Master's Dissertation (Economics) Part 1 6 points Active




marks a unique unit.

Use of units from other faculties

Consultationregarding inclusionof units from otherfaculties

Discussions with Agricultural Economics


Event Date Outcome

School / ROE 28-05-2019 Endorsed: Endorsed by Business School, 28/05/19.





















C3


Annual changes to 31520 Master of Teaching(coursework)

TRIM: F35118ID: 17


Rules









(2) Applicants with qualifications from institutions where English is not the medium of instruction must provide evidence ofEnglish Language Competence.

(3) Applicants presenting with the IELTS Academic require an overall score of at least 7.5, a minimum score of 7.0 in theReading and Writing bands, and a minimum score of 8.0 in the Listening and Speaking bands.

(4) Applicants presenting with the Pearson Test of English (PTE) (Academic) require an overall score of at least 75 and nosub-score less than 70.

(5) Applicants presenting a Cambridge English: Advanced (CAE) require an overall grade of B or above, with a score of'exceptional' for listening and speaking, and at least 'good' for reading and writing.

(6) Applicants with qualifications gained wholly in English from countries other than Australia, New Zealand, the Republic ofIreland, Canada, the United Kingdom, and the United States of America must provide evidence of English LanguageCompetence in accordance with the requirements of the Teacher Registration Board of Western Australia.

(7) An English bridging course is not regarded as evidence of English Language Competence.




and

(b) the equivalent of a UWA weighted average mark of at least 60 per cent;

and

(c) at least one year of the bachelor's degree relevant to one or more learning areas in the Early Childhood or Primaryschool curriculum for applicants who wish to major in Early Childhood or Primary Teaching respectively;

(2) Applicants who have a bachelor's degree in education, or an equivalent qualification, as recognised by UWA, are noteligible for admission.

(3) Before admission, international students must obtain a criminal record check from their country of origin or recentresidence.


5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on—

(a) a satisfactory personal statement, as recognised by UWA; and

(b) an interview by the faculty.


6.(1) The following courses form part of an articulated sequence:• 30330 Graduate Diploma in Educational Studies (non-articulated) (48 points)• 31520 Master of Teaching (96 points)

(2) A student who withdraws from the Master of Teaching course before completing it, but after fulfilling the requirementsof a lesser award in the above sequence, may apply for the relevant award.


C4

Course structure 7.(1) The course consists of units to a total value of 96 points which must include course core units and specialisation units.The course comprises the following specialisations:

SP-TCHEC Early ChildhoodSP-TCHPR Primary



8. To make satisfactory progress in the year in which a student is enrolled in a Professional Practice unit the student must,in addition to passing units to the value of at least half the total points value of units in which they are enrolled, pass theProfessional Practice unit(s) in which they are enrolled.


Progress status 10.(1) Students who pass the Professional Practice unit(s) but do not pass units to a value of at least half the total pointsvalue of units in which they are enrolled are assigned the progress status of 'Suspended' and are not permitted to re-enrolfor a period of one year.

(2) Students who pass units to a value of at least half the total points value of units for which they are enrolled but who faila Professional Practice unit are, if the Committee described in Rule 13 so recommends under that Rule, assigned theprogress status of 'Excluded' and are 'Excluded' from further study in the course.

(3) Students who do not pass units to a value of at least half the total points value of units for which they are enrolled andwho fail a Professional Practice unit are assigned the progress status of 'Excluded' and are 'Excluded' from further study inthe course.

(4) Students who fail to make satisfactory progress twice under Rule 8 are assigned the progress status of 'Excluded' andare 'Excluded' from further study in the course.




Additional rule(s) 13. Credit for previously completed work

(1) The Faculty may grant credit for units in the Master of Teaching with Early Childhood specialisation course or the Masterof Teaching with Primary specialisation course, excluding the Professional Practice units*, up to a value of 24 points on thebasis of previously completed units of study.

(2) Credit is not granted for work completed in Professional Practice units undertaken in previous studies.

(3) Within the overall credit limit, credit may be granted for work completed through continuing education at this Universityto a maximum value of 24 points.

*EDUC5510 Professional Practice A, EDUC5500 Professional Practice B

14. Failure to pass a Professional Practice unit

(1) Students who do not pass a Professional Practice unit may apply to have their case considered by a committeecomprising—

(a) the Dean of the Faculty or nominee;

(b) the relevant course coordinator;

and

(c) a relevant curriculum specialist.

(2) The committee will take into account all relevant information and recommend to the Faculty that the student—

(a) repeat the Professional Practice unit;

or

(b) repeat the Professional Practice unit following demonstration of specified conditions (e.g. completion of specifiedadditional relevant work) to the satisfaction of the course coordinator;

C5

or

(c) not be permitted to re-enrol in the course.

(3) If the Faculty permits a student to repeat a Professional Practice unit, it will determine whether the unit is to be repeatedin the same or a subsequent year taking into consideration the student's overall performance in the course concerned.

15. Admissions/enrolment-related rules

(1) All students are required to pass a test of Teacher English Language Competency Skills, to demonstrate literacy skillswithin the top 30 per cent of the population, as required for professional registration.

(2) Students must demonstrate numeracy competency, within the top 30 per cent of the population, as appropriate to thespecialisation and the requirements for professional registration.

(3) Students are not permitted to exceed the total number of points prescribed for the course, unless the Faculty permitsotherwise in exceptional circumstances, in accordance with University Policy.

(4) A National Criminal Record Check and a Working with Children Clearance must be presented to the Graduate School ofEducation before any student undertakes a professional practice unit.

16. Professional Practice readiness

(1) If a student does not pass the literacy testing and/or an assessment item in any of their enrolled core units, or are notmeeting the necessary level of professional conduct, the student is required to attend an interview to review their readinessto go on a professional placement. If they are considered not ready to attempt a placement, they are withdrawn from thepracticum unit with the expectation of re-enrolling and completing it in a later teaching period.

17. Resubmission Rule

(1) Students must pass all components of a Master of Teaching unit to pass the unit overall. Students who fail anassessment item in a unit may resubmit it if—

(a) this is their first request for a resubmission in the unit;

(b) they contact the unit coordinator by email within 5 University working days of the release of the result and formallyrequest a resubmission.

(c) A resubmitted assignment that is deemed to be a ‘fail' by the unit coordinator, will receive the original failing mark forthe component.

(d) Where resubmission is approved, the reassessed mark is capped at the assessment pass mark, unless an application formitigation is approved in accordance with the University Policy on Assessment: Special Consideration (UP11/23).

(e) A resubmission is normally due one week after being approved by the unit coordinator.

(f) Assignments that are failed on the grounds of lateness or academic misconduct will not normally be considered forresubmission.


to Additional rule(s)

Accreditation requirement for the courseResolved 5The Education Committee endorsed the resubmission rules for inclusion in the course rules for (31520) and (32550) as detailed inattachment C. These will also be included in the unit outlines for the upcoming teaching period.08.06.2018


Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee 2 April 2019, R2/19



C6


32550 Master of Teaching – Secondary (coursework)TRIM: F80377

ID: 1414






Coordinator Dr Jennifer Shand



Details

Course code 32550

Title Master of Teaching – Secondary


MTeachSec


Master's by Coursework


Master's (Coursework) — Level 9


About this course This two-year postgraduate teacher preparation program ensures that students have an in-depth knowledge and thepractical skills required for secondary teaching, and will put students on the path to beginning a rewarding career ineducation. Subject area expertise coupled with this sought-after teaching qualification will give students the perfectgrounding to commence a career as a secondary school teacher. Our highly regarded academics will share their in-depthknowledge and the expertise required for teaching in secondary schools. The course focuses upon school based experience,curriculum area skills and contemporary best practice. This course can also be studied in an accelerated offering that willallow students to complete in 18 months.

Approved 14/12/2016


Volume of learning



Yes



Commonwealth supported; International students (student visa holders); International students (non-student visa holders);

Consultation withStrategy Planningand PerformanceregardingCommonwealthSupported Places

Consultations have taken place, Sept 20, 2017.

C7

Rules









(2) Applicants with qualifications from institutions where English is not the medium of instruction must provide evidence ofEnglish Language Competence.

(3) Applicants presenting with the IELTS Academic require an overall score of at least 7.5, a minimum score of 7.0 in theReading and Writing bands, and a minimum score of 8.0 in the Listening and Speaking bands.


(5) Applicants presenting a Cambridge English: Advanced (CAE) require an overall grade of B or above, with a score of'exceptional' for listening and speaking, and at least 'good' for reading and writing.

(6) Applicants with qualifications gained wholly in English from countries other than Australia, New Zealand, the Republic ofIreland, Canada, the United Kingdom, and the United States of America must provide evidence of English LanguageCompetence in accordance with the requirements of the Teacher Registration Board of Western Australia.

(7) An English bridging course is not regarded as evidence of English Language Competence.




and

(b) a major relevant to secondary teaching curriculum majors offered by UWA;

and

(c) the equivalent of a UWA weighted average mark of at least 60 per cent.

(2) Applicants who have an Australian teaching qualification or equivalent as recognised by UWA are not normally eligiblefor admission.

(3) Before admission, international students must obtain a criminal record check from their country of origin or recentresidence.



(a) a satisfactory personal statement, as recognised by UWA;

and

(b) an interview when requested;

and

(ec) for applicants undertaking the Music major, may be required to do an audition.


to Admission rules -ranking and selection

This is the process required by the School of Music and the GSE for admission purposes


6..(1) This course does notThe following courses form part of an articulated sequence:• 30330 Graduate Diploma in Educational Studies (non-articulated) (48 points)• 32550 Master of Teaching – Secondary (96 points)

(2) A student who withdraws from the Master of Teaching – Secondary course before completing it, but after fulfilling therequirements of a lesser award in the above sequence, may apply for the relevant award.


to Course articulatedor has exit award(s)

This is the same arrangement that existed within the the secondary specialisation when it was a part of the course Master of Teaching31520 and should have moved across when this specialisation was made into a stand alone course. The Graduate Diploma in EducationalStudies needs to provide an exit option for students who aren't able to complete the course.


C8




8. To make satisfactory progress in the year in which a student is enrolled in a Professional Practice unit the student must,in addition to passing units to the value of at least half the total points value of units in which they are enrolled, pass theProfessional Practice unit(s) in which they are enrolled.


Progress status 10.(1) Students who pass the Professional Practice unit(s) but do not pass units to a value of at least half the total pointsvalue of units in which they are enrolled are assigned the progress status of 'Suspended' and are not permitted to re-enrolfor a period of one year.

(2) Students who pass units to a value of at least half the total points value of units for which they are enrolled but who faila Professional Practice unit are, if the Committee described in Rule 13 so recommends under that Rule, assigned theprogress status of 'Excluded' and are 'Excluded' from further study in the course.

(3) Students who do not pass units to a value of at least half the total points value of units for which they are enrolled andwho fail a Professional Practice unit are assigned the progress status of 'Excluded' and are 'Excluded' from further study inthe course.

(4) Students who fail to make satisfactory progress twice under Rule 8 are assigned the progress status of 'Excluded' andare 'Excluded' from further study in the course.




Additional rule(s) 13. Credit for previously completed work

(1) The Faculty may grant credit for units in the Master of Teaching Secondary course, excluding the Professional Practiceunits*, up to a value of 1224 points on the basis of previously completed units of study.

(2) Credit is not granted for work completed in Professional Practice units undertaken in previous studies.

(3) Within the overall credit limit, credit may be granted for work completed through continuing education at this Universityto a maximum value of 1224 points.

(4) Students who are permitted to transfer from the Graduate Diploma in Education course at this University to the Masterof Teaching Secondary course are granted credit for all units completed in the Graduate Diploma in Education course.

(5) Students who withdraw from the Master of Teaching Secondary course and are awarded a Graduate Diploma inEducation may apply to re-enter the Master of Teaching Secondary course with full credit for previously completed unitsprovided no more than five years has lapsed since their last enrolment in the master's degree course.

*EDUC5535 Professional Practice A Secondary, EDUC5536 Professional Practice B Secondary.

14. Failure to pass a Professional Practice unit

(1) Students who do not pass a Professional Practice unit may apply to have their case considered by a committeecomprising—

(a) the Dean of the Faculty or nominee;

(b) the relevant course coordinator;

and

(c) a relevant curriculum specialist.

(2) The committee will take into account all relevant information and recommend to the Faculty that the student—

(a) repeat the Professional Practice unit;

C9

or

(b) repeat the Professional Practice unit following demonstration of specified conditions (e.g. completion of specifiedadditional relevant work) to the satisfaction of the course coordinator;

or

(c) not be permitted to re-enrol in the course.

(3) If the Faculty permits a student to repeat a Professional Practice unit, it will determine whether the unit is to be repeatedin the same or a subsequent year taking into consideration the student's overall performance in the course concerned.

15. Cross-institutional enrolment

Students can undertake up to two curriculum units through cross-institutional enrolment if a relevant major or minor is notavailable.

16. Admissions/enrolment-related rules

(1) All students are required to pass a test of Teacher English Language Competency Skills, to demonstrate literacy skillswithin the top 30 per cent of the population, as required for professional registration.

(2) Students must demonstrate numeracy competency, within the top 30 per cent of the population, as appropriate to thespecialisation and the requirements for professional registration.

(3) Students are not permitted to exceed the total number of points prescribed for the course, unless the Faculty permitsotherwise in exceptional circumstances, in accordance with University Policy.

(4) A National Criminal Record Check and a Working with Children Clearance must be presented to the Graduate School ofEducation before any student undertakes a professional practice unit.

(5) The prerequisites for a curriculum major are the completion of six relevant units of undergraduate study with at leasttwo at Level 3, or equivalent.

(6) The prerequisites for a curriculum minor are the completion of four relevant units of undergraduate study with at leasttwo at Level 2, or equivalent.

17. Professional Practice readiness

(1) If a student does not pass the literacy testing and/or an assessment item in any of their enrolled core units, or are notmeeting the necessary level of professional conduct, the student is required to attend an interview to review their readinessto go on a professional placement. If they are considered not ready to attempt a placement, they are withdrawn from theirenrolled practicum unit with the expectation of re-enrolling and completing it in a later teaching period.

18. Resubmission Rules

(1) Students must pass all components of a Master of Teaching unit to pass the unit overall. Students who fail anassessment item in a unit may resubmit it if—

(a) this is their first request for a resubmission in the unit;

(b) they contact the unit coordinator by email within 5 University working days of the release of the result and formallyrequest a resubmission.

(c) A resubmitted assignment that is deemed to be a ‘fail' by the unit coordinator, will receive the original failing mark forthe component.

(d) Where resubmission is approved, the reassessed mark is capped at the assessment pass mark, unless an application formitigation is approved in accordance with the University Policy on Assessment: Special Consideration (UP11/23).

(e) A resubmission is normally due one week after being approved by the unit coordinator.

(f) Assignments that are failed on the grounds of lateness or academic misconduct will not normally be considered forresubmission.



Accreditation requirement for the courseResolved 5The Education Committee endorsed the resubmission rules for inclusion in the course rules for (31520) and (32550) as detailed inattachment C. These will also be included in the unit outlines for the upcoming teaching period.08.06.2018

Course structure


to Unit sequence

The addition of the MUSC studio units into the general option Group K is to allow students more flexibility in their option unit choices. Thischange is being made as part of the course review for accreditation. This change has been made in consultation with Conservatorium ofMusic.


Sequence notes:

C10

A major comprises one curriculum I unit and one curriculum II unit.A minor comprises one curriculum I unit and one curriculum II unit.An Area of Interest comprises one curriculum I unit.*

Major and minor (36 points):

Students pursuing a major in Art, English, Information and Communication Technology, Languages Other than English (LOTE), Mathematics, Humanitiesand Social Sciences or Science, take units to the value of 24 points comprising one secondary specialisation Curriculum major and one secondaryspecialisation minor from Groups A–G, and units to the value of 12 points from Group K.

Students pursuing a major in Health and Physical Education take units to the value of 24 points from Group H, and units to the value of 12 points fromGroup A–G; or a unit to the value of 6 points from Group I and a unit to the value of 6 points from Group K; or units to the value of 12 points from GroupK. Health and Physical Education is not available to be taken as a minor.

Students pursuing a major in Music, take units to the value of 24 points from Group J and units to the value of 12 points from Group A–G; or a unit to thevalue of 6 points from Group I and a unit to the value of 6 points from Group K. Students pursuing a minor in Music take MUSC4631 and MUSC4632.

*Note: Career Development, Information and Communication Technologies, and Special Education are available as an Area of Interest for students whodo not satisfy the pre-requisites for a curriculum minor—Group I.


EDUC5000 National Literacy and Numeracy Test 0 points Active

EDUC5410 General Capabilities Across the Curriculum 6 points Active

EDUC5429 Perspectives in Aboriginal Education 6 points Active

EDUC5485 Development, Teaching and Learning: Theory and Practice 6 points Active

EDUC5514 Diversity in inclusive classrooms 6 points Active

EDUC5515 Interventions for Learning in Years 7-12 6 points Active

EDUC5535 Professional Practice A Secondary 6 points Active

EDUC5536 Professional Practice B Secondary 12 points Active

EDUC5546 Teaching Contexts 6 points Active

EDUC5618 Embedding ICTs Across the Curriculum 6 points Active

Group A: Take according to the sequence notes:

EDUC5445 Art Curriculum I 6 points Active

EDUC5446 Art Curriculum II 6 points Active

Group B: Take according to the sequence notes:

EDUC5460 English Curriculum I 6 points Active

EDUC5470 English Curriculum II 6 points Active

Group C: Take according to the sequence notes:

EDUC5464 Information and Communication Technology Curriculum I 6 points Active

EDUC5474 Information and Communication Technology Curriculum II 6 points Active

Group D: Take according to the sequence notes:

EDUC5461 Languages Other Than English (LOTE) Curriculum I 6 points Active

EDUC5471 Languages Other Than English (LOTE) Curriculum II 6 points Active



















C11

Group E: Take according to the sequence notes:

EDUC5462 Mathematics Curriculum I 6 points Active

EDUC5472 Mathematics Curriculum II 6 points Active

Group F: Take according to the sequence notes:

EDUC5466 Humanities and Social Sciences Curriculum I 6 points Active

EDUC5476 Humanities and Social Sciences Curriculum II 6 points Active

Group G: Take according to the sequence notes:

EDUC5465 Science Curriculum I 6 points Active

EDUC5475 Science Curriculum II 6 points Active

Group H: Take according to the sequence notes:

SSEH5464 Physical Education Curriculum I 6 points Active

SSEH5474 Physical Education Curriculum II 6 points Active

SSEH5491 Health Education 6 points Active

SSEH5492 Health Promotion in the Schools 6 points Active

Group I: Take according to the sequence notes:

EDUC5463 Career Development Curriculum I 6 points Active

EDUC5464 Information and Communication Technology Curriculum I 6 points Active

EDUC5468 Special Education Curriculum I 6 points Active

Group J: Take according to the sequence notes:

MUSC4631 Secondary Music Curriculum 1 6 points Active

MUSC4632 Secondary Music Curriculum 2 6 points Active

MUSC4711 Studio Teaching and Musical Leadership 1 6 points Active



















C12

Group K: Take according to the sequence notes:

EDUC5404 Educational Linguistics 6 points Active

EDUC5411 Enhancing Teaching through Understanding Contemporary Education 6 points Active

EDUC5415 Educational Leadership and Management 6 points Active

EDUC5416 Education in Rural Australia 6 points Active

EDUC5454 Learning Difficulties 6 points Active

EDUC5492 Understanding and Managing Disruptive Behaviour Disorders 6 points Active

EDUC5494 Approaches to Student Assessment 6 points Active

EDUC5507 Cultural and Historical Perspectives of the Mathematics Curriculum 6 points Active

EDUC5511 Learning with Young Adult Fiction 6 points Active

EDUC5517 Introduction to Catholic Education in Western Australia 6 points Active



SSEH5491 Health Education 6 points Active

SSEH5492 Health Promotion in the Schools 6 points Active

Mapping of outcomes



Articulations

None|*|

Articulation #1

Code 30330

Title Graduate Diploma in Educational Studies (non-articulated)

Points 48

Requirements A student who withdraws from the course before completing it, after completing 48 credit points, may apply for the relevant award.


to Course articulatedor has exit award(s)

This is the same arrangement that existed within the the secondary specialisation when it was a part of the course Master of Teaching31520 and should have moved across when this specialisation was made into a stand alone course. The Graduate Diploma in EducationalStudies needs to provide an exit option for students who aren't able to complete the course.



Graduates of a Masters Degree (Coursework) will have a body of knowledge that includes the understanding of recentdevelopments in a discipline and/or area of professional practice

AQF outcomes:Skills

• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professionalpractice or scholarship• cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, conceptsand theories and to apply established theories to different bodies of knowledge or practice• technical and communication skills to design, evaluate, implement, analyse and theorise about developments thatcontribute to professional practice or scholarship


Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge and skills:• with creativity and initiative to new situations in professional practice and/or for further learning• to plan and execute a capstone experience
















C13

Accreditation

Accreditationbody

Requirements Benefits for students Lastapprovaldate

Nextrenewaldate

TeacherRegistration Boardof Western Australia

The TRBWA accreditation process is based on a nationallyagreed approach to accreditation. This involves the GSEidentifying how the Australian Institute for Teaching andSchool Leadership's Australian Professional Standards forTeachers (Graduate level) will be, or are, met in theirprogram. In the case of re-accreditation, the GSE will needto provide all required information, even if details have notchanged since any previous accreditation.The period forthe course's accreditation will not exceed five years.

In order to be eligible forregistration in the followingcategories:?Provisional RegistrationFull RegistrationNon-Practising RegistrationA person must hold a teachingqualification from an accreditedITE program or one that theTRBWA recognises asequivalent to such aqualification.

06-06-2017 10-02-2020

Course delivery

Course delivery withother faculties

Faculty Contribution

FAC10 Arts, Business, Law and Education Music curriculum units

FAC75 Science Sports Science curriculum units



Location Percentage

UWA (Crawley) 100%




Duration of course 2 years


2 years






Time limit 5 years



It is proposed to make the Secondary specialisation in the existing 31520 Master of Teaching (coursework) unavailable fornew enrolments once this named course is offered.


Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee, 2 April 2019, R2/19



D1


12550 Master of Music International Pedagogy(coursework and dissertation)

TRIM: F71383ID: 439





Music

Coordinator Dr Alan Lourens


Available for new enrolmentsRescinded immediately with no students eligible to re-enrol


to Availability ofcourse for 2020

Determined by Head of School, Prof Alan Lourens, and Andrew Foote (T&L Rep) that this course and associated units should be rescindedbased upon known and expected resourcing for the foreseeable future.

Details

Course code 12550

Title Master of Music International Pedagogy


Master's by Coursework and Dissertation




About this course The Master of Music International Pedagogy is designed to prepare students to be among the most sophisticated scholars,musicians and educators. In their pursuit of excellence, students will acquire essential skills and knowledge through theanalysis and application of a variety of studies. These include the basic tenets of educational psychology, philosophy, musicpedagogy, as well as internationally recognised topics critically important to preparing students for further research inmusic. This degree utilises a cohort-based approach to develop student-centred learning environments where collaborationbecomes an essential component to student success.

The course is delivered predominantly online, with two residential components to be taken before completion. It is essentialthat students undertaking this course have access to a community or school based choir, band, orchestra or other ensembleon a regular basis. It is each student's responsibility to arrange this.

Approved 16/09/2015


Volume of learning



Event Date Outcome


Curriculum Committee Not yet endorsed

Academic Council Not yet approved


D2


12570 Master of Music International Pedagogy(coursework)

TRIM: F74267ID: 453





Music

Coordinator Dr Alan Lourens





Determined by Head of School, Prof Alan Lourens, and Andrew Foote (T&L Rep) that the units should be rescinded based upon known andexpected resourcing for the foreseeable future.

Details

Course code 12570

Title Master of Music International Pedagogy


Master's by Coursework




About this course The Master of Music International Pedagogy is designed to prepare students to be among the most sophisticated scholars,musicians and educators. In their pursuit of excellence, students will acquire essential skills and knowledge through theanalysis and application of a variety of studies. These include the basic tenets of educational psychology, philosophy, musicpedagogy, as well as internationally recognised topics critically important to preparing students for further research inmusic. This degree utilises a cohort-based approach to develop student-centred learning environments where collaborationbecomes an essential component to student success.

The course is delivered predominantly online, with two residential components to be taken before completion. It is essentialthat students undertaking this course have access to a community or school based choir, band, orchestra or other ensembleon a regular basis. It is each student's responsibility to arrange this.

Approved 16/09/2015


Volume of learning



Event Date Outcome





E1


Annual changes to 90670 Master of Health ProfessionsEducation (thesis and coursework)

TRIM: F14795ID: 118


Rules

Note This course is also available by way of coursework and dissertation (90570).












(a) the degree of Bachelor of Medicine and Bachelor of Surgery from this University, or equivalent as recognised by theFaculty;

or

(b)(i)a bachelor's degree in a health, biomedical, or biological sciences related discipline from this University or anotherrecognised institution; and

(ii) in the case of graduates from a three-year undergraduate degree course, at least one year of professional experience;

or

(c) completed the Graduate Certificate in Health Professional/Professions Education or the Graduate Diploma in HealthProfessional/Professions Education from this University with the equivalent of at least 70 per cent in all core units




6.(1) The following courses form part of an articulated sequence:• 90210 Graduate Certificate in Health Professions Education (24 points)• 90670 Master of Health Professions Education (72 points)• 91340 Graduate Diploma in Health Professions Education (48 points)

(2) A student who withdraws from the Master of Health Professions Education course before completing it, but afterfulfilling the requirements of a lesser award in the above sequence, may apply for the relevant award.




8. Students will not have made satisfactory progress if they fail a core unit twice.

[Approved addition to University Policy]


Progress status 10. Students who do not make satisfactory progress under Rule 8 are assigned a progress status of 'Excluded' by theFaculty.



E2


12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent which is calculated based on—

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 13. Prerequisites

Unless the Faculty permits otherwise in recognition of exceptional circumstances, students are required to complete allMaster of Health Professions Education core units and achieve the equivalent of at least 70 per cent in all core units, in orderto enrol in the Master of Health Professions Education thesis unit.

14. Progression

Students must achieve the equivalent of at least 70 per cent in all core units in the core units of the course in order toproceed to the Master of Health Professional Education thesis unit.

15. Credit

(1) For students other than those admitted under Rule 4(c), credit granted for work completed as part of an approvedcourse at this or another recognised tertiary institution will not exceed 24 points.

[Approved exception to University Policy]

(2) Unless the Faculty permits otherwise in recognition of exceptional circumstances, credit is normally granted only forcoursework completed within the past five years.

[Approved addition to University Policy]

16. Thesis submission and examination

(1) Submission and examination of the thesis is governed by the relevant master's degree by research rules for coursesadministered by the Board of the Graduate Research School.1, 2

(2) Following classification, the Health Professions Education Learning & Teaching Committee will award a percentage markfor the Thesis, based on the classification report.1 The Graduate Research School administers the examination and classification of the thesis.2 This is subject to the postgraduate fees policy.



Graduates applying for PhD Scholarships are requesting a mark be allocated for the thesis component. At the moment students obtain aWAM for the coursework, but their achievement in the thesis examination is not considered in this WAM. It is believed allocating a markwould offer a more complete assessment of the students performance.


Event Date Outcome

School / ROE 02-05-2019 Endorsed: SAH LTC R17/04/2019

Faculty 02-05-2019 Endorsed: Endorsesd AD L&T 2/5/19



F1


50830 Doctor of Clinical PharmacyTRIM: F12828

ID: 146





Allied Health

Coordinator Professor Rhonda Clifford





This course has not had any enrolments for at least 10 years. As it is a course that has not been active the decision to rescind has beenmade.Please note: the units listed for this course are NOT to be rescinded as they are accessed for other courses. This includes: PUBH4401;4403;5769;5785; 5742;5749; 5752; 5754; 5765;5766; and MGMT5601; and PHCY5606; 5609.

Details

Course code 50830

Title Doctor of Clinical Pharmacy


Professional Doctorate by thesis and coursework


Doctoral Degree — Level 10


About this course This course provides practising clinical pharmacists with a research-orientated qualification in a specialty area of clinicalpharmacy practice. It combines a research thesis with coursework units appropriate to the area of study. Applicants need tohave prior established links with the community of practising pharmacists and other relevant healthcare practitioners toenable completion of the major clinical research component of the degree.



Volume of learning



Event Date Outcome

Faculty 23-05-2019 Endorsed: FL&TC R14/19 14/5/19 FB R09/19 23/5/19



G1


Annual changes to 62510 Master of InformationTechnology (coursework)

TRIM: F15003ID: 403


Course structure


to Unit sequence

ELEC4403 Digital and Embedded Systems has been approved for rescission at the School of Engineering Education Committee on 14 May2019. No impact on assessment or student progression.

CITS5502 Software Processes has been proposed for rescission as the content is covered in in other units such as the design projects andprofessional computing.

No impact on assessment or student progression.

Removed units:- CITS5502 Software Processes [was core]- ELEC4403 Digital and Embedded Systems [was option]


Students who have completed degree studies in a non-cognate area, or equivalent as recognised by the Faculty, must complete relevantconversion units up to the value of 24 points from this group, as advised by the Faculty.

CITS1001 Software Engineering with Java 6 points Active

CITS1401 Computational Thinking with Python 6 points Active

CITS1402 Relational Database Management Systems 6 points Active

MATH1720 Mathematics Fundamentals 6 points Active


CITS4407 Open Source Tools and Scripting 6 points Active

CITS5206 Professional Computing 6 points Active

CITS5501 Software Testing and Quality Assurance 6 points Active

CITS5503 Cloud Computing 6 points Active

CITS5505 Agile Web Development 6 points Active

CITS5506 The Internet of Things 6 points Active

GENG5505 Project Management and Engineering Practice 6 points Active

Group A: Students take units to the value of 18 points from this group::

CITS4009 Introduction to Data Science 6 points Active

CITS4401 Software Requirements and Design 6 points Active

CITS4403 Computational Modelling 6 points Active

CITS4404 Artificial Intelligence and Adaptive Systems 6 points Active

CITS5504 Data Warehousing 6 points Active

CITS5507 High Performance Computing 6 points Active

CITS5508 Machine Learning 6 points Active





















G2

Group B: Students take units to the value of 12 points from this group::

ENVT4411 Geographic Information Systems Applications 6 points Active

GENG5507 Risk, Reliability and Safety 6 points Active

GENG5508 Robotics 6 points Active

INMT5518 Models for Logistics, Operations and Services 6 points Active

INMT5526 Business Intelligence 6 points Active

MGMT5504 Data Analysis and Decision Making 6 points Active


Mapping of outcomes





The Faculty of Science and the Business School have been consulted about the inclusion of units in the MIT.


Event Date Outcome

Faculty 17-05-2019 Endorsed: Delegation










H1


70260 Graduate Certificate in Scientific and HighPerformance Computing

TRIM: F58913ID: 404



Faculty Engineering and Mathematical Sciences


Physics, Mathematics and Computing

Coordinator Professor Jingbo Wang


Unavailable for new enrolments but will be available in future yearsRescinded immediately with no students eligible to re-enrol



The 70260 Certificate in Scientific and High Performance Computing was developed and endorsed by the Faculty of Science in 2014 andoffered for the first time in 2015 to domestics students only (no CRICOS). The four SHPC units were added to the Master of Physics,Chemistry and Geology and thus, outcomes for the HPC could be achieved through these courses. To date, the course has received twoenrolments, one of which withdrew from the course and the other had completed the course requirements in 2018. The PMC EducationCommittee endorsed the rescission on 21/05/19 along with the units SHPC5001 and SHPC5002.

Details

Course code 70260

Title Graduate Certificate in Scientific and High Performance Computing


Graduate Certificate


Graduate Certificate — Level 8


About this course In this course, students learn the necessary numerical analysis methods as well as programming languages. They becomefamiliar with a variety of visualisation and data analysis techniques, and learn to use networked computer systems, sharedresources and a variety of operating systems. Students demonstrate mastery of parallel programming concepts by solvingscientific computing problems.

Approved 20/05/2014


Volume of learning



Event Date Outcome

Faculty 27-05-2019 Endorsed: Endorsed at PMC Education Committee on 21/05/2019R09/2019




I1

Proposed unit as at 06-06-2019

PUBH2291 Global Health Field TripTRIM: F19/1514

ID: 7200

This unit is not yet approved.

Unit information

Code PUBH2291

Title Global Health Field Trip

Level 2

Unit type Undergraduate unattached elective

Undergraduatedegree

BBiomedSc



Population and Global Health

Coordinator Professor Jane Heyworth and Dr Julie Saunders

Proposed 29/05/2019


Credit points 6 points

Contact hours Seminars up to 6 x 2 hours; 1-3 week fieldwork overseas

Elective? True

Broadeningcategory

Broadening Category B

Academic information

Content This unit is designed to further develop public health knowledge and practice by addressing health issues in a low to middle-income country (LMIC). UWA students, in collaboration with a local NGO/health agency or university, will investigate ahealth-related issue that has been identified as a local priority. Students will interact with local health professionals,government officials and community members as well as undertake field observations and data collection. Students willprepare a report and presentation on their investigation for the NGO/health agency or university and other relevantagencies.Through these activities, students will be able to develop an appreciation and understanding of health issues in a LMIC;reflect on the similarities and differences to the Australia context, apply theoretical understanding of health to real-lifeproblems and develop cross-cultural communication skills.

Outcomes Students are able to (1) identify and analyse factors that enable or are barriers to the success and sustainability of health-related issues/programs; (2) develop skills of field observation, recording, questioning and analysis; (3) develop effectivecommunication skills in a different cultural setting; and (4) recognise own limitations and how and when to access support.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 identify and analyse factors that enable or are barriers to the success and sustainability of health-related issues/programs

participation, fieldwork report and presentation

2 develop skills of field observation, recording, questioning and analysis participation, fieldwork report and presentation

3 develop effective communication skills in a different cultural setting participation, fieldwork report and presentation

4 recognise own limitations and how and when to access support participation,

Assessment items Indicative assessments in this unit are as follows: (1) pre-trip essay; (2) group fieldwork report and presentation; and (3)participation in fieldwork activities and tutorials, including reflections on cross-cultural communication and practice. Furtherinformation is available in the unit outline.

# Assessment Indicative weighting Failed component

1 pre-trip essay 15%

2 group fieldwork report and presentation 60%

3 participation in fieldwork activities and tutorials, including reflections on cross-culturalcommunication and practice

25%

I2

Why largeproportion of groupwork

We have requested an amendment to the assessment policy for this unit and this has been endorsed by SPGH and FHMSLearning and Teaching Committees, March/April 2019. This unit is designed around the investigation of a health issueidentified by the local agency in-country. We have developed the program in collaboration with NGOs/health agencies sothat the learning outcomes and activities are of practical relevance for the local community that we are visiting. Keyoutcomes for the NGOs/health agencies are the report, which includes recommendations that arise from the fieldwork, andthe presentation to local key stakeholders while in country. To investigate and make recommendations on the health issue,the students work in groups of 5-8 students to plan and implement their fieldwork and write this up as a professional report.The students are required to take responsibility for their project and to collaborate with each other to produce a report andpresentation that can be usefully presented to the in-country NGO/health agency and other key stakeholders. They areworking with their groups intensively for around nine days, with daily reflections on what information they have obtained,what further information they need, what had worked well in the fieldwork that day and what could be improved upon. Theywork very closely as a team, each taking responsibly for the aims for each day's activities, allocation of tasks, questioning,observation, documentation, and synthesis of information from various sources. Students engage with health professionalsfrom community health workers to the Regional Director of Public Health, Local and State government officials, Schoolprincipals and teachers, NGO staff and community leaders and members. Importantly, students need to take amultidisciplinary approach to addressing this health issue and as such they need to draw upon their different knowledge andskills to present an integrated report and recommendations on the health issue. Because the students are preparing andpresenting a report for local stakeholders, the authentic nature of this assessment leads the students to strive for aprofessional report of the highest standard. The importance and magnitude of the project are somewhat daunting for thestudents and while they rise to the challenge, this does limit it from being undertaken by smaller groups or individuals. Inaddition, it is not possible to allocate different tasks across the students because they each need to experience andcontribute to all parts of the program in order to meet the unit learning outcomes. It is also not possible for each student topresent a component of presentation to local stakeholders; for most of the audience English is not their first language, andto enhance clarity we prefer fewer students to present.This unit currently does not comply with the assessment policy as the group report and presentation are weighted at 60%.However, due to the expectation of the NGO/Agency to receive one consolidated, high-quality report, and the collaborativeand authentic nature of the group assessment, it is important to allocate an appropriate weighting to the tasks that arecompleted as a group. Further, we offer students the opportunity to peer assess the input of their team members, whichthey will be able to do through the participation mark (the third assessment item). As such, we seek your endorsement forthe following assessment mechanisms for PUBH2211: Assessment 1: Pre-trip assignment (individual) 15% Assessment 2:Group final report and presentation 60% Assessment 3: Participation in tutorials and fieldwork 25% (individual -12.5%generated by peer assessment of other student's input, 12.5% lecturer and NGO generated).

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00750 Population and Global Health coordination and teaching 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Advisable priorstudy

PUBH1101 Health and Illness in Human Populations or PUBH1102 Health and Globalisation or PUBH2216 Communication andProject Planning in Health

Quota

Quota number 20

How quota isallocated

Based upon the students' expressions of interest, interview and academic performance. Students from diverse majors areencouraged to apply to provide a multidisciplinary experience.

Reason for quota This is the number that can be accommodated by the NGO /Agencies that we work with and the number that can besupervised by available academic staff. Fieldwork is less effective if the numbers are too large.

Quota consultations SPGH executive: One staff member per 10 students is required and the School is able to accommodate 2 academic staffaway for this period of time, but not more than this.



Service Learning (Community service-oriented)

Is experientiallearningcomponent?

Unit

Does theexperientiallearning activitycomprise aplacement?

Yes

I3

Hours of studentplacement

40 to 80

Description ofexperientiallearning

This unit is designed to allow students to apply the theory and content that they have learnt at University to a current healthissue in a LMIC country. The students will work with a local university or non-government organization (NGO), on a healthissued that they have identified as a priority. The students will be required to plan, implement and reflect on fieldwork thatmay include: interviews with or seminars given by key local personnel such as health professionals, government officials,school teachers and community leaders; engagement with local NGOs and community members through group meetings,interviews, surveys and/or social events; site visits of health and community agencies; and field observations ofenvironmental and social factors affecting health. The students will synthesise their fieldwork finding with publishedliterature to prepare a report that includes recommendations for addressing the issue/s. The students will present thesefindings to an invited audience of key stakeholders in country.The NGOs that we work with are undertaking work in the areas of Maternal and Child Health, Water and Sanitation, Food andNutrition, and general public health.The location may change from year to year and may be in rural Australia. The unit will be tailored to the country/region andAgency that we work with.


PUBH2291 students will travel to a region where they will undertake field work related to health. There is some pre-trippreparation which allows to students to gain an understanding of health in the country to be visited, and this is furtherdeveloped during the fieldwork through community and NGO engagement and seminars provided by local health experts.The students will investigate health issues that are priorities for the region. The students will have the opportunity toengage directly with local non-government agencies; public health physicians, community health workers; primary healthcentres and district hospitals, local government staff and Department of Health staff. Through daily tutorials, staff willsupport the students in developing their skills in cross-cultural communication as well as their skill in reflection upon theirexperience and its relevance to them both personally and professionally. Students will prepare a report and a plan of actionfor the health issue/s of focus, with appropriate consideration of the socio-cultural context. The students will synthesise theirfield observations and data collection with published literature. As such students will need to draw upon information literacy,qualitative and quantitative research skills, critical analyses, teamwork and communication, in particular, cross-culturalcommunication, in order to produce a report that combines academic rigour with practical relevance and utility to localcommunity/ region.

Unit offered/shared in courses

Unattached elective in BBiomedSc

Availabilities

Teaching period Location Mode Details

Semester 2, 2020 Crawley Face to face Expected class size: 20Contact hours: 7.5

Additional information

Unit has indigenouscontent?

False

Additionalinformation fromproposer

PUBH2291 was set up as a special unit in 2016 and we would now like formalise this unit as being available on an ongoingbasis.

Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimatedcharge

Airfares, accommodation, internal travel,host fee and daily living during theoverseas field work.

This unit is an elective unit and not essential for completion of adegree. The fieldwork cannot be completed without travel to aLMIC or rural Australia. Where possible NCP or GLO scholarshipswill be obtained to offset the costs.

EG: Essentialgoods (a)

3,000

Incidental fees havebeen approved byFaculty

True

Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

NGOs /Health Agencies/ University -variesby country

We seek the projects from the in-country agency to ensure the projects are relevant anduseful. The teaching occurs in the LMIC (India, Nepal, Fiji or elsewhere)

25%

I4

Consultations checklist

Consultations - Office of Global Learning, where relevant.

Handbook Notes

Notes (published inhandbook)

Police Clearance or Working with Children check may be required. Given the international nature of the field trip, studentsneed to be aware that the unit may be cancelled if travel warnings are issued for the fieldtrip destination prior to departure,or during the visit. The Department of Foreign Affairs and Trade (DFAT) regularly reviews and reissues their travel advice toreflect the level of danger they perceive to be present in each country and travel will not proceed if DFAT issues a Level 4travel warning (i.e. 'Reconsider your need to travel'). In the event of an emergency during the field trip, and where DFAT re-classifies the travel advice for the fieldtrip destination to a Level 4, students will be instructed to return to Australia as soonas possible. For further details, refer to the UWA Emergency Travel Management Plan. Please note that a condition ofenrolment in this unit is the student's adherence to the unit requirements prior to departure. The following criteria must bemet to remain enrolled in the unit: (1) assignment 1 must be submitted and completed to a satisfactory standard; (2)application for a visa must be submitted by the specified due date; (3) travel is organized as per instructions provided (4)emergency contacts/pre-existing health conditions and medication use must be submitted to the School of Population andGlobal Health by the specified due date; and (5) the student is to read and commit to follow the UWA policy on code ofconduct for field work and health and safety advice as outlined in the unit guidebook.

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FL&TC R8/19 9/4/19 FB R12/19 23/5/19Approval reference: Heather Morton 6457 2284


Displaying data as it is on 06/06/2019. Report generated 06/06/19 11:06.

J1


MJD-HYART History of ArtTRIM: F29647

ID: 1131


Major information

Code MJD-HYART

Title History of Art

Undergraduatedegree

BA


Design and Creative Arts



UWA Design School

Coordinator Associate Professor Clarissa Ball



Structure 2+3+3

Major type



True

Second major? True


True


History of Art


Nil.


True

Details

About this major Art is not a singular entity, but changes in time and space as cultures, that produce it, change. The History of Art majorintroduces you to art within the whole spectrum of our visual experience. It encompasses studies in visual arts, literature,film and new media, architecture, landscape architecture and the impact of other art and design practice on the history ofcultures. Learning to experience aesthetic pleasure through emotional intuition and intellectual learning is an essentialmeans of exploring the serious issues of past and present cultures from many parts of the world including Europe, America,Asia and Australia.

Outcomes # Outcome

1 analyse and interpret with reasonable competence a range of images, texts and items of visual culture and their social, political, economic,religious or aesthetic contexts

2 understand the key concepts, theories and methodologies of the discipline of Art History, and apply them to the study of art

3 show a good general knowledge of several periods in the history of art as well as more detailed knowledge of particular subject areas studied in themajor

4 communicate by reasoned argument in written texts and general discussion the ideas and approaches of the discipline

5 undertake independent research in the discipline of Art History

6 understand the significance of the visual arts and complex images in the construction of identities, ideologies, social formations and our place in theworld

7 understand the key contemporary issues of the discipline and their relevance to the study of art of diverse periods and cultures

J2

Rules

Prerequisites Nil.

Corequisites Nil.


Unit sequence


to Unit sequence

Proposed new unit for 2020 HART2370 that offers culturally diverse perspectives on global developments in art. This will allow students toview beyond one cultural, artistic, or intellectual tradition and hone their skills in cross-cultural understanding and analysis. Additionally,the unit criticallyanalyses different methodologies (Western and non-Western) in the history of art which enables students to evaluate and enrich their owncultural backgrounds.

Introduced units:+ HART2370 Global Art Histories [as option] [Proposed]


Level 1


HART1000 Great Moments in Art 6 points Active

HART1003 Ways of Seeing: Themesand Theories in Art

6 points Active

Level 2


HART2041 The Art of Photography 6 points Active

HART2042 Living Paris: Experiencingand Representing theModern City

6 points Active

HART2043 Zen Gardens to MangaMania: A Survey ofJapanese Art

6 points Active

HART2044 Contemporary Art andTradition in China

6 points Active

HART2201 Art and Urban Experience 6 points Active

HART2202 Art and Social Justice 6 points Active

HART2207 Caravaggio and theBaroque

6 points Active

HART2222 Contemporary Art 6 points Active

HART2223 Modernism and the VisualArts

6 points Active

HART2234 Film Noir to the New Wave 6 points Active

HART2237 Nineteenth-Century BritishArt

6 points Active

HART2243 Imagist Avant-Garde Film 6 points Active

HART2274 Introduction to Museumand Curatorial Studies

6 points Active

HART2275 Italian Renaissance Art Now 6 points Active

HART2283 Rome 6 points Active

Level 3


Level 1


HART1000 Great Moments in Art 6 points Active

HART1003 Ways of Seeing: Themesand Theories in Art

6 points Active

Level 2


HART2041 The Art of Photography 6 points Active


6 points Active

HART2043 Zen Gardens to MangaMania: A Survey ofJapanese Art

6 points Active


6 points Active

HART2201 Art and Urban Experience 6 points Active

HART2202 Art and Social Justice 6 points Active

HART2207 Caravaggio and theBaroque

6 points Active

HART2222 Contemporary Art 6 points Active

HART2223 Modernism and the VisualArts

6 points Active

HART2234 Film Noir to the New Wave 6 points Active

HART2237 Nineteenth-Century BritishArt

6 points Active

HART2243 Imagist Avant-Garde Film 6 points Active

HART2274 Introduction to Museumand Curatorial Studies

6 points Active

HART2275 Italian Renaissance Art Now 6 points Active


Level 3




































J3


HART3330 Art Theory 6 points Active


HART3040 Breaking Art 6 points Active


6 points Active


6 points Active

HART3276 Prints from Dürer toToulouse-Lautrec

6 points Active


HART3301 Manet and the FrenchAvant-Garde

6 points Active

HART3302 Michelangelo 6 points Active

HART3310 Art and Games: from Dadato Data

6 points Active

HART3331 Visual Culture and Art inAmerica: 1900–2000

6 points Active

HART3333 Picturing the Self:Portraiture in Nineteenth-century Europe

6 points Active

HART3340 Materialist Avant-GardeFilm

6 points Active

HART3361 The Dutch Golden Age andthe Art of Exploration

6 points Active

HART3371 The Northern Renaissance 6 points Active

HART3375 Twenty-first Century Art 6 points Active

HART3666 Australian and AboriginalArt

6 points Active


HART3330 Art Theory 6 points Active


HART2370 Global Art Histories 6 points Proposed Addition

to sequence

HART3040 Breaking Art 6 points Active


6 points Active


6 points Active

HART3276 Prints from Dürer toToulouse-Lautrec

6 points Active


HART3301 Manet and the FrenchAvant-Garde

6 points Active

HART3302 Michelangelo 6 points Active

HART3310 Art and Games: from Dadato Data

6 points Active

HART3331 Visual Culture and Art inAmerica: 1900–2000

6 points Active

HART3333 Picturing the Self:Portraiture in Nineteenth-century Europe

6 points Active

HART3340 Materialist Avant-GardeFilm

6 points Active

HART3361 The Dutch Golden Age andthe Art of Exploration

6 points Active

HART3371 The Northern Renaissance 6 points Active

HART3375 Twenty-first Century Art 6 points Active

HART3666 Australian and AboriginalArt

6 points Active

Mapping of outcomesOutcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx?RootFolder=%2Fsites%2Fcurriculummapping%2FShared%20Documents%2FArts%2C%20Business%2C%20Law%20and%20Education%2FUndergraduate&FolderCTID=0x01200083C22B3963F84A4C952D398F74AD0390&View=%7B36038A8D-C0CB-4FA6-8359-ADDBBFDB3817%7D


True


Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R11/19






































J4


HART2370 Global Art HistoriesTRIM: F19/1437

ID: 7338


Unit information

Code HART2370

Title Global Art Histories

Level 2

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BA



UWA Design School

Coordinator Arvi Wattel

Proposed 21/05/2019



Contact hours Up to 3 hours per week.

Elective? True

Broadening category

Broadeningcategory

Broadening Category A



Type of Broadeningcategory A

Main focus on some aspect of the globalised and culturally diverse environment

Why BroadeningCategory A

Understanding aspects of globalised and culturally diverse environments is at the core of this unit, which aims to offerdifferent cultural perspectives on global developments in art. This will allow students to view beyond one cultural, artistic, orintellectual tradition and hone their skills in cross-cultural understanding and analysis. Additionally, the unit criticallyanalyses different methodologies (Western and non-Western) in the history of art which enables students to evaluate andenrich their own cultural backgrounds.

Designrequirements forthis type ofBroadeningCategory A

Requirements for proposing a ‘Category A’ broadening unit that addresses aspects relating to a globalised and culturallydiverse environment in which the student operates:1. The main focus of the academic content of the unit must be focused on enabling the student to understand aspects of globalised andculturally diverse environments.

This requirement may be met through one or more of the following methods:(a) where the unit content explicitly focuses on cultural and global diversity;(b) where learning occurs by applying the disciplinary focus of the unit to global and culturally diverse contexts;(c) where learning occurs through comparative study of global-cultural diversities and contexts;(d) where learning occurs through case study approaches, including field study and trips, to understanding global-cultural diversities.

[N.B: where a unit is designed as an ‘Indigenous-embedded’ unit (i.e. Indigenous content account for 20 per cent or more of unit content),the proposal should demonstrate that it has been developed in consultation with the School of Indigenous Studies.]

2. Learning outcomes of the unit must be designed to enable students to develop personal, social and ethical awareness in a globalcontext.

3. Assessment must adequately demonstrate that the student will meet requirements 1 and 2.

J5


Content This unit traces global developments in art and material culture through a series of case studies focusing on, but not limitedto, the Age of Discovery (15th-18th centuries). While this suggests an emphasis on European contact with other cultures,the unit attempts to avoid a Eurocentric perspective and instead focuses on the increased globalisation and its impact onthe production and reception of art across different cultures in Latin America, South and East Asia, Africa and Europe.Exploring issues such as national vs transnational, cultural encounter, ethnography, cross-cultural exchange and culturaltransfer (acculturation, transculturation, hybridization, etc.), this unit critically investigates what constitutes ‘globalisation'and the ‘global' in art and culture. Simultaneously, we will survey current theoretical discourses regarding global or world arthistory and critically revaluate art history as a (Western) discipline. The unit is designed to stimulate critical thinking andwriting, shape research skills and develop the capacity to speak to multiple audiences.

Outcomes Students are able to (1) recognise key concepts in the globalisation of art and material culture; (2) describe globaldevelopments in art and material culture; (3) critically analyse the latest scholarship in global and world art history; (4)relate contemporary understandings of globalisation to earlier phenomena; and (5) develop a compelling, coherent and well-structured argument in a written paper.



1 recognise key concepts in the globalisation of art and material culture short essay, long essay, oral assessment

2 describe global developments in art and material culture short essay, long essay, oral assessment

3 critically analyse the latest scholarship in global and world art history short essay, long essay, oral assessment

4 relate contemporary understandings of globalisation to earlier phenomena oral assessment

5 develop a compelling, coherent and well-structured argument in a written paper short essay, long essay

Assessment items Indicative assessments in this unit are as follows: (1) short essay; (2) long essay; and (3) oral assessment. Furtherinformation is available in the unit outline.


1 short essay 25%

2 long essay 50%

3 oral assessment 25%





00250 UWA Design School Coordination and teaching 100%

Unit rules

Prerequisites HART1000 Great Moments in Art or HART1003 Ways of Seeing: Themes and Theories in Art

Corequisites Nil



Intended courses History of Art major [already approved]

Course Course type Status in course Role

MJD-HYART History of Art Major Proposed from 2020 Option

Availabilities


Semester 1, 2020 Crawley Face to face

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=1131

J6


Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019Approval reference: EO x5542




J7


MJD-LDARC Landscape ArchitectureTRIM: F29697

ID: 1205


Major information

Code MJD-LDARC

Title Landscape Architecture

Undergraduatedegree

BA





UWA Design School

Coordinator Associate Professor Christopher Vernon



Structure 2+3+3

Major type



True

Second major? True


True


Landscape Architecture


Nil.


False

Details

About this major Landscape architecture is primarily concerned with the quality of the environment. It focuses on all aspects of landscapeand land use planning, design and management; the restoration and rehabilitation of disturbed environments; and thedesign and management of outdoor spaces to create exciting, functional and attractive environments that will contribute tothe life of the community. The Landscape Architecture major shares a number of units with the Architecture major. As such,cross-disciplinary content, collaboration and learning are key features of these majors. Other points of distinction include anemphasis on discovery through drawing; grounding in cultural landscapes and integration of culturally diverse content;engagement with contexts that are local, regional and international; and an embedding across learning areas of a deepappreciation for sustainability. By studying this major you will develop essential skills in critical thinking, providing you witha strong understanding in the practical, as well as the theoretical, art of landscape design. It will provide you with thefoundation to pursue a professional postgraduate qualification in Landscape Architecture. Landscape architects work on avariety of scales, ranging from major regional projects to smaller urban developments which include industrial, commercial,institutional, recreational and residential environments.

J8

Outcomes # Outcome

1 design projects which take a philosophical and ethical position in regard to the sociopolitical, ecological and aesthetic roles of landscapearchitecture

2 apply historical, theoretical and technical knowledge to design

3 produce designs which illustrate a basic working knowledge of plants, materials and construction techniques

4 negotiate and resolve complex site planning issues and developmental programs

5 display an active engagement with experimental design processes and self-directed research

6 work productively in collaborative and trans-disciplinary situations

7 communicate at a sophisticated level in verbal, visual and written modes

Rules

Prerequisites Nil.

Corequisites Nil.



Nil.

Unit sequence


to Unit sequence

The Landscape Architecture major has been reviewed, revised and refreshed with changes to unit learning outcomes in the Design streamin response to student feedback and profession.

At L2 the existing 12 point studio unit has been removed to accommodate an existing L3 unit LACH3030 converted to Level 2 (LACH2050)as this content is required earlier on in the student learning experience and the larger 12 point studio unit is now available at L3(capstone experience) as it offers the opportunity to introduce additional content such as landscape management content in thedesign studio to address gaps in the Major and more closely aligns the UWA Landscape Architecture Major with national and internationalLandscape Architecture major courses.

Introduced units:+ LACH2050 Plants and Landscape Systems [as core] [Proposed]+ LACH2001 Landscape Architecture Studio—Speculations [as core] [Active]Removed units:- ARLA2001 Design Studio [was core]- LACH3030 Plants and Landscape Systems [was core] [rescission proposed for 2020]


Level 1


ARLA1000 Design Studio - Groundings 6 points Active

ARLA1040 Techniques of Visualisation 6 points Active


ARLA1030 Structures and Systems 6 points Active

LACH1010 History and Theory ofLandscape Architecture

6 points Active

Level 2


ARLA2001 Design Studio 12 points Active

LACH2030 Site Manipulation 6 points Active


Level 1


ARLA1000 Design Studio - Groundings 6 points Active

ARLA1040 Techniques of Visualisation 6 points Active


ARLA1030 Structures and Systems 6 points Active

LACH1010 History and Theory ofLandscape Architecture

6 points Active

Level 2















J9


LACH2000 Landscape ArchitectureStudio—Considerations

6 points Active

Level 3


LACH3000 Landscape ArchitectureStudio—Expansions

6 points Active

LACH3001 Landscape ArchitectureStudio—Resolutions

6 points Active

LACH3030 Plants and LandscapeSystems

6 points Active


LACH2001 Landscape ArchitectureStudio—Speculations


to sequence

LACH2030 Site Manipulation 6 points Active

LACH2050 Plants and LandscapeSystems

6 points Proposed Addition

to sequence


LACH2000 Landscape ArchitectureStudio—Considerations

6 points Active

Level 3


LACH3000 Landscape ArchitectureStudio—Expansions

6 points Active

LACH3001 Landscape ArchitectureStudio—Resolutions

612points

Active

Mapping of outcomes




True


Approved before 2014; data not available.


Event Date Outcome















J10


LACH2050 Plants and Landscape SystemsTRIM: F19/1443

ID: 7380


Unit information

Code LACH2050

Title Plants and Landscape Systems

Level 2


Undergraduatedegree

BA



UWA Design School

Coordinator Christina Nicholson

Proposed 21/05/2019



Contact hours Up to 4 hours per week.

Elective? True

Broadeningcategory



Content Building on the foundations of Level 1 design studio and technical studies, this unit deepens the understanding of plants andecology and the use of plants as a living material in landscape architectural design. It investigates the role of plants in thedynamic contexts of landscape systems, cultural landscapes, designed landscapes and landscape management. This unitemphasises Western Australia's unique biodiversity, sustainable design and the dynamic context in which plants can thrive.

Outcomes Students are able to (1) identify, describe and represent plants suitable for the Perth region; (2) critically analyse thegeography of a site to determine the site characteristics important for plant selection; and (3) develop appropriate plant selections on the basis of environmental, cultural, historical and design factors.



1 identify, describe and represent plants suitable for the Perth region Assessed by a group project, individual site based project andplant palette.

2 critically analyse the geography of a site to determine the site characteristicsimportant for plant selection

Assessed by a group project, individual site based project andplant palette.

3 develop appropriate plant selections on the basis of environmental, cultural,historical and design factors

Assessed by a group project, individual site based project andplant palette.

Assessment items Indicative assessments in this unit are as follows: (1) group project; (2) site based project; and (3) site based plant palette.Further information is available in the unit outline.


1 group project 30%

2 site based project 35%

3 site based plant palette 35%





00250 UWA Design School ROE 100%

J11

Unit rules

Prerequisites ARLA1000 Design Studio—Groundings (formerly LACH1000 Landscape Architecture Studio—Groundings) or one of thefollowing: BIOL1131 Plant and Animal Biology, EART1104 Discovering Earth (formerly Introduction to Geology), EART1105The Dynamic Planet, SCIE1104 Science, Society and Data Analysis

Corequisites Nil.



Nil.


Intended courses Landscape Architecture major


MJD-LDARC Landscape Architecture Major Proposed from 2020 Core

Availabilities


Semester 2, 2020 Crawley Face to face Contact hours: up to 4


Event Date Outcome

School / ROE 16-04-2019 Endorsed: Endorsed by the School of Design Education Committee,April16, 2019Approval reference: x2586 (Philip Goldswain)

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R12/19Approval reference: EO x5542




J12

Active honours specialisation as at 01-01-2020

HON-LWSOC Law and SocietyTRIM: F62291

ID: 4605


Honours information

Code HON-LWSOC

Title Law and Society



UWA Law School

Coordinator Associate Professor Jani McCutcheon

Undergraduatedegree

BA(Hons)

Approved 13/12/2016


Availability Available for new enrolments

Entry requirements

Entry requirements Enrolment in the BPhil or a weighted average mark of at least 70 per cent in the Level 3 units of the Law and Society major,or equivalent, as determined by the relevant board.


Academic objectives Law and Society scholars examine broad theoretical issues about the nature of law and society as well as how therelationship between the two plays out in particular fields of legal and social policy at both domestic and international levels.Study in this discipline develops important skills in research, analysis, teamwork and communication.

Honours in Law and Society is designed to increase understanding of important theoretical perspectives, while alsodeveloping key practical skills relevant to work in or with government and non-government organisations (e.g. policydevelopment and implementation). Through close attention to key texts, and the examination of critical current issues anddebates, students will expand and deepen their specialist knowledge gained in the Law and Society major, and developadvanced-level research and critical thinking skills.

Outcomes Students are able to (1) demonstrate coherent and advanced knowledge of key theories, concepts and issues in law andsociety; (2) demonstrate a broad understanding of relevant socio-legal research methodologies; (3) review, analyse,consolidate and synthesise literature and research finding with intellectual independence to provide understanding ofcomplex socio-legal challenges; (4) apply their knowledge, research and writing skills in order to design and execute anoriginal law and society research project; and (5) demonstrate a broad understanding of theoretical concepts in law andsociety through both cognitive and technical skills.


to Outcomes

editorial feedback from the FABLE CC Chair to follow Bloom's guide.

Researchcomponent

To complete Honours a student must complete the following program of study:

Four coursework units - worth 50% of total marks

One dissertation (over 2 units) - worth 50% of marks

The program of study can be completed full-time over one year, or part-time over two years, or 18 months. The dissertationmust be completed over two consecutive semesters.

Students will be required to read and research at greater breadth and depth, and produce papers that demonstrate theacquisition of advanced research skills though critical analysis over longer word lengths.

There is a structured time-tabled progression through each stage of the dissertation, from research proposal, literaturereview and initial research, drafting, to completion.

J13

Unit sequence


to Unit sequence

The School of Social Sciences, Communication and Media Studies Discipline are rescinding COMM4604 Media Governance unit for 2020. Ithas been provided in this sequence as a required Level 4 Seminar option unit to ensure that the course sequence is compliant with theHonours structure as per UP17/3 Courses: Undergraduate, clause 3.1 (central please note that UP16/8 link above is out of date).

LAWS4227 has has been identified as a suitable replacement for COMM4604.

OCEN4001 and LAWS5260 have been identified as suitable additional option units for the Honours course.

Introduced units:+ LAWS4227 Foundations of Law and Legal Institutions [as core] [Proposed]+ OCEN4001 Oceans Governance [as option] [Active]+ LAWS5260 Intersections of Law, Policy and Government [as option] [Proposed]Removed units:- LAWS5227 Foundations of Law and Governance [was core] [rescission drafted for 2020]- COMM4604 Media Governance [was option] [rescission proposed for 2020]



LAWS4201 Dissertation (Law andSociety) Part 1

12 points Active


12 points Active

LAWS5227 Foundations of Law andGovernance

6 points Active

SOCS4100 Honours Research Skills 6 points Active


COMM4604 Media Governance 6 points Active

LAWS5215 Regulation: Theory andPractice

6 points Active

LAWS5223 Theories of Justice andPunishment

6 points Active

LAWS5224 Foundations of PublicInternational Law

6 points Active

LAWS5226 International HumanRights Law

6 points Active

POLS5501 Public Policy 6 points Active




12 points Active


12 points Active

LAWS4227 Foundations of Law andLegal Institutions


to sequence

SOCS4100 Honours Research Skills 6 points Active


LAWS5215 Regulation: Theory andPractice

6 points Active

LAWS5223 Theories of Justice andPunishment

6 points Active

LAWS5224 Foundations of PublicInternational Law

6 points Active

LAWS5226 International Human RightsLaw

6 points Active

LAWS5260 Intersections of Law, Policyand Government


to sequence

OCEN4001 Oceans Governance 6 points Active Addition

to sequence


Intake




Event Date Outcome






























J14


LAWS4227 Foundations of Law and Legal InstitutionsTRIM: F19/1460

ID: 7377


Unit information

Code LAWS4227

Title Foundations of Law and Legal Institutions

Level 4

Unit type Unit in undergraduate honours specialisation(s) and postgraduate courses

Undergraduatedegree

BA



UWA Law School

Coordinator Dr Fiona McGaughey and Associate Professor Jani McCutcheon

Proposed 22/05/2019



Contact hours This unit is delivered intensively in 'flipped mode' and is offered twice a year.10 online modules are to be completed in advance of two face-to-face sessions.Students must attend the face-to-face sessions.


Content This unit examines the fundamental principles and concepts of law, legal institutions and government in Australia (includingthe role of international law) in historical and political context. It studies the principle sources of law in Australia and the keyaspects of relevant areas of law. The unit explores some key theories and debates associated with law and legal institutionswhich provide context for policy processes.

Outcomes Students are able to (1) critically analyse the principles and sources of Australian law and the role and nature of state andcommonwealth government institutions; (2) critically analyse the position of the Australian legal and constitutional systemsand institutions within the world legal order; (3) apply principles of law and governance to a variety of factual situations,including available courses of action; (4) employ legal research skills, including the evaluation of relevant secondarysources, in developing a persuasive argument and responding to real and/or hypothetical legal problems; and (5)communicate evaluations and critical analysis of foundations of law and legal institutions both orally and in writing toaddress complex law and government issues.



1 critically analyse the principles and sources of Australian law and the role and nature of state andcommonwealth government institutions

Research essay, quiz, classparticipation

2 critically analyse the position of the Australian legal and constitutional systems and institutions withinthe world legal order


3 apply principles of law and governance to a variety of factual situations, including available courses ofaction


4 employ legal research skills, including the evaluation of relevant secondary sources, in developing apersuasive argument and responding to real and/or hypothetical legal problems

Research essay, quiz

5 communicate evaluations and critical analysis of foundations of law and legal institutions both orally andin writing to address complex law and government issues

Research essay, class participation

Assessment items Indicative assessments in this unit are as follows: (1) quiz

; (2) research essay; and (3) class participation. Further information is available in the unit outline.


1 quiz 50%

2 research essay 30%

3 class participation 20%

J15


Supplementary assessment is not available in this unit.



00200 UWA Law School ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities LAWS5227 Foundations of Law and Governance


For Law and Society Honours students: LAWS1111 Law, Conflict and Change, LAWS2227 Law in Action; LAWS3316 Law,Advocacy, Activism and Change


Intended courses Masters in Law Government and PolicyGrad Dip in Law Policy and GovernmentLaw and Society HonoursMaster of Mining and Energy LawGraduate Diploma in Natural Resources LawMaster of International LawGraduate Diploma in International LawMaster of International Commercial LawGraduate Diploma in International Commercial Law


HON-LWSOC Law and Society Honours specialisation Proposed from 2020 Core

21520 Master of International Law (coursework) Postgraduate coursework course Proposed from 2020 Option

21530 Master of Law, Policy and Government(coursework)

Postgraduate coursework course Proposed from 2020 Core

21340 Graduate Diploma in Law, Policy and Government Postgraduate coursework course Proposed from 2020 Core

Note: as the unit is offered in 21520 Master of International Law (coursework), it is also offered in packaged double award courses involving thatcourse:• 21540 Master of International Law and Master of International Relations• 21540??? Master of International Law (coursework) and Master of International Relations (coursework or coursework and dissertation)

Availabilities


Non-standard, 2020 Crawley Multi-mode Description: February IntensiveSatisfaction of academic standards: This unit is equal to 150 hours of student workload eventhough it is delivered intensively.Start: 03-02-2020Attendance start: 17-02-2020Attendance end: 21-02-2020End: 24-04-2020Requested census:Group: Unknown

Note: non-standard teaching period dates are finalised in the Student Information ManagementSystem - final dates may differ from those shown here, and can be viewed in or the 2020 Handbooklist (if launched yet)..

Non-standard, 2020 Crawley Multi-mode Description: June intensive (flipped mode) - exact dates to be confirmedSatisfaction of academic standards: The content is delivered in flipped mode so it can becompleted pre-semester - important for a foundation unit.Start: 18-05-2020Attendance start: 01-06-2020Attendance end: 05-06-2020End: 10-07-2020Requested census:Group: Unknown


http://www.caidi.uwa.edu.au/summary.php?type=Honours&id=4605

http://www.caidi.uwa.edu.au/summary.php?type=PG&id=366





http://www.caidi.uwa.edu.au/summary.php?type=PGPackaged&id=3


http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=LAWS4227




J16


Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- Other Western Australian universities offering courses in a similar field- UWA research activity, centre or affiliate


Event Date Outcome


School / ROE 22-05-2019 Endorsed: Law School L&T CommitteeApproval reference: Penny Carruthers



J17


LAWS5260 Intersections of Law, Policy andGovernment

TRIM: F19/1451ID: 7341


Unit information

Code LAWS5260

Title Intersections of Law, Policy and Government

Level 5




UWA Law School


Proposed 21/05/2019



Contact hours Equivalent of 5 days intensive teaching in blended mode with recorded lectures and face to face workshops.


Content This unit explores three major themes concerning the intersections between law, policy and governance. First, it provides anoverview of major theories and contexts of governance; the concept of ‘good governance'; key issues and debatesassociated with the law and governance; and contrasts governance with government and regulation. Second, it explores theevolution and translation of policy into law, the differences and relationships between policy and law, how they are formedand who forms them, how law, policy, government and governance all intersect, and the often contesting interests andstakeholders involved in this mix. Third, the unit examines the pragmatic intricacies of statutory law formation and reform,including through the work of government policy officers, Parliamentary committees and law reform agencies.

Outcomes Students are able to (1) describe contexts and concepts of governance and its relationship to government and regulation; (2) critique key issues and debates associated with the law and governance; (3) describe the major pathways from policyto law; (4) analyse the differences and relationships between law, policy, government and governance; (5) analyse theprocesses of statutory law formation and reform; and (6) create persuasive arguments through written and oral work.



1 describe contexts and concepts of governance and its relationship to government and regulation Research essayworkshop participation and presentationreflective journal

2 critique key issues and debates associated with the law and governance Research essayworkshop participation and presentationreflective journal

3 describe the major pathways from policy to law Research essayworkshop participation and presentationreflective journal

4 analyse the differences and relationships between law, policy, government and governance Research essayworkshop participation and presentationreflective journal

5 analyse the processes of statutory law formation and reform Research essayworkshop participation and presentationreflective journal

6 create persuasive arguments through written and oral work Research essayworkshop participation and presentationreflective journal

J18

Assessment items Indicative assessments in this unit are as follows: (1) research essay; (2) workshop participation and presentation; and (3)reflective journal. Further information is available in the unit outline.



2 workshop participation and presentation 30%

3 reflective journal 30%





00200 UWA Law School teaching and administration 100%

Unit rules

Prerequisites Nil

Corequisites Nil



Intended courses Master of Law, Policy and GovernmentGraduate Diploma of Law, Policy and GovernmentLaw and Society HonoursBusiness Law Honours


HON-LWSOC Law and Society Honours specialisation Proposed from 2020 Option

HON-BSLAW Business Law Honours specialisation Drafted from 2020 Option

21530 Master of Law, Policy and Government (coursework) Postgraduate coursework course Proposed from 2020 Core


Availabilities


Non-standard, 2020 Crawley Multi-mode Expected class size: 20Contact hours: 18Description: Attendance on campus two weeks x 18 hours each week May.Satisfaction of academic standards: The unit will be taught in a blended mode, with some pre-recorded material, and some face-to-face sessions. Care will be taken to ensure the total studentworkload, including readings and preparations for class, does not exceed 150 hours.Start: 20-04-2020Attendance start: 04-05-2020Attendance end: 15-05-2020End: 15-06-2020Requested census:Group: Unknown




False


This unit is designed to function as the flagship unique unit for the Master of Law, Policy and Government. It is substantiallyan amalgamation of the content from a number of recently rescinded or modified units in the Master of Law, Policy andGovernment.







J19

Handbook Notes


This unit is taught in a blended mode, and students will need to complete some online learning tasks prior to attending theface-to-face workshop sessions.


Event Date Outcome

School / ROE 07-05-2019 Endorsed: Approved L&T 07.05.19




K1


Annual changes to 21340 Graduate Diploma in Law,Policy and Government

TRIM: F59192ID: 407


Course structure


to Unit sequence

LAWS5260 Intersections of Law, Policy and Government is a new unique unit for the Master of Law, Policy and Government and theGraduate Diploma of Law, Policy and Government.LAWS4227 Foundations of Law and Legal Institutions was created as a modified Level 4 version of LAWS5227 Foundations of Law andGovernance, with a name change that better reflects its content.

Introduced units:+ LAWS5260 Intersections of Law, Policy and Government [as core] [Proposed]+ LAWS4227 Foundations of Law and Legal Institutions [as core] [Proposed]+ LAWS5577 Space Law, Satellites and Drones [as option] [Proposed]Removed units:- LAWS5227 Foundations of Law and Governance [was core] [rescission drafted for 2020]


Sequence notes:Students with a recognised Law degree, take POLS5501 Public Policy (6 points) and LAWS5260 Intersections of Law, Policy and Government (6 points)from Group A, and option units to the value of 12 points from Group B.

Students without a recognised Law degree, take all units (18 points) from Group A, and option units to the value of 6 points from Group B.

Group A: Take units as per the sequence notes.

LAWS4227 Foundations of Law and Legal Institutions 6 points Proposed Addition

to sequence

LAWS5260 Intersections of Law, Policy and Government 6 points Proposed Addition

to sequence


Group B: Take units as per the sequence notes.

LAWS5167 Comparative Law 6 points Active

LAWS5182 Indigenous Peoples in International and Comparative Law 6 points Active

LAWS5215 Regulation: Theory and Practice 6 points Active

LAWS5223 Theories of Justice and Punishment 6 points Active

LAWS5305 Mediation: Practice and Skills 6 points Active

LAWS5378 Government Accountability—Law and Practice 6 points Active

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition

to sequence

LAWS5694 Research Paper I 6 points Active


Event Date Outcome

School / ROE 01-05-2019 Endorsed: Penny Carruthers and L&T

Faculty 30-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835 FABLECurriculum Committee, 13 May 2019, R8/19 for new unitsLAWS4227/5260 and R9/19 for new unit LAWS5577
















K2

Event Date Outcome



K3


Annual changes to 21530 Master of Law, Policy andGovernment (coursework)

TRIM: F55917ID: 367


Course structure


to Unit sequence

LAWS5577, OCEN4001 and SVLG5003 are appropriate options for Group B (students with and without a recognised law degree).

LAWS5181 is a suitable option only for students with a recognised law degree (hence the need to create a new option Goup C reservedonly for law degree students).

LAWS5260 Intersections of Law, Policy and Government is a new unique unit for the Master of Law, Policy and Government and theGraduate Diploma of Law, Policy and Government (approved by Law School learning and teaching committee).

LAWS4227 Foundations of Law and Legal Institutions was created as a modified Level 4 version of LAWS5227 Foundations of Law andGovernance in order to offer a law coded L4 unit in the Law and Society Honours program. Its new name better reflects its content.

LAWS5227 will be rescinded.

Introduced units:+ LAWS5260 Intersections of Law, Policy and Government [as core] [Proposed]+ LAWS4227 Foundations of Law and Legal Institutions [as core] [Proposed]+ SVLG5003 Wicked Problems [as option] [Active]+ OCEN4001 Oceans Governance [as option] [Active]+ LAWS5577 Space Law, Satellites and Drones [as option] [Proposed]+ LAWS5181 Health Law and Policy [as option] [Active]Removed units:- LAWS5227 Foundations of Law and Governance [was core] [rescission drafted for 2020]


Sequence notes:Students with a recognised Law degree, take POLS5501 Public Policy (6 points) and LAWS5260 Intersections of Law, Policy and Government (6 points),and option units to the value of 18 points from Group A and 18 points from either Group B or Group C, of which at least 12 points must be LAWS coded.

Students without a recognised Law degree, take all core units (18 points) and option units to the value of 18 points from Group A and 12 points fromGroup B, of which at least 6 points must be LAWS coded.

Enrolment in SVLG5001 McCusker Centre for Citizenship Internship and SVLG5003 Wicked Problems is subject to approval by the course coordinatorand is based on the suitability of the socio-legal study project or problem.

Take as per sequence notes:


to sequence

LAWS5260 Intersections of Law, Policy and Government 6 points Proposed Addition

to sequence


Group A: Take as per sequence notes:

























K4

Group B: Take units as per sequence notes:

COMM5604 Media Governance 6 points Active

LAWS5114 International Environmental Law 6 points Active


LAWS5175 Heritage Governance: from Global to Local 6 points Active


LAWS5210 Working with China: Business in a Socio-legal Context 6 points Active





LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5540 Environmental Protection Law 6 points Active


to sequence

LAWS5590 Water Resources Law 6 points Active


LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active


OCEN4001 Oceans Governance 6 points Active Addition

to sequence

POLS5681 Governance in the International System 6 points Active

SOCS5005 Social Research Ethics 6 points Active

SOCS5010 NGOs, Governance and Development 6 points Active

SOCS5200 Digital Advocacy 6 points Active

SVLG5001 McCusker Centre for Citizenship Internship 6 points Active

SVLG5003 Wicked Problems 6 points Active Addition

to sequence

Group C: Take units as per sequence notes.

LAWS5181 Health Law and Policy 6 points Active Addition

to sequence




























K5



I emailed the SVLG5001 unit coordinator on 9 April 2018 asking if she foresaw any difficulties with including this unit in thesequence. She replied with very positive assent on 9 April 2018.The coordinators of COMM5604 Media Governance, SOCS5010 NGOs, Governance and Development, POLS5681 Governancein the International System and SOCS5200 Digital Advocacy have all agreed to include their units in the MLPG (emails 12and 13 June 2018). The coordinators of OCEN4001 and SVLG5003 emailed their approval 26 March 2019.


Event Date Outcome

Faculty 30-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835 FABLECurriculum Committee, 13 May 2019, R8/19 for new units LAWS4227 andLAWS5260 and R9/19 for new unit LAWS5577



K6


Annual changes to 21520 Master of International Law(coursework)

TRIM: F55915ID: 366


Course structure


to Unit sequence

LAWS5227 has been rescinded and replaced by LAWS4227. This is only suitable for non-law graduates, i.e. Group C. There are nonegative impacts.

New unit LAWS5577 offers new content.

Introduced units:+ LAWS5577 Space Law, Satellites and Drones [as option] [Proposed]+ LAWS4227 Foundations of Law and Legal Institutions [as option] [Proposed]Removed units:- LAWS5227 Foundations of Law and Governance [was option] [rescission drafted for 2020]


Students with a recognised Law degree, take all units from this group (6 points).

LAWS5225 Theory, Method and Contemporary Issues of International Law 6 points Active

Students without a recognised Law degree, take all units from this group (12 points).

LAWS5224 Foundations of Public International Law 6 points Active

LAWS5225 Theory, Method and Contemporary Issues of International Law 6 points Active

Group A: All students, take unit(s) to a minimum value of 12 points and a maximum of 24 points from Group A. (The Faculty recommends thatat least 18 points are taken from this group.):


LAWS5179 Law of the Sea 6 points Active

LAWS5219 International Criminal Law 6 points Active

LAWS5220 International Humanitarian Law 6 points Active

LAWS5226 International Human Rights Law 6 points Active












K7

Group B: Students with a recognised Law degree, take unit(s) from Group B to complete the remainder of points (18–30).





LAWS5224 Foundations of Public International Law 6 points Active

LAWS5230 Aviation Law 6 points Active

LAWS5254 World Trade Organization Law 6 points Active

LAWS5507 International Oil and Gas Law 6 points Active



to sequence






Group C: Students without a recognised Law degree, take unit(s) from Group C to complete the remainder of points (12–24).


to sequence





LAWS5230 Aviation Law 6 points Active





to sequence





































K8



Supported by Fiona Mcgaughey (Law School) and Chantal Bourgault from school of Humanities


Event Date Outcome

Faculty 30-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835 FABLECurriculum Committee, 13 May 2019, R8/19 for new unit LAWS4227 andR9/19 for new unit LAWS5577



K9


Annual changes to 21510 Master of InternationalCommercial Law (coursework)

TRIM: F55913ID: 362


Course structure


to Unit sequence

This unit is being introduced into the JD for 2020 and is being made available across several PG Law course sequencesIt offers new content providing students with an introduction to three interrelated areas: (1) the international regime that relates to outerspace and the moon, as well as national space governance regimes in case study countries relevant to Australia; (2) satellite technology,its regulation and (non-military) use; and (3) the utilisation of drones, autonomous vehicles and remote sensing technologies byregulators and government agencies.

Introduced units:+ LAWS5577 Space Law, Satellites and Drones [as option] [Proposed]Removed units:- LAWS5208 Oil and Gas Project Development Law [was option] [rescission drafted for 2020]


Students with a recognised Law degree, take all units (6 points).

LAWS5250 Foundations of International Commercial Law 6 points Active

Students without a recognised Law degree, take all units (12 points).

LAWS5227 Foundations of Law and Governance 6 points Active


Group A: All students take unit(s) to a minimum value of 24 points and a maximum value of 36 points from Group A. (The School recommendsthat 36 points are taken from this group.):



LAWS5251 International Sales Law 6 points Active

LAWS5252 International Trade Financing 6 points Active

LAWS5253 International Shipping Law 6 points Active




LAWS5576 International Commercial Arbitration 6 points Active















K10

Group B: Students with a recognised Law degree, take unit(s) from Group B to complete the remainder of points (6–18).

LAWS5111 Corporate Governance for Resources Companies 6 points Active



LAWS5237 Advanced Australian International Taxation 6 points Active


LAWS5532 Oil and Gas Agreements 6 points Active

LAWS5541 Equity Capital Markets & Securities Regulation 6 points Active


to sequence






Group C: Students without a recognised Law degree, take unit(s) from Group C to complete the remainder of points (0–12).

LAWS5111 Corporate Governance for Resources Companies 6 points Active


LAWS5237 Advanced Australian International Taxation 6 points Active


LAWS5398 Construction Law 6 points Active

LAWS5532 Oil and Gas Agreements 6 points Active

LAWS5541 Equity Capital Markets & Securities Regulation 6 points Active


to sequence









supported by Fiona Mcgaughey and Chantal Bourgault Du Coudray from school of Humanities



























K11


Event Date Outcome

Faculty 30-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835 FABLECurriculum Committee, 13 May 2019, R8/19 for new unit LAWS5577



K12


LAWS4227 Foundations of Law and Legal InstitutionsTRIM: F19/1460

ID: 7377


Unit information

Code LAWS4227

Title Foundations of Law and Legal Institutions

Level 4


Undergraduatedegree

BA



UWA Law School

Coordinator Dr Fiona McGaughey and Associate Professor Jani McCutcheon

Proposed 22/05/2019



Contact hours This unit is delivered intensively in 'flipped mode' and is offered twice a year.10 online modules are to be completed in advance of two face-to-face sessions.Students must attend the face-to-face sessions.


Content This unit examines the fundamental principles and concepts of law, legal institutions and government in Australia (includingthe role of international law) in historical and political context. It studies the principle sources of law in Australia and the keyaspects of relevant areas of law. The unit explores some key theories and debates associated with law and legal institutionswhich provide context for policy processes.

Outcomes Students are able to (1) critically analyse the principles and sources of Australian law and the role and nature of state andcommonwealth government institutions; (2) critically analyse the position of the Australian legal and constitutional systemsand institutions within the world legal order; (3) apply principles of law and governance to a variety of factual situations,including available courses of action; (4) employ legal research skills, including the evaluation of relevant secondarysources, in developing a persuasive argument and responding to real and/or hypothetical legal problems; and (5)communicate evaluations and critical analysis of foundations of law and legal institutions both orally and in writing toaddress complex law and government issues.



1 critically analyse the principles and sources of Australian law and the role and nature of state andcommonwealth government institutions


2 critically analyse the position of the Australian legal and constitutional systems and institutions withinthe world legal order


3 apply principles of law and governance to a variety of factual situations, including available courses ofaction


4 employ legal research skills, including the evaluation of relevant secondary sources, in developing apersuasive argument and responding to real and/or hypothetical legal problems

Research essay, quiz

5 communicate evaluations and critical analysis of foundations of law and legal institutions both orally andin writing to address complex law and government issues

Research essay, class participation

Assessment items Indicative assessments in this unit are as follows: (1) quiz

; (2) research essay; and (3) class participation. Further information is available in the unit outline.


1 quiz 50%



K13






Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities LAWS5227 Foundations of Law and Governance


For Law and Society Honours students: LAWS1111 Law, Conflict and Change, LAWS2227 Law in Action; LAWS3316 Law,Advocacy, Activism and Change


Intended courses Masters in Law Government and PolicyGrad Dip in Law Policy and GovernmentLaw and Society HonoursMaster of Mining and Energy LawGraduate Diploma in Natural Resources LawMaster of International LawGraduate Diploma in International LawMaster of International Commercial LawGraduate Diploma in International Commercial Law


HON-LWSOC Law and Society Honours specialisation Proposed from 2020 Core






Availabilities


Non-standard, 2020 Crawley Multi-mode Description: February IntensiveSatisfaction of academic standards: This unit is equal to 150 hours of student workload eventhough it is delivered intensively.Start: 03-02-2020Attendance start: 17-02-2020Attendance end: 21-02-2020End: 24-04-2020Requested census:Group: Unknown


Non-standard, 2020 Crawley Multi-mode Description: June intensive (flipped mode) - exact dates to be confirmedSatisfaction of academic standards: The content is delivered in flipped mode so it can becompleted pre-semester - important for a foundation unit.Start: 18-05-2020Attendance start: 01-06-2020Attendance end: 05-06-2020End: 10-07-2020Requested census:Group: Unknown














K14


Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- Other Western Australian universities offering courses in a similar field- UWA research activity, centre or affiliate


Event Date Outcome


School / ROE 22-05-2019 Endorsed: Law School L&T CommitteeApproval reference: Penny Carruthers



K15


LAWS5260 Intersections of Law, Policy andGovernment

TRIM: F19/1451ID: 7341


Unit information

Code LAWS5260

Title Intersections of Law, Policy and Government

Level 5




UWA Law School


Proposed 21/05/2019



Contact hours Equivalent of 5 days intensive teaching in blended mode with recorded lectures and face to face workshops.


Content This unit explores three major themes concerning the intersections between law, policy and governance. First, it provides anoverview of major theories and contexts of governance; the concept of ‘good governance'; key issues and debatesassociated with the law and governance; and contrasts governance with government and regulation. Second, it explores theevolution and translation of policy into law, the differences and relationships between policy and law, how they are formedand who forms them, how law, policy, government and governance all intersect, and the often contesting interests andstakeholders involved in this mix. Third, the unit examines the pragmatic intricacies of statutory law formation and reform,including through the work of government policy officers, Parliamentary committees and law reform agencies.

Outcomes Students are able to (1) describe contexts and concepts of governance and its relationship to government and regulation; (2) critique key issues and debates associated with the law and governance; (3) describe the major pathways from policyto law; (4) analyse the differences and relationships between law, policy, government and governance; (5) analyse theprocesses of statutory law formation and reform; and (6) create persuasive arguments through written and oral work.



1 describe contexts and concepts of governance and its relationship to government and regulation Research essayworkshop participation and presentationreflective journal

2 critique key issues and debates associated with the law and governance Research essayworkshop participation and presentationreflective journal

3 describe the major pathways from policy to law Research essayworkshop participation and presentationreflective journal

4 analyse the differences and relationships between law, policy, government and governance Research essayworkshop participation and presentationreflective journal

5 analyse the processes of statutory law formation and reform Research essayworkshop participation and presentationreflective journal

6 create persuasive arguments through written and oral work Research essayworkshop participation and presentationreflective journal

K16

Assessment items Indicative assessments in this unit are as follows: (1) research essay; (2) workshop participation and presentation; and (3)reflective journal. Further information is available in the unit outline.



2 workshop participation and presentation 30%

3 reflective journal 30%





00200 UWA Law School teaching and administration 100%

Unit rules

Prerequisites Nil

Corequisites Nil



Intended courses Master of Law, Policy and GovernmentGraduate Diploma of Law, Policy and GovernmentLaw and Society HonoursBusiness Law Honours


HON-LWSOC Law and Society Honours specialisation Proposed from 2020 Option

HON-BSLAW Business Law Honours specialisation Drafted from 2020 Option

21530 Master of Law, Policy and Government (coursework) Postgraduate coursework course Proposed from 2020 Core


Availabilities


Non-standard, 2020 Crawley Multi-mode Expected class size: 20Contact hours: 18Description: Attendance on campus two weeks x 18 hours each week May.Satisfaction of academic standards: The unit will be taught in a blended mode, with some pre-recorded material, and some face-to-face sessions. Care will be taken to ensure the total studentworkload, including readings and preparations for class, does not exceed 150 hours.Start: 20-04-2020Attendance start: 04-05-2020Attendance end: 15-05-2020End: 15-06-2020Requested census:Group: Unknown




False


This unit is designed to function as the flagship unique unit for the Master of Law, Policy and Government. It is substantiallyan amalgamation of the content from a number of recently rescinded or modified units in the Master of Law, Policy andGovernment.







K17

Handbook Notes


This unit is taught in a blended mode, and students will need to complete some online learning tasks prior to attending theface-to-face workshop sessions.


Event Date Outcome

School / ROE 07-05-2019 Endorsed: Approved L&T 07.05.19




K18


LAWS5577 Space Law, Satellites and DronesTRIM: F19/1430

ID: 7268


Unit information

Code LAWS5577

Title Space Law, Satellites and Drones

Level 5

Unit type Unit in postgraduate courses



UWA Law School

Coordinator Professor Erika Techera

Proposed 20/05/2019



Contact hours Summer School


Content This Unit will provide a comprehensive introduction to three interrelated areas: (1) the international regime that relates toouter space and the moon, as well as national space governance regimes in case study countries relevant to Australia; (2)Satellite technology, its regulation and (non-military) use; and (3) the utilisation of drones, autonomous vehicles and remotesensing technologies by regulators and government agencies. Emphasis will be placed on non-military applications of thesetechnologies, and the data and evidence that can be produced, for environmental monitoring, as well as surveillance ofhuman activities. The overall goal is to provide students with a broad understanding of international law in the field, selectnational governance, and how these technologies can be used by governments and law enforcement agencies.

Outcomes Students are able to (1) describe the legal frameworks and institutional architecture relevant to space law; (2) describe theuse and regulation of non-military satellites and drones, for environmental monitoring and law enforcement; (3) criticallyanalyse legal issues, current developments and effectiveness of space law and the utilisation of satellite and dronetechnologies; (4) apply the law to hypothetical problem-solving exercises, and make persuasive legal arguments andcounter arguments; (5) assess the effectiveness of the law with respect to outer space, satellite and drone technologiesexplored in this unit; and (6) argue for reform and/or further research in the areas of space law, and the utilisation ofsatellites and drones for environmental monitoring and law enforcement.



1 describe the legal frameworks and institutional architecture relevant to space law class participation, essay, research paper

2 describe the use and regulation of non-military satellites and drones, for environmental monitoring andlaw enforcement

class participation, essay, research paper

3 critically analyse legal issues, current developments and effectiveness of space law and the utilisationof satellite and drone technologies


4 apply the law to hypothetical problem-solving exercises, and make persuasive legal arguments andcounter arguments


5 assess the effectiveness of the law with respect to outer space, satellite and drone technologiesexplored in this unit


6 argue for reform and/or further research in the areas of space law, and the utilisation of satellites anddrones for environmental monitoring and law enforcement


Assessment items Indicative assessments in this unit are as follows: (1) class participation; (2) essay; and (3) research paper. Furtherinformation is available in the unit outline.



2 essay 30%

3 research paper 50%



K19




Unit rules

Prerequisites for Juris Doctor (JD) students: LAWS4101 Foundations of Law and Lawyering and 30 points from: LAWS4102 Criminal Law,LAWS4103 Contract, LAWS4104 Property, LAWS4106 Torts, LAWS4107 Land Law, LAWS4108 Foundations of Public Law,LAWS5106 Legal Theory and EthicsorLAWS4109 Legal Theory and Ethics

Corequisites Nil.



LAWS5165 Public International Law


Intended courses Juris Doctor, Master of International Law, Master of International Law/International Relations, Master of Law, Policy &Governance, Master of International Commercial Law, Master of Laws (LLM)


20820 Juris Doctor Postgraduate coursework course Drafted from 2020 Option

20500 Master of Laws (coursework) Postgraduate coursework course Drafted from 2020 Option

20320 Graduate Diploma in Law Postgraduate coursework course Drafted from 2020 Option

21510 Master of International Commercial Law(coursework)

Postgraduate coursework course Proposed from 2020 Option




21340 Graduate Diploma in Law, Policy andGovernment


Note: as the unit is offered in 20500 Master of Laws (coursework), it is also offered in packaged double award courses involving that course:• 43530 Master of Business Administration and Master of Laws

Note: as the unit is offered in 21510 Master of International Commercial Law (coursework), it is also offered in packaged double award coursesinvolving that course:• 43540 Master of Business Administration and Master of International Commercial Law• 43550 Master of Commerce and Master of International Commercial Law




















K20

Availabilities


Summer, 2020 Crawley Face to face Expected class size: 25Contact hours: 35Satisfaction of academic standards: 35 hours contact 50 hours study and preparation 65 hourswill be spent preparing the shorter formative essay, and conducting research and writing the longerresearch paper.Examinations: N/AHR not consulted.Start: 05-01-2020Attendance start: 19-01-2020Attendance end: 24-01-2020End: 06-03-2020Requested census:Group: Unknown


Handbook fields

Textbooks Readings will be set via Unit Readings Online.



False


1. The new Unit will complement LAWS5230 Aviation Law, which explores laws applying to drones, by examining theutilisation of drone technology by regulators; and2. The new Unit will complement LAWS5220 International Humanitarian Law, which explores military uses of thesetechnologies, by focusing on civil applications.

Modules1. Introduction, what is space law, issues and developments2. International space law – Moon Treaty, Outer Space Treaty3. International space law – Rescue and liability treaties4. Domestic Space Law - US & EU Space law5. Domestic Space Law - Australian Space Law6. Current issues7. International satellite law – communications8. Current issues in satellite regulation – data sharing, satellite-based evidence9. Regulation of drones – privacy law10. Current issues – use of drones for monitoring and impacts of drones on species


Consultations - Other Western Australian universities offering courses in a similar field

Handbook Notes


Please refer to the timetable website for session times and venues. Attendance at all sessions is mandatory.


Event Date Outcome

School / ROE 02-04-2019 Endorsed: Approved Learning and Teaching 02.04.19Approval reference: x2962






L1


Annual changes to 91340 Graduate Diploma in HealthProfessions Education

TRIM: F14793ID: 110


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.

Introduced units:+ PUBH5705 Health Program Evaluation [as option] [Proposed]Removed units:- RMED4403 Health Program Evaluation [was option]


Sequence notes:Take unit(s) to a value of 30 points from Group A;

or

take unit(s) to a value of 18 points from Group A and unit(s) to a value of 12 points from Group B;

or

take unit(s) to a value of 24 points from Group A and options of an equivalent level to a value of 6 points from a course at this or another recognisedinstitution as approved by the Faculty.


IMED5801 Principles of Teaching and Learning 6 points Active

IMED5802 Principles of Assessment and Evaluation 6 points Active

IMED5803 Introduction to Research in Health Professions Education 6 points Active

Group A: Take unit(s) according to sequence notes:

IMED5804 Clinical Teaching and Supervision 6 points Active

IMED5805 Innovation and Contemporary Issues in Health Professions Education 6 points Active

IMED5806 Simulation and Interprofessional Learning in Health Professions Education 6 points Active

IMED5810 Program Evaluation 6 points Active

IMED5811 Professional Portfolio 6 points Active

IMED5831 Advanced Simulation in Health Professional Education 6 points Active

IMED5832 Interprofessional Education 6 points Active













L2

Group B: Take unit(s) according to sequence notes:







MGMT5508 Organisational Behaviour and Leadership 6 points Active

PUBH5705 Health Program Evaluation 6 points Proposed Addition

to sequence

PUBH5763 Leadership and Management of Health Services 6 points Active

PUBH5801 Economic Evaluation of Health Care 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active



previously provided by Faculty


Event Date Outcome

Faculty 09-04-2019 Endorsed: FLTC R07/19 9/04/19Notes: No material change to the curriculum as the only thing that reallychanged was the unit code, so there are no changes to the curriculummap.














L3


Annual changes to 90570 Master of Health ProfessionsEducation (coursework and dissertation)

TRIM: F14794ID: 117


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.

Introduced units:+ PUBH5705 Health Program Evaluation [as option] [Proposed]Removed units:- RMED4403 Health Program Evaluation [was option]


Sequence notes:Take unit(s) to a value 30 points from Group A and unit(s) to a value of 24 points from Group C;

or

take unit(s) to a value 24 points from Group A and unit(s) to a value of 6 points from Group B and unit(s) to a value of 24 points from Group C;

or

take unit(s) to a value of 18 points from Group A and unit(s) to a value of 12 points from Group B and unit(s) to a value of 24 points from Group C.





Group A: Take unit(s) according to sequence notes:


IMED5805 Innovation and Contemporary Issues in Health Professions Education 6 points Active


IMED5810 Program Evaluation 6 points Active

IMED5811 Professional Portfolio 6 points Active

IMED5831 Advanced Simulation in Health Professional Education 6 points Active

IMED5832 Interprofessional Education 6 points Active













L4

Group B: Take unit(s) according to sequence notes:







MGMT5508 Organisational Behaviour and Leadership 6 points Active


to sequence




Group C: Take unit(s) according to sequence notes:

IMED5812 Dissertation (full-time) 24 points Active

IMED5814 Dissertation (part-time) 24 points Active




This has not changed. approval was granted previously.


Event Date Outcome

Faculty 09-04-2019 Endorsed: FLTC R07/19 9/04/19Notes: No material change to the curriculum as the only thing that reallychanged was the unit code, so there are no changes to the curriculummap.
















L5


PUBH5705 Health Program EvaluationTRIM: F19/1210

ID: 7315


Unit information

Code PUBH5705

Title Health Program Evaluation

Level 5





Coordinator Dr Barbara Nattabi

Proposed 26/04/2019



Contact hours offered intensively


Content This unit provides participants with a comprehensive understanding of the role of evaluation in population health and therange of methods commonly used and increases the capacity of service providers, planners and managers to contribute tohigh quality health programs and interventions. Students explore the role of evaluation in program design and planning, indetermining the process of implementation, and the outcomes and impact of health programs. Students are introduced toqualitative and quantitative methodologies used in evaluative work, and several key frameworks used by evaluators andpresented with some of the practical aspects of evaluation and ethical challenges in the development of evaluationmethodologies. The unit is suitable for students from any discipline; however it takes a population health focus, and isdesigned for public and private sector workers and academics who are interested in commissioning and/or conductingevaluations in the future. Evaluation in rural and Aboriginal contexts is also explored.

Outcomes Students are able to (1) discuss key evaluation concepts and some evaluation theory; (2) describe the importance ofevaluation in the whole cycle of health planning and allocation of resources; (3) know how to apply both qualitative andquantitative research methods in population health program evaluation; (4) critique the validity and rigour of evaluationwork; (5) appreciate the importance of appropriately designed evaluation in a rural health and Aboriginal health contexts;and (6) formulate an evaluation plan for a specific location, population (target group) and program/intervention.



1 discuss key evaluation concepts and some evaluation theory take home exam, group assignment

2 describe the importance of evaluation in the whole cycle of health planning and allocation of resources take home exam

3 know how to apply both qualitative and quantitative research methods in population health programevaluation

group assignment, evaluation proposal

4 critique the validity and rigour of evaluation work evaluation proposal

5 appreciate the importance of appropriately designed evaluation in a rural health and Aboriginal healthcontexts

group assignment, evaluation proposal

6 formulate an evaluation plan for a specific location, population (target group) and program/intervention group assignment, evaluation proposal

Assessment items Indicative assessments in this unit are as follows: (1) program evaluation proposal at the end of the teaching period; (2)take-home examination due two weeks after the end of the one-week intensive face-to-face component; and (3) groupassignment at the end of the one-week intensive face-to-face component. Further information is available in the unit outline.


1 program evaluation proposal at the end of the teaching period 40%

2 take-home examination due two weeks after the end of the one-week intensive face-to-facecomponent

40%

3 group assignment at the end of the one-week intensive face-to-face component 20%



L6



00750 Population and Global Health ROE 100%

Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities RMED4403 Health Program Evaluation


PUBH5805 Qualitative Research Methods in Health; or PUBH3305 Health Research Design and Methods; or NURS5819Nursing Research


Intended courses 92550 Master of Public Health (coursework or coursework and dissertation)91550 Master of Public Health (coursework or coursework and dissertation)91230 Graduate Certificate in Population Health Studies91340 Graduate Diploma in Health Professions Education90570 Master of Health Professions Education (coursework and dissertation)


92560 Master of Public Health (coursework and dissertation) Postgraduate coursework course Proposed from 2020 [coursenot available in 2020]

Option

92550 Master of Public Health (coursework or coursework anddissertation)


91340 Graduate Diploma in Health Professions Education Postgraduate coursework course Proposed from 2020 Option

90570 Master of Health Professions Education (coursework anddissertation)




91230 Graduate Certificate in Population Health Studies Postgraduate coursework course Proposed from 2020 Option

Availabilities


Non-standard, 2020 Crawley Face to face Description: NSTP 1st June 2020 to 10th August 2020, intensive week 15-19th June.Satisfaction of academic standards: This unit has been approved by the Faculty as meeting theacademic standards comparable to semester long units including the number of hours of contactwith students, the level of lectures and assessments and course materials provided.Start: 01-06-2020Attendance start: 15-06-2020Attendance end: 19-06-2020End: 10-08-2020Requested census:Group: Y


Handbook fields

Textbooks Text

Patton, M. Q. Essentials of Utilization-focused Evaluation: Sage Publications Inc 2012



False










http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=PUBH5705

http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=PUBH5705

L7


This unit has been run for Master of Public Health students for a number of years and is taught by School of Population andGlobal Health staff. This application is to change the unit code prefix from "RMED" to "PUBH". The change of level is tomatch the other units in the Master of Public Health, all level 5. Ther has been no change to the content, and all otherinformation regarding this unit, apart from the relevant annual date changes, have been transferred from the existing RMEDunit.


Event Date Outcome

School / ROE 28-03-2019 Endorsed: SPGH LTC R1/19

Faculty 09-04-2019 Endorsed: FLTC R7/19Approval reference: Daniela Ulgiati 6457 1076



L8


Annual changes to 91230 Graduate Certificate inPopulation Health Studies

TRIM: F35794ID: 137


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.PUBH5721 is an additional new unit.

Introduced units:+ PUBH5705 Health Program Evaluation [as option] [Proposed]+ PUBH5721 Public Health Field Trip [as option] [Proposed]Removed units:- RMED4403 Health Program Evaluation [was option]



PUBH4401 Biostatistics I 6 points Active

PUBH4403 Epidemiology I 6 points Active


to sequence

PUBH5721 Public Health Field Trip 6 points Proposed Addition

to sequence

PUBH5743 Environmental and Occupational Health 6 points Active

PUBH5749 Foundations of Public Health 6 points Active

PUBH5751 Disease Prevention in Population Health 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5754 Health Promotion I 6 points Active

PUBH5757 Clinical Epidemiology 6 points Active

PUBH5759 Epidemiology II 6 points Active

PUBH5761 Epidemiology and Control of Communicable Diseases 6 points Active


PUBH5769 Biostatistics II 6 points Active

PUBH5785 Introductory Analysis of Linked Health Data 6 points Active


PUBH5802 Advanced Analysis of Linked Health Data 6 points Active

PUBH5804 Food and Nutrition in Population Health 6 points Active
























L9


Event Date Outcome

School / ROE 28-03-2019 Endorsed: SPGH R01/19 28/03/19

Faculty 09-04-2019 Endorsed: FLTC R07/19 9/04/19 PUBH5705, RMED4403 HMS FB R12/1923/5/19 PUBH5721



L10


Annual changes to 91550 Master of Public Health(coursework or coursework and dissertation)

TRIM: F6562ID: 125


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.PUBH5721 field trip is a new additional unit



Sequence notes:Where relevant students must meet the eligibility criteria to undertake the project, dissertation or practicum, all of which are optional.

Students in the course by coursework and dissertation take units to the value of 24 points from Group A and units to the value of 12 points from GroupC. Students in this pathway are unable to take both the dissertation and the practicum.

Students in the course by coursework take:(a) units to the value of 12 points from Group B and units to the value of 24 points from Group C; or(b) units to the value of 36 points from Group C.








Group A Dissertation: Take unit(s) according to sequence notes:

PUBH5712 Dissertation (full-time) 24 points Active

PUBH5714 Dissertation (part-time) 24 points Active

Group B Project: Take unit(s) according to sequence notes:

PUBH5701 Public Health Project (full-time) 12 points Active

PUBH5703 Public Health Project (part-time) 12 points Active














L11

Group C Options: Take unit(s) according to sequence notes:

AHEA5755 Aboriginal Health 6 points Active

PAED4401 Research Conduct and Ethics 6 points Active


to sequence


to sequence

PUBH5742 Fundamentals of Genetic Epidemiology 6 points Active




PUBH5758 Public Health Practicum 24 points Active





PUBH5783 Health in an Era of Environmental Change 6 points Active

PUBH5784 Special Topics in Public Health 6 points Active






Mapping of outcomes


https://uniwa.sharepoint.com/sites/registrars/studentservices/APS/cc/2017%20Onwards%20Mapping%20Documents/Forms/sally.aspx?e=5%3Ac33e76eb1b9f4273a8068eaec7943b1b&RootFolder=%2Fsites%2Fregistrars%2Fstudentservices%2FAPS%2Fcc%2F2017%20Onwards%20Mapping%20Documents%2FFaculty%20of%20Health%20and%20Medical%20Sciences&FolderCTID=0x012000720CD10939E72F4D91EAEAB77026B905


Event Date Outcome


Faculty 09-04-2019 Endorsed: FLTC R07/19 9/04/19 PUBH5705, RMED4403 HMS FB R12/19PUBH5721, 23/5/19Notes: No material change to the curriculum for removal of RMED4403and replacement with PUBH5705 as the only thing that really changedwas the unit code PUBH5721 is an additional optional unit.

























L12


Annual changes to 92550 Master of Public Health(coursework or coursework and dissertation)

TRIM: F35124ID: 99


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.PUBH5721 Field trip is a new additional unit

Introduced units:+ PUBH5705 Health Program Evaluation [as core] [Proposed]+ PUBH5721 Public Health Field Trip [as option] [Proposed]Removed units:- RMED4403 Health Program Evaluation [was core]





to sequence



Option unitsNote: Students in the Applied Public Health specialisation SP-APPPH must take units to the total value of 30 points from Groups A and either B or D.

Students in the Public Health Foundations specialisation SP-PHFND must take units to the total value of 42 points from Groups A, C and either B or D .

Students in the Public Health Methodology specialisation SP-PHMET must take units to the value of 30 points from Groups A and C.








L13

Group A Coursework: Take units as per the sequence notes:



to sequence

PUBH5742 Fundamentals of Genetic Epidemiology 6 points Active














Group B Dissertation: Take unit(s) to the value of 24 points, as per the sequence notes:



Group C Practicum: Take unit(s) to the value of 24 points, as per the sequence notes:


Group D Project: Take unit(s) to the value of 12 points, as per the sequence notes.

PUBH5701 Public Health Project (full-time) 12 points Active

PUBH5703 Public Health Project (part-time) 12 points Active

Applied Public Health specialisation

SP-APPPH: Take all units (42 points):





Public Health Foundations specialisation


























L14

SP-PHFND: Take all units (30 points):






Public Health Methodology specialisation

SP-PHMET: Take all units (18 points):




SP-PHMET: Take unit(s) to the value of 24 points:




Mapping of outcomes




Event Date Outcome


















L15


Annual changes to 92560 Master of Public Health(coursework and dissertation)

TRIM: F35125ID: 98


Course structure


to Unit sequence

RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change.PUBH5721 is a new additional unit



















L16





to sequence


to sequence



















Event Date Outcome

























L17


PUBH5721 Public Health Field TripTRIM: F19/1517

ID: 7319


Unit information

Code PUBH5721

Title Public Health Field Trip

Level 5





Coordinator Dr Julie Saunders and Prof Jane Heyworth

Proposed 29/05/2019



Contact hours Seminars up to 6 x 2 hours; 1-3 week fieldwork overseas

Elective? True


Content This unit is designed to allow students to apply the theory and content that they have learnt at University to a current healthissue in a LMIC country. Further, they will develop evaluation, leadership and mentoring skills which will be applied in adeveloping country. The students will mentor a small group of undergraduate students who are working with a localuniversity or non-government organization (NGO), on a health issued that they have identified as a priority. The studentswill mentor the undergraduates as they plan, implement and reflect on fieldwork that may include: interviews with orseminars given by key local personnel such as health professionals, government officials, school teachers and communityleaders; engagement with local NGOs and community members through group meetings, interviews, surveys and/or socialevents; site visits of health and community agencies; and field observations of environmental and social factors affectinghealth.

Students will allow undergraduates to drive the project, but will provide leadership and direction if needed, and assist theundergraduates to reflect on their fieldwork approach.

The students will also be responsible for evaluating the field trip experience, gathering and triangulating data from a varietyof sources. They will be responsible for writing an evaluation report that includes recommendations for future field trips.

Outcomes Students are able to (1) develop an ethical sense of social responsibility and citizenship; (2) employ verbal and non-verbalcommunication skills; (3) employ skills of observation, recording, questioning and analysis; (4) identify the main healthissues in the selected LMIC; (5) recognise own limitations and how and when to access support; (6) develop and implementskills in mentoring and evaluating the contribution of undergraduate students; (7) employ skills of personal reflection; and(8) further develop and implement skills in program evaluation.



1 develop an ethical sense of social responsibility and citizenship participation

2 employ verbal and non-verbal communication skills participation, group evaluation report

3 employ skills of observation, recording, questioning and analysis participation, group evaluation report

4 identify the main health issues in the selected LMIC pre-trip assessment, participation

5 recognise own limitations and how and when to access support participation,

6 develop and implement skills in mentoring and evaluating the contribution ofundergraduate students

pre-trip assessment, participation

7 employ skills of personal reflection participation, group evaluation report

8 further develop and implement skills in program evaluation pre-trip assessment, participation, group evaluationreport

L18

Assessment items Indicative assessments in this unit are as follows: (1) pre-trip assessment; (2) participation: role as a mentor andengagement in evaluation fieldwork during the trip; and (3) group evaluation report. Further information is available in theunit outline.


1 pre-trip assessment 30%

2 participation: role as a mentor and engagement in evaluation fieldwork during the trip 30%

3 group evaluation report 40%

Why largeproportion of groupwork

We have requested an amendment to the assessment policy for this unit and this has been endorsed by SPGH and FHMSLearning and Teaching Committees, April 2019. This unit is designed around the mentoring of undergraduate students whoare investigating a health issue identified by the local agency in-country. We have developed the program in collaborationwith NGOs/health agencies so that the learning outcomes and activities are of practical relevance for the local communitythat we are visiting. Key outcomes for the NGOs/health agencies are the report, which includes recommendations that arisefrom the fieldwork, and the presentation to local key stakeholders while in country. To evaluate the field trip, the studentswork in one group to plan and implement the evaluation and write this up as a professional report. The students arerequired to take responsibility for their project and to collaborate with each other to produce a report that is relevant andinformative for future field trips. They are working with their groups intensively for around nine days, with daily reflectionson what information they have obtained, what further information they need, what had worked well in the fieldwork that dayand what could be improved upon. They work very closely as a team, each taking responsibly for the aims for each day'sactivities, allocation of tasks, questioning, observation, documentation, and synthesis of information from various sources.Because the students are preparing and presenting a report to inform future field trips, the authentic nature of thisassessment leads the students to strive for a professional report of the highest standard. It is not possible to allocatedifferent tasks across the students because they each need to experience and contribute to all parts of the program in orderto meet the unit learning outcomes.

This unit currently does not comply with the assessment policy as the group report is weighted at 40%. However, due to theexpectation to receive one consolidated, high-quality report, and the collaborative and authentic nature of the groupassessment, it is important to allocate an appropriate weighting to the tasks that are completed as a group. Further, weoffer students the opportunity to peer assess the input of their team members, which they will be able to do through theparticipation mark. As such, we seek your endorsement for the following assessment mechanisms for PUBH5721:Assessment 1: Pre-trip assignment (individual) 30% Assessment 2: Participation in tutorials and fieldwork 30% (individual -30% generated by assessment by mentees, 70% unit coordinator generated), Assessment 3: Group final report 40%.





00750 Population and Global Health coordination and teaching 100%

Unit rules

Prerequisites any 1 of PUBH5749 Foundations of Public Health, PUBH5705 Health Program Evaluation, PUBH5754 Health Promotion,PUBH5805 Qualitative Research Methods in Health, PUBH4403 Epidemiology 1 or PUBH5705 Health Program Evaluation

Corequisites Nil



PUBH5749 Foundations of Public Health, PUBH5754 Health Promotion, PUBH4403 Epidemiology 1

Quota

Quota number 5


Based upon the students' expressions of interest, interview and academic performance. Given the small quota, places willbe allocated to students in the MPH.

Reason for quota This is the additional number that can be accommodated on top of the undergraduate students by the NGO /Agencies thatwe work with and the number that can be supervised by available academic staff. Fieldwork is less effective if the numbersare too large.

Quota consultations SPGH executive: One staff member per 10 students is required and the School is able to accommodate 2 academic staffaway for this period of time, but not more than this. In addition there are up to 20 undergraduate students travelling so nomore than 5 postgraduates can be accommodated.




L19


Unit


Yes


40 to 80


This unit is designed to allow students to apply the theory and content that they have learnt at University to a current healthissue in a low or middle income country (LMIC). Further, they will develop evaluation, leadership and mentoring skills whichwill be applied in a developing country. The postgraduate (PG) students will mentor a small group of undergraduate studentswho are working with a local university or non-government organization (NGO), on a health issued that they have identifiedas a priority. The PG students will mentor the undergraduates as they plan, implement and reflect on fieldwork that mayinclude: interviews with or seminars given by key local personnel such as health professionals, government officials, schoolteachers and community leaders; engagement with local NGOs and community members through group meetings,interviews, surveys and/or social events; site visits of health and community agencies; and field observations ofenvironmental and social factors affecting health.

Students will allow undergraduates to drive the project, but will provide leadership and direction if needed, and assist theundergraduates to reflect on their fieldwork approach and finding.

The students will also be responsible for evaluating the field trip experience, gathering and triangulating data from a varietyof sources. They will be responsible for writing an evaluation report that includes recommendations for future field trips.

The NGOs that we work with are undertaking work in the areas of Maternal and Child Health, Water and Sanitation, Food andNutrition, and general public health.The location may change from year to year and may be in rural Australia. The unit will be tailored to the country/region andAgency that we work with.


PUBH5721 students will travel, with PUBH2211 or PUBH2291 students, to a region where they will undertake field workrelated to health. There is some pre-trip preparation which allows to students to gain an understanding of health in thecountry to be visited, as well as develop their mentoring and evaluation knowledge and skills. The students will get hands-onexperience in mentoring undergraduates, and in doing so will have the opportunity to engage directly with local non-government agencies; public health physicians, community health workers; primary health centres and district hospitals,local government staff and Department of Health staff.

Through daily tutorials, staff will support the students in developing their skills in mentoring and evaluation, as well as theirskill in reflection upon their experience and its relevance to them both personally and professionally. Students willsynthesise their evaluation data and the published literature to prepare a report to guide future field trips. As such studentswill need to draw upon information literacy, qualitative and quantitative research skills, critical analyses, teamwork andcommunication, in particular, cross-cultural communication, in order to produce a report that combines academic rigour withpractical relevance and utility.


Intended courses Master of Public Health


92560 Master of Public Health (coursework and dissertation) Postgraduate coursework course Proposed from 2020 [course notavailable in 2020]

Option





91230 Graduate Certificate in Population Health Studies Postgraduate coursework course Proposed from 2020 Option

Availabilities


Semester 1, 2020 Crawley Face to face Expected class size: 5Contact hours: 40








L20



False


Students have previously undertaken a field trip under PUBH5784 Special Topics in Pubic health, and we would now like toformalise this unit and allocate the unit code PUBH5721 .

Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimatedcharge

Airfares, accommodation, internal travel,host fee and daily living during theoverseas field work.

This unit is an elective unit and not essential for completion of adegree. The fieldwork cannot be completed without travel to aLMIC or rural Australia. Where possible NCP or GLO scholarshipswill be obtained to offset the costs.

EG: Essentialgoods (a)

3,000

Incidental fees havebeen approved byFaculty

True




NGOs /Health Agencies/ University -variesby country

We seek the projects from the in-country agency to ensure the projects are relevant anduseful. The teaching occurs in the LMIC (India, Nepal, Fiji or elsewhere)

25%


Consultations - Office of Global Learning, where relevant.

Handbook Notes


Police Clearance or Working with Children check may be required. Given the international nature of the field trip, studentsneed to be aware that the unit may be cancelled if travel warnings are issued for the fieldtrip destination prior to departure,or during the visit. The Department of Foreign Affairs and Trade (DFAT) regularly reviews and reissues their travel advice toreflect the level of danger they perceive to be present in each country and travel will not proceed if DFAT issues a Level 4travel warning (i.e. 'Reconsider your need to travel'). In the event of an emergency during the field trip, and where DFAT re-classifies the travel advice for the fieldtrip destination to a Level 4, students will be instructed to return to Australia as soonas possible. For further details, refer to the UWA Emergency Travel Management Plan. Please note that a condition ofenrolment in this unit is the student's adherence to the unit requirements prior to departure. The following criteria must bemet to remain enrolled in the unit: (1) assignment 1 must be submitted and completed to a satisfactory standard; (2)application for a visa must be submitted by the specified due date; (3) travel is organized as per instructions provided (4)emergency contacts/pre-existing health conditions and medication use must be submitted to the School of Population andGlobal Health by the specified due date; and (5) the student is to read and commit to follow the UWA policy on code ofconduct for field work and health and safety advice as outlined in the unit guidebook.


Event Date Outcome

School / ROE 01-04-2019 Endorsed: SPGH LTC R3/19

Faculty 23-05-2019 Endorsed: HMS FL&TC R8/19 9/4/19 FB R12/19 23/5/19Approval reference: Heather Morton 6457 2284



M1


90850 Doctor of MedicineTRIM: F35044

ID: 337





Medical School

Coordinator Dr Brendan McQuillan



Details

Course code 90850

Title Doctor of Medicine


MD


Professional Practice Master's Degree (Extended)


Master's Extended — Level 9


CRICOS code 089788A

About this course This is a four-year program for entry to professional practice as a medical doctor. The overall aim of the course is to producegraduates committed to the well-being of the patient, community and society as accountable, responsible, scholarly,capable and caring doctors. The outcomes, content and teaching are based on the 6 PLACES themes of the program—amedical graduate will have the following roles as a doctor: professional, leader, advocate, clinician, educator and scholar.The teaching consists of approximately 40 weeks of contact time each year. The first two weeksyear of the courseintroduceintroduces the educational aspects of the course, early professionalisation, clinical experience and team andsocietal aspects of medicine. In the foundations and systems-based units in the first three semesters,preparatory scienceswhere students predominantly learn anatomy, biochemistry, physiology, pharmacology, pathology and population healthsciences integrated with clinical skills and other professional aspects of medical practice. Early clinical experiences, smallgroup learning tutorials and skills workshops are included in the teaching methods together with lectures, laboratories andseminars. From the middle ofIn Year 2, students undertake an 8-week clinical preparation unit followed by clinicalattachments in the WA health system with rotations in the major hospital specialtiesInternal Medicine,Geriatrics/Rheumatology, Psychiatry and Surgery as well as a longitudinal attachment in general practices and communityhealth organisations. In Year 3, 25 per cent of the student cohort are allocated to the Rural Clinical School and spend theiryear in a rural site. The final year has further clinical attachments in Emergency Medicine, Internal Medicine, Surgery, RuralGeneral Practice, and Anaesthesia/Pain Medicine/Palliative Care/Oncology as well as elective and student selective termswhere students have. Year 4 concludes with a choicePreparation for overseas study and more in-depth study in areas ofinterestInternship unit. Each student also chooses a scholarly activity in three streams of research, coursework or servicelearning that is done simultaneously with the core medical rotations in Years 3 and 4. Through selection of speciallydesigned scholarly activity units, students may also choose to specialise in rural or Aboriginal health. Following successfulcompletion of the course, students are eligible to apply for internship as a pre-registration medical practitioner.


to About this course

Course Change



Volume of learning



Yes

M2



Commonwealth supported; International students (student visa holders);


continuing agreeement

Rules











4.(1). To be considered for admission to this course an applicant must have—

(1a) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and

and

(2b) the equivalent of a UWA grade point average (GPA) of at least 5.5; and

and

(3c)(ai) a Graduate Medical School Admissions Test (GAMSAT) overall score of at least 55;oror

(bii) a Medical College Admission Test (MCAT) score of at least 123/123/123/123 after April 2015 for internationalapplicants;

OR

a place in a Direct Pathway into this course.;

OR

entry via an Indigenous pathway.


to Admission rules -admission

requirements

Formatting adjustment. No material change



(a) a structured interview in which eligible applicants will be assessed based on the personal qualities considered desirablein medical practitioners, with invitation to attend the interview based on equal weightings under Rule 4(2) and 4(3), inalignment with the interview quota for the year;

and

(b) the intake quota for that year;

and

(c) equal weighting of the GAMSAT/MCAT, GPA and interview for non-rural applicants, or equal weighting of the GAMSAT,GPA, interview and rurality ranking for rural applicants.






M3


8. Supplementary to the Doctor of Medicine course rules is this document governing what constitutes satisfactory progressin the course and what rules are applied in cases of unsatisfactory progress.

http://www.meddent.uwa.edu.au/students/assessment

[Approved exceptions to University Policy]


Progress status 10.(1) The Faculty, on the recommendation of the Board of Examiners, may assign a progress status of 'On Probation' or'Excluded' to a student who does not make satisfactory progress under the progression rules.

(2) Unless it determines otherwise in light of exceptional circumstances, and except as set out in (3), the Faculty, on therecommendation of the Board of Examiners, will assign a progress status of 'On Probation' to a student who is repeating ayear and fails to make satisfactory progress under the progression rules.

(3) Unless it determines otherwise in light of exceptional circumstances, the Faculty, on the recommendation of the Boardof Examiners, will assign a progress status of 'Excluded' to a student who fails to make satisfactory progress under theprogression rules in a year in which they have a progress status of 'On Probation'.

(4) Unless it determines otherwise in light of exceptional circumstances, the Faculty, on the recommendation of the Boardof Examiners, will assign a progress status of 'Excluded' to a student who—

(a) fails to make satisfactory progress under the progression rules and has previously repeated two years of the course; or

(b) fails to make satisfactory progress under the progression rules in the same year of the course for a second time.

(5) A student who is assigned a progress status of 'Excluded' under (4) (a) or (b) will not be permitted to re-enrol in thecourse.

[(5) is an exception to University Policy]






and


Additional rule(s) 13. Supplementary assessment

(1) Subject to (2), a student who fails a barrier component of a unit may be granted a supplementary assessment in thatcomponent.

(2) The Board of Examiners will not provide an opportunity for supplementary assessment to a student who—

(a) fails two or more units in any calendar year;

or

(b) fails a deferred or supplementary assessment;

or

(c) has a progress status of 'On Probation'

M4

14. Prerequisites

Unless the Faculty permits otherwise, students are not permitted to proceed to units of a higher level until they havecompleted all units of the previous level.

15. Requirements of students on probation

(1) Subject to (2), students who have been assigned a progress status of 'On Probation' must repeat all units that they havepreviously attempted in that year of the course

(2) Students are exempt from the requirement to complete one or more of the following units if they have a mark of at least70 per cent in the unit(s) concerned: any coursework, research or service learning units undertaken as part of ScholarlyActivities.

16. Leave and retention of credit

(1) Students may apply for a period of approved leave in accordance with the University Policy on Approved Leave.

(2) Following a period of approved leave of less than two years, students retain credit for all units previously passed.

(3) Following a period of approved leave of two years or more, full credit is unable to be granted and students must repeatthe units comprising the most recently completed year of the course.

17. Mode of study

(1) Students must enrol on a full-time basis unless the Faculty permits otherwise in exceptional circumstances.

(2) Students who have been permitted to enrol on a part-time basis in units of one level will not be permitted to enrol on apart-time basis in units of the next level.

18. Requirement to attend and complete prescribed work

Students must attend compulsory teaching and other sessions and do clinical and practical work as required at theUniversity and at teaching hospitals and other institutions approved by the Faculty, as set out in the Faculty's Policy onWorkplace-based placements.

19. Faculty's Infection Control Policy

Students must comply with the requirements of the Faculty's Infection Control Policy. Providing approval is granted, astudent is permitted to take a maximum of 10 University days annually as short leave.

20. Apply First Aid Course Policy

Students must comply with the requirements of the Apply First Aid Course Policy.

21. Advanced Standing

The Faculty may grant advanced standing for previously completed Medicine units if they were completed as part of apostgraduate medical course recognised by the Faculty as equivalent to the Doctor of Medicine course of this University.The Faculty may grant advanced standing of up to 48 points for the successful completion of the Medical Sciences majorMEDSC from UWA provided that students commenced this major in 2019 or earlier.

22. Unsatisfactory progress

Students who do not successfully complete their elective placement must enrol in IMED5417 Elective Remediation Unit.



Clarification



Service Learning (Community service-oriented); Work-integrated Learning (work-oriented for developing competencies forprofessional/industry practice placement); Mentorship Program; Simulated workplace learning;


Yes


All units in years 2 to 4.


Clinical placements, research placements, service learning placements.

http://www.meddent.uwa.edu.au/teaching

http://handbooks.uwa.edu.au/postgraduate-courses/mdhs/policiesandguidelines


M5


Necessary for achieving clinical and professional outcomes.

Course structure


to Unit sequence

update to course structure and sequence

Introduced units:+ IMED4222 Integrated Medical Practice 1 Part B [as core] [Active]+ IMED4220 Integrated Medical Practice 1 Part A [as core] [Active]+ SRUR5331 Rural Specialisation—Research Unit 1 [as option] [Proposed]+ SRUR5341 Rural Specialisation—Research Unit 2 [as option] [Proposed]+ SRUR5332 Rural Specialisation—Service Learning Unit 1 [as option] [Proposed]+ SRUR5342 Rural Specialisation—Service Learning Unit 2 [as option] [Proposed]+ SMED5331 Research Unit 1 [as option] [Proposed]+ SMED5341 Research Unit 2 [as option] [Proposed]+ SMED5342 Service Learning Unit 2 [as option] [Proposed]+ SMED5332 Service Learning Unit 1 [as option] [Proposed]Removed units:- IMED4211 Systems-based Learning 2 [was core]- IMED4221 Integrated Medical Practice 1 [was core]- SAHE4221 Research Aboriginal Health Unit 1 [was option]- SAHE4222 Service Learning Aboriginal Health Unit 1 [was option]- SRUR4221 Rural Specialisation—Research Foundations Unit [was option]- SRUR4222 Rural Specialisation—Service Learning Foundations Unit [was option]- SMED4221 Research Foundations Unit [was option]- SMED4222 Service Learning Unit 1 [was option]- IMED5802 Principles of Assessment and Evaluation [was option]- PUBH5752 Health Systems and Economics [was option]- SMED5311 Research Project 1 [was option]- SMED5312 Service Learning Unit 2 [was option]- SMED5321 Research Project 2 [was option]- SMED5322 Service Learning Unit 3 [was option]- SAHE5312 Service Learning Aboriginal Health Unit 2 [was option]- SAHE5321 Research Aboriginal Health Unit 3 [was option]- SAHE5322 Service Learning Aboriginal Health Unit 3 [was option]- SRUR5311 Rural Specialisation—Research Project 1 [was option]- SRUR5312 Rural Specialisation—Service Learning Unit 2 [was option]- SRUR5321 Rural Specialisation—Research Project 2 [was option]- SRUR5322 Rural Specialisation—Service Learning Unit 3 [was option]- IMED5805 Innovation and Contemporary Issues in Health Professions Education [was option]


Year 1


IMED4443 Integrated Medical Sciences 1 24 points Active

IMED4444 Integrated Medical Sciences 2 24 points Active

Year 2

Take all units from this group (48 points):

IMED4220 Integrated Medical Practice 1 Part A 24 points Active Addition

to sequence

IMED4222 Integrated Medical Practice 1 Part B 24 points Active Addition

to sequence

Year 3

Note: Integrated Medical Practice Units. Students take Group 3A except for student electing:

(a) Rural Health specialisation of Rural Clinical School -- take Group 3B(b) Aboriginal Health specialisation—take either Group 3A or 3B.

Scholarly Activity units Students:(a) electing Aboriginal Health specialisation - take Group 3C





































M6

(b) electing Rural Health specialisation—take Group 3D or 3E(c) electing Rural Clinical School—take Group 3F, 3G, 3H or 3I(d) not electing (a), (b) or (c)—take Group 3F, 3G, 3H or 3I

3A Integrated Medical Practice - Crawley: Take Integrated Medical Practice units according to the rule:

IMED5311 Integrated Medical Practice 2 Part A 18 points Active

IMED5312 Integrated Medical Practice 2 Part B 18 points Active

3B Integrated Medical Practice - rural: Take Year 3 Integrated Medical Practice units according to the rule:

RMED5311 Integrated Rural Medical Practice 1 18 points Active


3C Aboriginal Health: Take units according to the year 3 Scholarly Activity rule:

AHEA5801 Aboriginal Health Research and Ethics 6 points Active


3D - Rural: Take units according to the Year 3 rule Scholarly Activity rule:

SRUR5331 Rural Specialisation—Research Unit 1 6 points Proposed Addition

to sequence

SRUR5341 Rural Specialisation—Research Unit 2 6 points Proposed Addition

to sequence

3E - Rural: take units according to the Year 3 Scholarly Activity rule:

SRUR5332 Rural Specialisation—Service Learning Unit 1 6 points Proposed Addition

to sequence

SRUR5342 Rural Specialisation—Service Learning Unit 2 6 points Proposed Addition

to sequence

3F - Research: Take units according to the Year 3 Scholarly Activity rule:

SMED5331 Research Unit 1 6 points Proposed Addition

to sequence

SMED5341 Research Unit 2 6 points Proposed Addition

to sequence

3G - Service Learning: Take units according to the Year 3 Scholarly Activity rule:

SMED5332 Service Learning Unit 1 6 points Proposed Addition

to sequence

SMED5342 Service Learning Unit 2 6 points Proposed Addition

to sequence

3H - Health Professions Education: Take units according to the year 3 Scholarly Acitivity rule:



















M7

3I Public Health: Take units accroding to the year 3 Scholarly Activity rule:



Year 4

Note: Students should take one unit from Group 4A Elective Placement

Scholarly Activity. Students (a) electing Aboriginal Health specialisation—take unit(s) to the value of 6 points from Group 4B(b) electing Rural Health specialisation—take unit(s) to the value of 6 points from Group 4C(c) not electing (a) or (b)—take unit(s) to the value of 6 points from Group 4D


IMED5411 Integrated Medical Practice 3 Part 1 18 points Active


IMED5421 Preparation for Internship 12 points Active

4A Elective Placement: Take one unit from Group 4A:

IMED5413 Urban Elective Placement 0 points Active

IMED5414 Rural Elective Placement 0 points Active

IMED5415 International Elective Placement 0 points Active

4B Aboriginal Health specialisation: Take units from Group 4B as required by Year 4 rule:

SAHE5411 Research Aboriginal Health Unit 4 6 points Active

SAHE5412 Service Learning Aboriginal Health Unit 4 6 points Active

4C Rural specialisation: Take units from Group 4C as required by Year 4 rule:

SRUR5411 Rural Specialisation—Research Project 3 6 points Active

SRUR5412 Rural Specialisation—Service Learning Unit 4 6 points Active

4D other Scholarly Activity: Take units from Group 4D as required by Year 4 rule:





SMED5411 Research Project 3 6 points Active

SMED5412 Service Learning Unit 4 6 points Active

Mapping of outcomes






















M8



Throughout all 4 phases of ourthe program, students will be exposed to core knowledge in all areas of medical practice aswell as cutting age developments in each area that will allow them perspective on the direction of medical practice. This willbe presented in the form of lectures, seminarsonline resources, workshops, tutorials and in their case-based tutorialsclinicalplacements. In the first Year of the course, students will have formal teaching and assessment in research methods. Theywill need to apply this in both their Scholarly Activity project as well as in assignments given as part of the Scholarcomponent of their graduate outcomes.



Different phase structure and teaching methods due to course restructure.

AQF outcomes:Skills

Analysis and evaluation of knowledge will underpin the Scholarly Activity stream for all students. This will allow students toembed knowledge and skills acquired from the earlier Phases of their training to their project to allow completion. Studentswho opt for the research stream in addition will have the opportunity to synthesise new information that can potentially bepublished in a peer reviewed journal. Students undertaking coursework Scholarly Activity will obtain higher level researchskills. There will be opportunities for students to present their Scholarly Activity projects to a wider audience within theuniversity in a number of planned student seminars and conferences. There will be both observed and reportedcommunication exercises that will ascertain that students are progressing adequately through the different Phases.


The planned Scholarly Activity that will be embedded in the second tothird and fourth years of this course will allow allstudents the opportunities to be involved in projects that will allow them to both apply knowledge as well as analyse andevaluate this knowledge. The output of a project report and continued input in their Scholarly Activity Portfolio will allowstudents to refine their written communication skills. Oral presentations to small and larger audiences during the course andat external conferences will also enhance their verbal communication skills.




Reflects necessary update to course structure to accommodate the content and teaching of the new Medical Sciences Major

Accreditation

Accreditationbody

Requirements Benefits forstudents

Reviewcycle

Lastapprovaldate

Nextrenewaldate

Contactinformationfor body

Contactinformationin UWA

AustralianMedical Council

The Doctor of Medicine (MD) isaccredited by the AustralianMedical Council (AMC). Graduatesmust complete an internship(normally one year) in anaccredited intern training positionwithin an Australian hospital to beeligible for registration to practiceas a doctor in Australia or NewZealand.

Eligible forregistration topractice as adoctor in Australia,New Zealand,Singapore andMalaysia.

Course delivery



FAC75 Science Biochemistry, Anatomy and Physiology teaching in the first year of the course.


Numerous providers with formal agreements in place.


5%



Location Percentage

UWA (Crawley) 100%

Quota

Quota? Yes

Quota number 240


interview, GPA, GMAT

M9


to How quota isallocated

update to reflect reality

Reason for quota Commonwealth Government policies and constraints

Quota consultations This is not a new quota but the form requires a comment.

Rationale and impactassessment for changeto Quota consultations

see above




4 years




Non-standard teaching period(s)

Attendance type Full-time only

Time limit 10 years


Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19




M10


SRUR5331 Rural Specialisation—Research Unit 1TRIM: F19/1562

ID: 7355


Unit information

Code SRUR5331

Title Rural Specialisation—Research Unit 1

Level 5




Medical School

Coordinator Dr Terri Pikora

Proposed 31/05/2019



Contact hours variable but there is regular contact with project supervisor


Content Students commence an appropriately designed research project in an area of interest, under the supervision of a UWA RuralClinical School academic staff member. In addition to commencing their research project, students prepare a literaturereview and a written research proposal where they place their study in the context of the available literature, formulate oneor more hypotheses or research questions based on gaps in the available knowledge, design an appropriate research studyto test their hypotheses or answer their research questions, and outline their study design, research methods and dataanalysis plan.The project can be one of either clinical audit, systematic review, or independent research. The first assessment will be awriitten assigment which may include a formal research proposal (including literature review) and/or submission to HumanResearch Ethics Committee, GEKO, or PROSPERO.Students planning on undertaking research Masters or PhD programs in the future are advised to undertake independentresearch.

Outcomes Students are able to (1) demonstrate the acquisition of basic skills and training necessary to undertake research in theirchosen field; (2) critically review literature in their proposed field of research; (3) critically appraise research methodology;and (4) design a research project, outlining the study background and rationale, research questions, study design and dataanalysis.



1 demonstrate the acquisition of basic skills and training necessary to undertake research in theirchosen field

professional behaviour and participationassessment

2 critically review literature in their proposed field of research wriiten assignment

3 critically appraise research methodology oral defence

4 design a research project, outlining the study background and rationale, research questions,study design and data analysis

written assignment

Assessment items Indicative assessments in this unit are as follows: (1) written assigment; (2) oral defence; and (3) professional behaviourassessments. Further information is available in the unit outline.


1 written assigment 50%

2 oral defence 50%

3 professional behaviour assessments 0% Failed component





00855 Medical School ROE 100%

M11

Unit rules

Prerequisites IMED4222 Integrated Medical Practice 1 Part B

Corequisites Nil.



Nil.


Intended courses MD 90850


90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities


Non-standard, 2020 Derby Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C

Note: non-standard teaching period dates are finalised in the Student Information ManagementSystem - final dates may differ from those shown here, and can be viewed in or the 2020Handbook list (if launched yet)..

Non-standard, 2020 Esperance Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Non-standard, 2020 Geraldton Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Non-standard, 2020 Karratha Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C




http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=SRUR5331








M12


Non-standard, 2020 Kununurra Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Non-standard, 2020 Narrigin Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Non-standard, 2020 Northam Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Non-standard, 2020 Port Hedland Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C


Semester 1, 2020 kalgoorlie Face to face

Semester 1, 2020 Albany Face to face

Semester 1, 2020 Broome Face to face

Semester 1, 2020 Bunbury Face to face

Semester 1, 2020 Busselton Face to face

Semester 1, 2020 Carnarvon Face to face



False


This Scholarly Activity unit will be the first of 3 that all students must complete as part of the MD program.









M13


Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19Approval reference: Heather Morton 6457 2284




M14


SRUR5341 Rural Specialisation—Research Unit 2TRIM: F19/1566

ID: 7357


Unit information

Code SRUR5341

Title Rural Specialisation—Research Unit 2

Level 5




Medical School

Coordinator Dr Terri Pikora

Proposed 31/05/2019





Content Students continue their research project commenced in SRUR5331 Research Project 1 under the supervision of a UWA RuralClinical School academic staff member.Students will present a seminar and provide a report outlining the progress of their research, the procedures they areconducting, experimental conditions, changes to the study design or experimental procedures.

Outcomes Students are able to (1) demonstrate progress in their chosen research project and (2) display professional behaviour.



1 demonstrate progress in their chosen research project progress report, progress seminar

2 display professional behaviour professional behaviour and participation assessment

Assessment items Indicative assessments in this unit are as follows: (1) progress seminar; (2) progress report; and (3) professional behaviourand participation assessment. Further information is available in the unit outline.


1 progress seminar 50%

2 progress report 50%

3 professional behaviour and participation assessment 0% Failed component






Unit rules

Prerequisites SRUR5331 Rural Specialisation—Research Unit 1

Corequisites Nil.



Nil.

M15






Availabilities


Non-standard, 2020 Kalgoorlie Face toface

Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020Satisfaction of academic standards: MD NSTP year 3 scholarly activityStart: 29-06-2020Attendance start: 29-06-2020Attendance end: 17-11-2020End: 17-11-2020Requested census:Group: C


Non-standard, 2020 Albany Face toface



Non-standard, 2020 Broome Face toface



Non-standard, 2020 Bunbury Face toface



Non-standard, 2020 Busselton Face toface















M16


Non-standard, 2020 Carnarvon Face toface



Non-standard, 2020 Derby Face toface



Non-standard, 2020 Esperance Face toface



Non-standard, 2020 Geraldton Face toface



Non-standard, 2020 Karratha Face toface



Non-standard, 2020 Kununurra Face toface















M17


Non-standard, 2020 Narrogin Face toface



Non-standard, 2020 Port Hedland Face toface



Non-standard, 2020 Northam Face toface





False


This Scholarly Activity unit will be the second of 3 that all students must complete as part of the MD program.


Event Date Outcome











M18


SRUR5332 Rural Specialisation—Service Learning Unit1

TRIM: F19/1569ID: 7354


Unit information

Code SRUR5332

Title Rural Specialisation—Service Learning Unit 1

Level 5




Medical School

Coordinator Associate Professor Denese Playford

Proposed 31/05/2019



Contact hours 4 hours per week

Unit has WorkIntegrated Learningcomponent

True


Content This is a foundational unit to prepare students for subsequent engagement in service learning within a rural context.

The unit discusses core concepts in service learning, including differentiating service learning from volunteering, describingcivil society, looking at how not-for-profits work and how to work with them, investigating client focus and advocacy, anddeveloping the capacity to work with diverse populations. It also addresses core project management skills so that studentsare ready to develop a project management document. Basic skills in surveys and focus groups are also covered so as toequip students for their service in the following unit

Outcomes Students are able to (1) construct a project proposal that will validly guide project work and (2) construct an ethicsdocument that describes appropriate ethical conduct for service learning project.



1 construct a project proposal that will validly guide project work project proposal, ethics document and professional assessment

2 construct an ethics document that describes appropriate ethical conduct forservice learning project

project proposal, ethics document and professional assessment

Assessment items Indicative assessments in this unit are as follows: (1) project proposal; (2) ethics document; and (3) professional behaviourand participation assessment. Further information is available in the unit outline.


1 project proposal 50%

2 ethics document 50%







M19

Unit rules


Corequisites Nil.



Nil.





Unit


Yes


80


The unit comprises service work with organisation








Availabilities



Expected class size: 25Contact hours: 4Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C



Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C








M20


Non-standard, 2020 Kalgoorlie Face toface






























M21
































M22



False


The Dean, postgraduate studies, is aware of this unit in relation to UWA-wide interest in service-learning

Handbook Notes


This is the first unit of the Service Learning Rural Specialisation.


Event Date Outcome





M23


SRUR5342 Rural Specialisation—Service Learning Unit2

TRIM: F19/1588ID: 7362


Unit information

Code SRUR5342

Title Rural Specialisation—Service Learning Unit 2

Level 5




Medical School


Proposed 31/05/2019





True


Content In this unit students

(1) reflect on how basic sciences/clinical/professional knowledge obtained in the Doctor of Medicine (MD) program arerelevant to the service, provide examples from personal service activity to demonstrate understanding of specified learningobjectives

(2) reflect on how appropriate evidence can be applied to the service activity; and

(3) scan the literature for current issues, best practice and emerging trends relevant to the service.

with particular reference to the rural context

Outcomes Students are able to (1) display professional behaviour; (2) develop a reflective and evidence based approach to the servicelearning project offered by the host organisation; and (3) reflect on service work in relation to key MD outcomes.




2 develop a reflective and evidence based approach to the service learning project offeredby the host organisation

deliverable

3 reflect on service work in relation to key MD outcomes portfolio

Assessment items Indicative assessments in this unit are as follows: (1) professional behaviour and participation assessment; (2) portfolio; and(3) project deliverables. Further information is available in the unit outline.



2 portfolio 40%

3 project deliverables 50%



M24




Unit rules

Prerequisites SRUR5332 Rural Specialisation—Service Learning Unit 1

Corequisites Nil.



Nil.





Unit


Yes


150










Availabilities









M25


Non-standard, 2020 kalgoorlie Face toface






























M26
































M27







False


The Dean Postgraduate Studies is aware of this unit in relation to UWA-wide interest in service-learning


Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome







M28


SMED5331 Research Unit 1TRIM: F19/1570

ID: 7358


Unit information

Code SMED5331

Title Research Unit 1

Level 5




Medical School

Coordinator Dr Jane Allan

Proposed 31/05/2019





Content Students commence an appropriately designed research project in an area of interest, under the supervision of a UWAacademic staff member. In addition to commencing their research project, students prepare a literature review and awritten research proposal where they place their study in the context of the available literature, formulate one or morehypotheses or research questions based on gaps in the available knowledge, design an appropriate research study to testtheir hypotheses or answer their research questions, and outline their study design, research methods and data analysisplan.The project can be one of either clinical audit, systematic review, or independent research. The first assessment will be awriitten assigment which may include a formal research proposal (including literature review) and/or submission to HumanResearch Ethics Committee, GEKO, or PROSPERO.Students planning on undertaking research Masters or PhD programs in the future are advised to undertake independentresearch.

Outcomes Students are able to (1) demonstrate the acquisition of basic skills and training necessary to undertake research in theirchosen field; (2) critically review literature in their proposed field of research; (3) critically appraise research methodology;and (4) design a research project, outlining the study background and rationale, research questions, study design and dataanalysis.



1 demonstrate the acquisition of basic skills and training necessary to undertake research in theirchosen field

professional behaviour and participationassessment

2 critically review literature in their proposed field of research written assignment

3 critically appraise research methodology oral defence

4 design a research project, outlining the study background and rationale, research questions,study design and data analysis

written assignment

Assessment items Indicative assessments in this unit are as follows: (1) written assignment; (2) oral defence; and (3) professional behaviourassessment/s (PBA). Further information is available in the unit outline.


1 written assignment 50%

2 oral defence 50%

3 professional behaviour assessment/s (PBA) 0% Failed component






M29

Unit rules


Corequisites Nil.



Nil.






Availabilities


Non-standard, 2020 Crawley Face to face Expected class size: 40Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: Scholarly Activity in MD year 3Start: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C




False


This Scholarly Activity unit will be the first of 3 that all students must complete as part of the MD program.


Event Date Outcome







http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=SMED5331


M30


SMED5341 Research Unit 2TRIM: F19/1567

ID: 7359


Unit information

Code SMED5341

Title Research Unit 2

Level 5




Medical School

Coordinator Dr Jane Allan

Proposed 31/05/2019



Contact hours variable but students have regular contact with project supervisors


Content Students continue their research project commenced in SMED5331 Research Project 1 under the supervision of a UWAacademic staff member.

Students will present a seminar and provide a report outlining the progress of their research, the procedures they areconducting, experimental conditions, changes to the study design or experimental procedures.

Outcomes Students are able to (1) demonstrate progress in their chosen research project and (2) display professional behaviour.



1 demonstrate progress in their chosen research project progress report, progress seminar


Assessment items Indicative assessments in this unit are as follows: (1) progress seminar; (2) progress report; and (3) professional behaviourandparticipation assessment (PBA). Further information is available in the unit outline.


1 progress seminar 50%

2 progress report 50%

3 professional behaviour andparticipation assessment (PBA)

0% Failed component






Unit rules

Prerequisites SMED5331 Research Unit 1

Corequisites Nil.



Nil.

M31






Availabilities


Non-standard, 2020 Crawley Face to face Expected class size: 40Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020Satisfaction of academic standards: MD NSTP year 3 scholarly activityStart: 29-06-2020Attendance start: 29-06-2020Attendance end: 17-11-2020End: 17-11-2020Requested census:Group: C




False


This unit will be part of Scholarly Activity for selected students.


Event Date Outcome









M32


SMED5332 Service Learning Unit 1TRIM: F19/1563

ID: 7361


Unit information

Code SMED5332

Title Service Learning Unit 1

Level 5




Medical School


Proposed 31/05/2019





True


Content This is a foundational unit to prepare students for subsequent engagement in service learning in an urban context.

The unit discusses core concepts in service learning, including differentiating service learning from volunteering, describingcivil society, looking at how not-for-profits work and how to work with them, investigating client focus and advocacy, anddeveloping the capacity to work with diverse populations. It also addresses core project management skills so that studentsare ready to develop a project management document. Basic skills in surveys and focus groups are also covered so as toequip students for their service in the following unit

Outcomes Students are able to (1) construct a project proposal that will validly guide project work and (2) construct an ethicsdocument that describes appropriate ethical conduct for service learning project.



1 construct a project proposal that will validly guide project work project proposal, ethics document and professional assessment

2 construct an ethics document that describes appropriate ethical conduct forservice learning project

project proposal, ethics document and professional assessment

Assessment items Indicative assessments in this unit are as follows: (1) project proposal; (2) ethics document; and (3) professional behaviourand participation assessment. Further information is available in the unit outline.


1 project proposal 50%

2 ethics document 50%







M33

Unit rules


Corequisites Nil.



Nil.





Unit


Yes


80










Availabilities


Non-standard, 2020 Crawley Face to face Expected class size: 25Contact hours: 4Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: MD year 3 Scholarly activity NSTP datesStart: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C




False


The Dean, Postgraduate research, is aware of this unit in relation to UWA-wide interest in service-learning





M34


Consultations - Employer, employer group, professional body and/or accreditation body- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome





M35


SMED5342 Service Learning Unit 2TRIM: F19/1587

ID: 7360


Unit information

Code SMED5342

Title Service Learning Unit 2

Level 5




Medical School


Proposed 31/05/2019





True


Content In this unit students

(1) reflect on how basic sciences/clinical/professional knowledge obtained in the Doctor of Medicine (MD) program arerelevant to the service, provide examples from personal service activity to demonstrate understanding of specified learningobjectives

(2) reflect on how appropriate evidence can be applied to the service activity; and

(3) scan the literature for current issues, best practice and emerging trends relevant to the service.

Outcomes Students are able to (1) display professional behaviour; (2) thoughtfully reflect on service work in relation to key MDoutcomes; and (3) develop a reflective, evidence-based approach to the service learning project offered by the organisation.




2 thoughtfully reflect on service work in relation to key MD outcomes portfolio

3 develop a reflective, evidence-based approach to the service learning project offered by theorganisation

deliverable

Assessment items Indicative assessments in this unit are as follows: (1) professional behaviour and participation assessment; (2) portfolio assessment; and (3) project deliverables. Further information is available in the unit outline.



2 portfolio assessment 40%

3 project deliverables 50%






M36

Unit rules

Prerequisites SMED5332 Service Learning Unit 1

Corequisites Nil.

Incompatibilities nil


Nil.





Unit


Yes


80










Availabilities


Non-standard, 2020 Crawley Face to face Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020Satisfaction of academic standards: MD NSTP year 3 scholarly activityStart: 29-06-2020Attendance start: 29-06-2020Attendance end: 17-11-2020End: 17-11-2020Requested census:Group: C




False


The Dean of Postgraduate studies is aware of this unit in relation to UWA-wide interest in service-learning





M37


Consultations - Employer, employer group, professional body and/or accreditation body- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome





N1

Proposed major (academic proposal) as at 06-06-2019

MJD-GNWST Gender StudiesTRIM: F19/1277

ID: 4829

This major is not yet approved.

Major information

Code MJD-GNWST

Title Gender Studies

Undergraduatedegree

BA


Society and Culture



Humanities

Coordinator Dr Chantal Bourgault du Coudray

Proposed 27/05/2019


Structure 2+3+3

Why non-standardstructure

This major combines unit offerings from a range of majors, yoked together through a sequence of core units offered at levels1, 2 and 3. The core units function to establish a firm understanding of gender as a category of analysis, while the electivesenable students to develop an interdisciplinary understanding of how a gender lens can be applied. Since available gender-focused electives are spread quite evenly across levels 1, 2 and 3, the 2 + 3 + 3 structure works best to facilitate students'uptake of these options.

Major type



True

Second major? True


True


Gender Studies


Nil.


True

Details

About this major The Gender Studies major traces histories, theories, and experiences of gender and its intersections with race, class andsexuality. It explores the everyday practices, institutions, and cultural texts of students' gendered lives and investigates thesocial and cultural legacies that inform contemporary lived experience. The major is grounded in interdisciplinarymethodologies and equips students with the analytical, communication, and advocacy skills to foster equity, diversity andinclusion in any context. Gender Studies also emphasizes skills in collaboration, teamwork, leadership, group dynamics, andliteracy in screen, print and digital cultures.

N2

Outcomes # Outcome

1 demonstrate a comprehensive knowledge of feminist thought, its key shifts, major theorists and philosophical movements including queer theoryand masculinity studies as emergent branches

2 articulate the complexities of gender as a socially constructed practice that is situated in time and place, and intersects with other subject positionslike race, class, religion, and sexuality

3 contextualise the history of women's liberation as a social movement, its links to feminist activism and other social justice movements, and thecontinuing relevance of linking theory to practice

4 draw on feminist methods of research, writing, and thinking about gender including reflexively creating, situating, and queering knowledge

5 make coherent arguments using concepts such as gender, sexuality, ideology, subjectivity, corporeality, agency, and intersectionality

6 deploy communicative strategies that model and facilitate respect for others, social inclusion, and constructive dialogue

Employment outcomes, pathways and graduate destinations

Employmentdestinations

All workplaces have equity policies, so knowledge in Gender Studies is an advantage to any organisation, business orgovernment agency, as well as professional and creative industries. Graduates often find satisfying work in the areas ofsocial justice, diversity and equity and workplace relations, and the skills learnt in this major are also applicable tocommunications, education, public service, research occupations and professional practice. Gender Studies will be invaluabeto those intending to progress to professions such as law, education, journalism, psychology, or medicine.

Opportunities themajor can lead to

The Gender Studies major is primarily engaged in the history of ideas and practices of gender, intersections with race, classand sexuality, and the operations of social power. At UWA Gender Studies is committed to remaining highly relevant tocontemporary life while producing valuable social debate and historical context. It is therefore grounded in the everydaypractices and cultural texts of students’ lives, and also serves as a reminder of the forms of dominant thinking and dissenton sexuality and identity in the past. The major is comprised of six or seven Gender Studies units, and one or two optionunits that facilitate interdisciplinary engagement. It is designed to provide discipline-specific knowledge in first year,broadening out to apply such knowledge to other disciplinary areas in second year, and returning in third year to disciplinaryspecific theories and practice to consolidate the major. This ’diamond’ shape, whereby students find a solid grounding in thedisciplinary practices, expand them to other areas and disciplines in the middle of their degree, and then return for morespecialised and complex engagement with gender theories and philosophies, is pedagogically robust and student centred.The Gender Studies major is consciously organised to promote generic life skills like collaboration, team-work, leadership,group dynamics and literacy in screen, print and digital cultures, as well as being grounded in the ethics of equity, diversityand social justice. It thus provides a major that is grounded in social relations, developing skills in critical analysis, researchmethods and writing practice, leading to opportunities in further research or employment that involves an awareness ofgender, race, class or sexuality and an inclination for social change.



Service Learning (Community service-oriented); Mentorship Program; Simulated workplace learning;


No


GEND1901GEND2902GEND3901IMED3208

N3


All three of the existing units proposed as the core sequence include an experiential learning component. Throughout themajor, students are encouraged to connect their learning in the classroom to the lived, embodied and situated experience of'doing gender', and to cultivate a sense of themselves as 'change agents'.

At level 1, students are required to create a digital story exploring the meaning of the phrase 'the personal is political'. Adigital story is a series of images documenting a personal experience, accompanied by a voice-over narration. It is explainedto students that this genre is commonly used in contexts that seek to empower marginalised groups, and as such, itsimulates workplace practices that gender studies graduates might be expected to use. Further, the assessment is explicitlyframed as an exercise in project management, and students are introduced to project management tools to help themmanage the associated tasks.

At level 2, students are required to convene a conversation with someone situated 'outside' university, in the community.Although the assignment is in part a straight-forward 'interview', designed to gather information that the students thenreport, it is also service learning in the sense that it is explicitly designed to take the conversation out of the space of thegender studies classroom, and into the community where conversations about gender are often needed. In this sense, itgives the students a direct experience of working as a change agent, and they are required to reflect upon this in theirwritten work.

At level 3, students are required to attend a weekly talking circle. They are informed that talking circles are used in a varietyof cultures to ensure that all voices are respected and heard, especially in conflicted situations, and that they are alsoincreasingly used by social and community workers, development workers, mediators, group facilitators and humanresource professionals, to support the development of mutual respect and understanding. As such, the activity is explicitlyframed as a simulation of a practice that gender studies graduates can then confidently draw upon in the workplace, tosupport equity, diversity, and inclusion. Also, this activity foregrounds the experience of deep listening, because in thecontext of a talking circle, only the person holding the talking piece can speak. Students typically discover that they areaccustomed to listen only for pauses where they can speak, and the activity thus encourages a transformation – through adiscreet experience – in students' capacity to hear from others.

The option IMED3301 also offers an experiential learning opportunity in the form of mentoring.


The activity at level 1 develops students' achievement of outcomes 2, 3, 4, 5 and 6 through the process of reflecting on apersonal experience (outcomes 4 & 6) and then communicating and theorising it (outcomes 2, 3 and 5). The activity at level2 develops students' skills in relation to outcome 6, through the experience of convening, facilitating and reflecting on aconversation about sex and gender with a member of the community. The activity in the level 3 core unit develops students'achievement of all 6 outcomes, because through attention to communicative strategy (outcome 6) all the other outcomesare strongly supported.Through the experiential learning in level 3 of the IMED sequence, students' mentors are able to support their achievementof outcomes 2, 3 and 5.

Rules

Prerequisites Enrolled in another major

Corequisites Nil.



Nil.

Unit sequence

Level 1


GEND1901 Beyond 'Gender Wars' 6 points Active


ENGL1902 Reading Bodies 6 points Active

HART1003 Ways of Seeing: Themes and Theories in Art 6 points Active

IMED1108 Issues in Women's Health Across the Lifespan 6 points Active

INDG1150 Aboriginal Encounters: Strangers in our Backyard 6 points Active

INDG1160 Boodjar Moort Katitjin: Introduction to Indigenous Heritage and Knowledge 6 points Active

MUSC1351 Women in Music 6 points Active

Level 2








N4


GEND2902 Masculinity, Nostalgia and Change 6 points Active

GEND2903 Sex, Gender, Technology and Science 6 points Proposed


ANHB2215 Biological Anthropology: Human Adaptation and Variation 6 points Active

ANTH2405 Sex, Gender and Social Life 6 points Active

ENGL2200 Jane Austen and her Legacy 6 points Active

GEND2902 Masculinity, Nostalgia and Change 6 points Active

GEND2903 Sex, Gender, Technology and Science 6 points Proposed

HIST2008 White Supremacy 6 points Active

HIST2013 Medieval and Early Modern Women 6 points Active

IMED2208 Issues in Women's Reproductive Health: Major Diseases and Health Problems 6 points Active

POLS2204 The Politics of Gender 6 points Active

Level 3


GEND3901 Feminist Thought 6 points Active

Take all units (12 points).

ANHB3315 Human Evolutionary Ecology 6 points Active

ASIA3004 Gender and Power in Asia 6 points Active

CLAN3011 Sex, Gender, and the Body in the Greco-Roman World 6 points Active

EMPL3208 Managing Diversity 6 points Active

IMED3301 Issues in Women's Reproductive Health: Research and Evidence-based Practice 6 points Active

LAWS3330 Gender and the Law 6 points Active

POLS3335 Social Movements and the Politics of Change 6 points Active

Mapping of outcomes




True





















N5

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry

Level 1: Beginning Level 2: Developing Level 3: Advanced

At level 1 GEND1901 operates as an introduction to thehistory of ideas on gender. It is concerned with drawingattention to the way gender operates as a system of socialpower that intersects with race, class and sexuality. Itprovides methods and models to investigate theseentrenched ideologies and historically contextualises theways in which these meanings shift over time and placeand media. Level one is concerned with questioningexisting heteronormativities by demonstrating the ways inwhich they are constructed and shift discursively. This isapproached through Australian and global examples ofdebates about gender, contextualised with reference togender theory, colonial and postcolonial contexts, andstudents' own experiences. Option units at this level allowstudents to consider how a 'gender lens' can be applied -and intersected with other lenses - in other disciplinarycontexts.

At level 2 students apply the solidgrounding of level 1 to specificdebates about masculinity orscience and technology (in thecore units) and a range of othertimes and places (in the optionunits). By applying theories aboutgender to specific case studies orother places, times, cultures - anddisciplines - students are able toquestion the efficacy of suchtheories and the conditions of theirproduction and distribution. Thusthe production and distribution ofknowledge becomes subject toscrutiny.

At level 3 students are expected to engage withdisciplinary knowledge with reflexivity andcomplexity. Their increasingly self-directed learningis scaffolded pedagogically but the production ofknowledge is increasingly theirs to generate,drawing on the grounding in level 1, and theapplication at level 2, towards a sophisticatedengagement and understanding at level 3. The coreunit at this level cultivates students' capacity todeploy theories, methodologies and knowledgedeveloped through the study of gender. As agentsof change supporting principles of equity, diversityand inclusion, they are supported to independentlyresearch and practice ideas and strategies forpursuing their commitments. Option units at thislevel refine students' capacity to undertake gender-focused research in a range of disciplinary contexts.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


GEND1901 embeds learning skills through tutorialsand assessments where students attend to powerdynamics around gender, race, and class – or theidea that 'the personal is political'. These formatsencourage students to value life experience andbring intellectual analysis into their own lives. Theseskills are developed dynamically and facilitated bytutors and lecturers. Skills workshops also provideopportunities for explicit development ofemployability skills such as information seeking,project management, or visual communication.

At level 2 there is an emphasis on peer learning throughgroup work and a focus on developing listening skills. Byexplicitly scaffolding group work with exercises in reflectionon individual and group processes, students areencouraged to consider the role of communication stylesand processes in shaping learning. They also learn toconsider the value of collaboration and diversity, andexplore their own leadership capacity. At the same time,there is a shift in emphasis towards processes of datageneration and collection, and exploration of genderstudies perspectives on the ethical and methodologicalconsiderations that attend such activities.

Advanced levels of skill arefurther developed in GEND3901through attention to theproduction of knowledge and thedevelopment of self reflexivity.Assessment places more relianceon students workingindependently, and this is alsothe case in level 3 option units.

EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


GEND1901 embeds respect for diversecultures including Indigenous cultures, andits critique of systems of social power inwestern cultures advances ethical andagentic avenues for restitution. Students arealso encouraged to recognise their owncultural position. Applying these valuespractically in academic approaches ismodelled and reflected in reading materials,tutorials and workshops.

The importance of social ethics and responsibilities areextended mid-degree, when students navigatecontemporary debates about gender. This requiresstudents to consider how their individual values positionthem in relation to particular issues, and by voicingthose values they learn to exercise agency to impactinequities. The option units take the focus away fromcontemporary western culture to other cultural timesand places, where students learn to respectfullyconsider 'how it is for others'.

At level 3 students develop a more complexunderstanding of social movement histories,modes of activism, and their emergencefrom philosophies of gender, race, class andsexuality. Talking circle work enables themto hear more deeply from others, toarticulate the complexity of their ownpositioning, and to develop greater self-awareness.

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


Gender Studies is particularly interested in the politics ofcommunication and in developing students attention to thedynamics of clear, effective communication and listeningskills. In GEND1901, students identify and reflect on theirown positioning within networks of power through anassessment exploring the idea that 'the personal ispolitical'. Through structured workshop activities in whichthey share their differing personal experiences, they beginto build both self-awareness and skills in negotiatingdifference. Feedback on weekly tutorial preparationworksheets is used to build students' skills in writtenexpression, referencing, and structuring of ideas. Thedigital story also involves feedback on a draft of thevoiceover narrative and an annotated bibliography, and byseparating out 'writing' and 'research' in this way, studentscan more easily build skills in each area. Through thedigital story assessment, students also learn thecommunicative value of blending a personal 'storytelling'element with the tasks of conveying information andforwarding an argument. This is in keeping with feministmethodological commitments which emphasise the valueof communicating one's own position or investment ratherthan offering 'a view from nowhere'.

The core units expose students toemotionally charged debates aboutgender politics. Students are supportedin tutorials and through structured peergroup work to practise skills in listeningand dialogue, especially in contextswhere differences are present.Further, in the poster presentationassessments, the emphasis is onapplying theories of gender to real-world issues, and then communicatingfindings in an accessible anddemystified way. Communicatingaccessibly is stressed as vital in thecontext of pursuing progressive socialchange. In the poster presentationsessions, students are also required toask questions of one another and also'speak to their work' - i.e. takeresponsibility to explain, defend, orengage in dialogue about it. In thiscontext they start connecting their ownvalues/position with an intellectual orscholarly outlook. Finally, the groupworkis carefully scaffolded and moderated todevelop students' skills in collaboration.

In GEND3901, students practise 'commitmentto dialogue' - especially in relation topotentially polarising issues. This demandsboth clarity about 'what one knows' and awillingness to hear from others. Throughtalking circle work, students takeresponsibility for mindful listening anddialogue, cultivating deeper self-awarenessabout their investments in the subject matter,and they are supported to draw on thisawareness in order to engage respectfullywith others. The intellectual emphasis is onextending students' capacity to explain,discern between, and use complex theories ofgender. By blogging about the ways in whichtheir lived experience intersects with feministthought, and by writing an independentlyresearched essay, students are challenged todistill the values, methodologicalcommitments and knowledge they'veacquired through the major in written form.

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Embedded

N6

Embeddedcommunicationskills


Studentsdemonstrate writingthat is clear, wellstructured andappropriate toaudience andpurpose

In the core unit, feedback on weeklytutorial preparation worksheets is usedto build students' skills in writtenexpression, referencing, and structuringof ideas. The digital story also involvesfeedback on a draft of the voiceovernarrative and an annotated bibliography,and by separating out 'writing' and'research' in this way, students can moreeasily build skills in each area.

In the core units, students createposter presentations in groups. Theemphasis is on applying theories ofgender to real-world issues, and thencommunicating findings in anaccessible and demystified way.Communicating accessibly isstressed as vital in the context ofpursuing progressive social change.

In the core unit, the emphasis is onextending students' capacity to explain,discern between, and use complextheories of gender. By blogging aboutthe ways in which their lived experienceintersects with feminist thought, and bywriting an independently researchedessay, students are challenged to distillthe values, methodological commitmentsand knowledge they've acquired throughthe major in written form.

Students give oralpresentations thatare clear, wellstructured andappropriate toaudience andpurpose

Through the digital story assessment inthe core unit, students learn thecommunicative value of blending apersonal 'storytelling' element with thetasks of conveying information andforwarding an argument. This is inkeeping with feminist methodologicalcommitments which emphasise thevalue of communicating one's ownposition or investment rather thanoffering 'a view from nowhere'.

In the core units' poster presentationsessions, students are required toask questions of one another andalso 'speak to their work' - i.e. takeresponsibility to explain, defend, orengage in dialogue about it. In thiscontext they start connecting theirown values/position with anintellectual or scholarly outlook.

In the core unit's talking circle, studentslearn to give voice to their values in thecontext of scholarly dialogue andintellectual debate. While skills inargumentation are certainly deployed,argumentation is framed as anopportunity to develop sharedunderstandings and/or greater clarityabout differences. Overall, studentspractise 'commitment to dialogue' -especially in relation to potentiallypolarising issues. This involves bothclarity about 'what one knows' and awillingness to hear from others.

Studentsdemonstrate criticalinformation literacyskills that areappropriate tocontext

In the core unit, students undertakelimited independent research related toone issue arising from personalexperience, which they submit as anannotated bibliography. By harnessingstudents' curiosity about themselves, theunit frames research (and its protocols)as relevant, necessary, and desirable,sowing the seeds for the development ofmore independent research skills.

In the core units, students work ingroups to collect, analyse,contextualise and communicate data.There is also a communityengagement aspect to the researchundertaken, which involvesconducting interviews, and throughthis students also learn aboutresearch ethics considerations andprotocols. Overall, studentsundertake independent researchscaffolded by clear guidelines andpeer group support.

The core unit emphasises literaturereview skills. The research essay requiresstudents to demonstrate knowledge ofprior scholarship and key developmentswithin the field of gender studies.Extensive independent reading andresearch is necessary for the successfulcompletion of this assignment.

Studentsdemonstrateinterpersonal skillsthat are sensitiveand appropriate tocontext

Students identify and reflect on theirown positioning within networks of powerthrough an assessment exploring theidea that 'the personal is political'.Through structured workshop activitiesin which they share their differingpersonal experiences, they begin to buildboth self-awareness and skills innegotiating difference.

Through exposure to debates aboutgender politics, students aresupported in tutorials and throughstructured peer group work topractise skills in listening anddialogue, especially in contextswhere differences are present.

Through talking circle work, studentstake responsibility for mindful listeningand dialogue, cultivating deeper self-awareness about their investments in thesubject matter. They are supported todraw on this awareness in order toengage respectfully with others.

Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

Level one units introduce students to criticalfeminist theories, and intersections ofgender, sexuality, race and class in local andglobal contexts through establishedresearch. Content explored forms the basisof an introduction to the major researchissues, debates and themes for thediscipline, its history, philosophy andtheories.

Level 2 core units focus students'attention on case studies in genderpolitics that animate contemporary (andoften emotionally charged) debates. Thisdraws attention to the evolution ofgender studies as a site for workingthrough complex questions about genderin society. The option units offer studentsspecific disciplinary applications ofgender analysis, thus emphasising theinterdisciplinarity of the field.

Level 3 units contextualise previouslearning against the history and philosophyof feminist thought, at a stage whereintensification and depth of philosophy andtheory can be fully engaged. This isprimarily textual, and enables students toread classic research documents andmanifestos at a deeper level. Level 3option units offer students the opportunityto undertake independent gender-focusedresearch in a range of disciplinary andgeopolitical contexts.

Pedagogy Feminist pedagogy underpins all units as acontinuation of the disciplinary history andphilosophy. Self-reflexivity or an awarenessof one's own positioning within networks ofpower is emphasised, and in thecontemporary context, this means thatresearch is inclusive and recognisesintersectionality, especially the pivotalcontributions by black feminists and lesbianresearch in examining heteronormativity andwhiteness in western feminist research.

Students are supported to read, researchand critically engage with contemporarydebates about gender, by engaging withscholarly, popular, and policy sources.This approach draws attention to theimbrication of gender studies with bothformal and informal politics.

Through a close engagement with thehistory and evolution of feminist thought,students reflect on the methodological(and pedagogical) objectives of women'sstudies and its subsequent revisions. Anemphasis on experiential learning alsosupports students to reflect on the ways inwhich methodological and pedagogicalstrategies encountered affect learning andother outcomes.In this way, students learn to takeresponsibility for the self-reflexivity thatwas scaffolded at levels 1 and 2, andassessments provide opportunities forthem to practise this in a research context.

Assessment At level 1 students are asked to be self-reflective: to position themselves in relationto research, and to think about how theresearch impacts other subject positions.Academic staff model this through reflectingon their own investments in particularresearch.

By contextualising contemporary genderpolitics against a history of genderedvalues and practices in their posterpresentations, students learn toarticulate how the field intersectsphilosophical and theoreticalperspectives with contemporary politics.

Assessment is broad in scope at level 3 toenable students to generate sustainableindependent research projects, that expecta working knowledge of disicplinaryresearch situated in its evolutionarycontext.

N7

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

Feminist methods taught at level one supportstudents to be gender-aware in their researchand investigative practices. Research methodsare modelled in lectures about academics' ownresearch, and in the tutorial readings whichbring gender to bear on the construction ofknowledge through colonisation,medicalisation, education and otherinstitutions. The epistemology of knowledge asfundamentally situated in gendered bodies isestablished at Level 1 as a basis for genderstudies. The intersections of race, class,sexuality and other subject positions areemphasised as basic to critical readingpractices and research positions.

At level two research in the core units isconcentrated around exploring everydaysites of contestation about gender, and thequotidian as significant markers of gender,race, class and sexuality, and also throughexamination of historical texts and eventsin terms of contextualising such debates.

At level three methodology stressesthe importance of self-reflexivity, ofpositioning the subject in theproduction of knowledge, and thepolitics of location and partiality wherediscussions of race, class and sexualityintersect with gender and powerthrough diverse cultural and historicallocations.

Pedagogy Gender awareness is practised and modelledin lectures, tutorials, and research readings;able to be applied, questioned and performedin workshops, and accompanied by a spirit ofenquiry and safety in which students maychallenge long-held assumptions andattitudes. Thus students apply researchmethods through personal engagement inworkshops and tutorials where attendance togender, race, class and sexuality is required.

Pedagogy at level 2 is grounded inworkshops and tutorials where attendanceto gender, race, class and sexualitydemand a level of personal awareness anda willingness to voice one's values. It alsodraws attention to the kinds of agencystudents have to intervene in gendereddiscourses.

Talking circle work in the level 3 coreunit is the primary vehicle by whichnuanced questions about the theoryand practice of gender studiesmethodologies are reflexively explored.Students are then invited to reflectfurther on the questions raised in theirwritten assignments.

Assessment Assessment at this level enacts the methodsof enquiry by inviting students to situatethemselves as actors in the production of theirown knowledge, through research practicesthat are reflexive and situated.

Assessment in the core units encouragesstudents to explore everyday debatesabout gender in order to develop a sense oftheir own investment in regimes of gender,race, class and sexuality. The emphasis ongroup creativity is grounded on theenactment of a research ethics which iscollaborative and respectful, which valuesdiversity and encourages leadership in allits forms. Assessment is thus productiveand reflective. It also involves the guidedpreparation of research design proposalsincluding guidance about research ethics ina gender studies context.

Level 3 units support the critical andself reflection necessary to deploygender studies methodologieseffectively. By blogging about the waysin which their lived experienceintersects with feminist thought, andby writing an independentlyresearched essay, students arechallenged to apply the methodologicalcommitments and knowledge they'veacquired through the major in writtenform.

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

First year units introduce students tocritical thinking through genderanalysis, visual and textual readingpractices, and challenges to inheritedmeanings of gender and power and themeanings of embodied subjects.

Level 2 extends the ways in whichthinking relevant to the discipline can beapplied to particular case studies. Thecore units are particuarly useful forredirecting enquiry back towardsstudents' own cultural lives, while theoption units directs them outward toother cultural locations and places.

At level 3 there is emphasis on generatingsustainable research projects that stimulatedisciplinary learning and personal intellectualinterests. At this level these are supported bystaff but largely self-determined by students.

Pedagogy Lectures gloss, explain and model suchcritical research practices, drawing on arange of technologies, texts andactivities which are then discussed andactively applied in workshops andtutorials. Pedagogy at this level isinterested in creating learningenvironments that encourage respectand diversity in working together andbeing self-aware.

Tutorials and assessments offeropportunities for students to test andexplore theories of gender in relation tospecific issues. This involves bothexperiential and analytical activities inoral and written form based on research.

In the core unit, students explore weekly topicsthrough one talking circle class and one tutorialclass. In the talking circle class they gain anunderstanding of their respective investmentsin the material, and in the tutorials theyengage in more traditional scholarly discussion.In this way, they learn to explore what is atstake both emotionally and intellectually - auseful skill-set since both elements areconstantly at play in any debate about genderin society.

Assessment The digital story assessment in the coreunit is an opportunity for students toenquire into the relevance of the unitcontent to their own lived experience.

Guided development of sustainableresearch projects is key to level 2 toencourage application of theories topractice in everyday lives here andelsewhere. By working with peers,students learn to value and practicecollaborative enquiry.

Major research projects encourage thesynthesis of form and content as appropriate.In particular, the adoption and execution ofself-reflexive methodologies is encouraged.

N8

EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

At level 1 students engage and employkey concepts relating to gender, power,race and culture in written and oralform, and then extend their criticalvocabulary of pivotal terms andconcepts to do with corporeality, gender,subjectivity, and agency. Tutorialreadings reflect these capacities andlevels.

At level 2 discursive conventions areemployed in relation to embodiment,subjectivity, agency, heteronormativity,queering and institutional authority inrequired readings. The option unitsintroduce students to discursive toolswhich both reinforce and broadenavailable concepts and conventions.

Level 3 builds on discursive conventions tospecialise in various schools of feministthought, including radical, socialist, liberal,postmodern, continental, psychoanalytic andqueer, as they apply to digital, postfeminist,affective, transnational and transgenderrepresentational regimes. This level ofdiscursive competence will equip students forhonours and other graduate research work.

Pedagogy Intellectual conventions of genderstudies are modelled in lectures andreadings; and applied, questioned andperformed in tutorials, accompanied bya spirit of enquiry and safety in whichstudents may challenge long-heldassumptions and attitudes.

Emphasis is on the self-reflexive strengthsof gender studies, as a discipline whichhas historically 'held the space' forcontested or contrasting understandings ofgender and gendered identities. Thecommunicative and discursive processesby which such debates have beenexplored within the discipline isforegrounded.

Talking circle and tutorial classes in the coreunit give students practice at navigating thecomplexities of gender theory in a dialogicway. Explicit attention to self-reflexivitythroughout also draws attention to theinseparability of content and discourseconventions from process or methodology.

Assessment Modelling through lectures and readingsincreases students' vocabulary, as wellas discussion of research that uses thoseconcepts and conventions; groupactivities encourage peer learning, andthe Internship requires research to beapplied and communicated in practice.

Assessment is through assignments,essays, examinations and workshopactivities all of which are expected to haveengaged with research material.

In the core unit, the research essay requiresstudents to demonstrate knowledge of priorscholarship and key developments within thefield of gender studies. Extensiveindependent reading and research isnecessary for the successful completion ofthis assignment.



As an interdisciplinary major, the Gender Studies sequence takes advantage of existing gender-focused offerings, and yokesthem together through a sequence of core units offered at levels 1, 2 and 3. The level 1 core unit (GEND1901) introducesstudents to key contemporary debates about sex and gender, and places them in historical and theoretical context. Theexisting level 2 core unit (GEND2902) explores historical and contemporary masculinities and supports students to developcommunicative strategies for discussing masculinity constructively. The level 3 unit provides students with a thoroughgrounding in feminist thought, and finesses their capacity for nuanced and sensitive communication about sex and gender.

The new major could be run using only these existing units, but an additional unit (Sex, Gender, and Science) is proposed asan alternate option at level 2; students would be invited to take either this unit or GEND2902. If taking Sex, Gender andScience, students would still be required (as in GEND2902) to practice communicating constructively about somechallenging issues, but in this case it would be arguments about the relationship between biology and gender, and thechallenges of addressing unconscious bias in science. It is anticipated that this unit would provide a desirable pathway forSTEM students to pursue an interest in gender, and supporting this is of strategic importance to the university.

Other changes to the sequence above reflect the addition of units created since 2012 which are focused on gender orrelated fields; and the deletion of units that are now rescinded or unavailable.

While the major sequence offered above proposes a coherent pathway and set of options, there is also room to enrich themajor along the following lines.

1. Through inclusion of an experiential and interdisciplinary capstone unit at level 3. This may also be a desirable additionfor other majors in the Arts degree, and it might be worthwhile refreshing FABLE's 'Wild Card' unit as a level 3 offering toenable this. (Alternatively, a coalition of discipline groups could collaborate to develop a separate level 3 offering alongsimilar lines). The best approach to adopt will be easier to identify once the university's approach to embedding WIL in thecurriculum is clear.

2. As explained in the rationale for reviving the gender studies major, this major offers scope for cross-listing further unitsdeveloped within STEM disciplines that focus on gender.

3. Columbo Plan funding for an experiential learning option focused on gender in the Asian context would be desirable. Ifoffered at level 3, this could articulate particularly well with the Master of International Development.

4. There are no existing gender-focused offerings in the fields of (feminist) economics and finance, and it would be desirablefor the Business School to consider how some of its undergraduate units could be developed to contribute to this major.

5. The University of Denver has a strong gender studies program and is interested in collaborating with UWA. Possibilitiesinclude credit towards a gender studies major for units undertaken by exchange students moving in either direction, andonline collaborative opportunities for students.

The Gender Studies major was rescinded in 2015 but because the decision to do so was strongly resisted by many staff andstudents, an undertaking was made to revisit the decision after three years. Three years on, enrolments in the Bachelor ofArts have dropped, particularly amongst female students, but enrolments in the remaining gender studies electives haveremained steady at level 1 and increased at levels 2 and 3. Also, we are in the midst of a global revival of feminism, oftentermed 'fourth-wave feminism' as evidenced through the Women's Marches, the #metoo movement, and the Meriam-Webster dictionary naming 'feminism' as its 2017 'word of the year'. In the context of these developments, and alongsideefforts to rejuvenate enrolments in the Bachelor of Arts through – amongst other things – offering interdisciplinary secondmajors, the time is ripe to revive this major. Its reinstatement will also support UWA's commitment to addressing genderinequities in STEM, by a) adding one unit on 'Sex, Gender and Science' which could also be offered as an option in STEMmajors; b) including certain STEM units in an identifiable sequence focused on gender, and c) offering a 'home' for anyfuture STEM offerings focused on gender. Finally, by reviving the gender studies major, UWA will once again be able to claimits uniqueness as the only university in Western Australia to offer a major in this field.

N9


Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee, 2 April 2019, R4/19Approval reference: EO x5542




N10


GEND2903 Sex, Gender, Technology and ScienceTRIM: F19/1246

ID: 7320


Unit information

Code GEND2903

Title Sex, Gender, Technology and Science

Level 2


Undergraduatedegree

BA



Humanities

Coordinator Dr Chantal Bourgault du Coudray

Proposed 01/05/2019



Contact hours 1 x 1.5 hour lecture/workshop for 11 weeks; 1 x tutorial per week for 10 weeks

Elective? True

Broadeningcategory



Content This unit takes as its starting point a number of observations. Firstly, there remain entrenched gender imbalances in manySTEM (science,technology, engineering and maths) fields. Secondly, ideas about 'hard-wired' sex differences of body and/orbrain, as well as ideas about gender fluidity, circulate freely in popular culture. Thirdly, theories of gender and scientificdiscourses are sometimes at odds. In all three scenarios, 'gender' and 'science' are held in some kind of relation. This unit isa collaboration between humanities and STEM academics at UWA, which explores how theories of gender 'explain' science;how science 'explains' gender; and how the discourses of gender studies and science can productively intersect.

Outcomes Students are able to (1) identify and describe key ways in which gender bias can manifest in scientific contexts; (2) usefeminism to inform scientific methodologies and research; (3) use scientific research to inform feminist discourse; and (4)use constructive dialogue to explore differences of approach with regards to gender, science and feminism.



1 identify and describe key ways in which gender bias can manifest in scientificcontexts

dialogue and reflection; short answer test

2 use feminism to inform scientific methodologies and research dialogue and reflection; short answer test; group casestudy

3 use scientific research to inform feminist discourse dialogue and reflection; short answer test; group casestudy

4 use constructive dialogue to explore differences of approach with regards to gender,science and feminism

group case study

Assessment items Indicative assessments in this unit are as follows: (1) dialogue and reflection; (2) group case study; and (3) test. Furtherinformation is available in the unit outline.


1 dialogue and reflection 20%

2 group case study 30%

3 test 50%



N11



FAC10 Arts, Business, Law and Education teaching 25%

FAC60 Engineering and Mathematical Sciences teaching 25%

FAC75 Science teaching 25%

FAC90 Health and Medical Sciences teaching 25%

Unit rules

Prerequisites Completion of 48 points of study.

Corequisites Nil.




Simulated workplace learning


Component

Is experientiallearningcompulsory?

Compulsory


No


The experiential learning will be designed to simulate STEM workplace issues related to gender, in the form of roleplays.


The activity will primarily address outcome 6: 'Deploy communicative strategies that model and facilitate respect for others,social inclusion, and constructive dialogue'.


Intended courses Gender Studies


MJD-GNDST Gender Studies Major Drafted from 2020 [course not available in 2020] Option

MJD-GNWST Gender Studies Major Proposed Option

Availabilities





False


This unit is explicitly designed to support UWA's commitments to both interdisciplinary teaching and reducing genderinequalities in STEM.

Please note that I have changed the code to GEND2903 (without approval from Callista yet, as GEND2902 was previously inuse and is now known as HIST2902 Masculinity, Nostalgia and Change, also in the sequence)



N12




Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee, 2 April 2019 R4/19Approval reference: EO x5542




N13


MJD-CRIMN CriminologyTRIM: F19/773

ID: 4824


Major information

Code MJD-CRIMN

Title Criminology

Undergraduatedegree

BA


Society and Culture



UWA Law School

Coordinator Dr Joe Clare

Proposed 29/05/2019


Structure 2+3+3


We are providing students with the option of taking streams within the major that require them to take units at level 2 toprogress to level 3.

Major type



True

Second major? True


True


Criminology


Nil


True

Details

About this major Criminology is an inter-disciplinary subject area that has emerged from the attention distinct disciplines have paid tooffenders and offending. As such, the Criminology major draws on knowledge and perspectives from a range of disciplinesincluding Law, Psychology, History, Anthropology and Geography. The combination of core and optional units in this majorstructure will expose students to the breadth of issues being addressed by contemporary Criminology. Included in this willbe understanding of the practical role Criminology plays in advising governments on issues relating to criminality, crimeprevention, policing, corrective services, sentencing, and offender treatment.

Students will learn to critique both crime and the criminal law, being encouraged to question why there is such variationacross time and space about the types of acts we define as crime and the ways that we respond to criminality. TheCriminology major will require students to develop a broad range of employment-relevant skills, including the capacity tothink critically, integrate theory and research to practice, and communicate effectively in written and oral forms.

N14

Outcomes # Outcome

1 apply criminological theoretical frameworks to analyse contemporary challenges relating to crime, victimisation, crime prevention, and the criminaljustice system

2 generate evidence-based empirical and theoretical knowledge in the examination of historical and contemporary crime and justice issues, using thebroad range of disciplines that underpin criminology

3 recognise, interpret, and critique contemporary trends in crime

4 develop and use appropriate cognitive and technical skills to engage with ongoing theoretical debates in criminology through critical analysis ofinformation and data from relevant criminal justice sources

5 develop and use appropriate communication skills to facilitate effective dissemination of evidence-based knowledge in a clear and articulatemanner

Rules

Prerequisites Nil

Corequisites Nil



Nil

Justifications forUndergraduateDiploma (graduate-only entry)

Nil

Unit sequence

Level 1


LAWS1110 Crime and Society 6 points Active


PSYC1101 Psychology: Mind and Brain 6 points Active

PSYC1102 Psychology: Behaviour in Context 6 points Active

Level 2


FNSC2200 Mysteries of Forensic Science 6 points Active

LAWS2223 Criminal Justice Systems 6 points Active


ANTH2406 Society, Law and Politics 6 points Active

GEOG2201 Geographic Information Systems 6 points Active

HIST2222 American Outlaws: Crime and Punishment in the United States 6 points Proposed

LAWS2220 Birth, Life, Death and the Law 6 points Active


PSYC2203 Introduction to Quantitative Methods in Psychology 6 points Active

Level 3











N15


LAWS3374 Crime, Justice and Public Policy 6 points Active


ANTH3001 Ethnography: Methodological Perspectives 6 points Active

GEOG3301 Advanced GIS and Remote Sensing 6 points Active

HIST3007 Crime and Punishment in Britain 1600–1900 6 points Active

LAWS3330 Gender and the Law 6 points Active

Mapping of outcomes


No URL provided.


True


The complementary unit should be undertaken by both cohorts (those taking criminology as a degree-specific major and asa second major) as foundational knowledge of, and skills in, general quantitative research methods in necessary toundertake the major by any cohort..




The introductory unit lays theessential theoretical andintellectual foundation forsubsequent study in the Major.

The level 2 core unit are set in a manner thatdemonstrates how each level of the major builds on theprevious level of study. The end result is that the logicand analytical skills necessary to question the acceptedwisdom are developed.

The level 3 prerequisites are set in a manner thatdemonstrates how each level of the major builds on theprevious level of study. The end result is that the logicand analytical skills necessary to question the acceptedwisdom are developed.



Introductory level Criminologyprovides a sound basis for lifelonglearning in crime and justicematters.

Intermediate level Criminology provides theanalytical skills necessary for life longreflection and learning on matters related tocrime, criminality, justice, and society.

Advanced level Criminology provides the analytical and synthesisskills that enable lifelong reflection and learning on mattersrelated to crime, criminality, justice, and society. It inspireslifelong reading on social matters and provides a sound platformfor retraining or the acquisition of new skills.



Introduces awareness of criminological,social, and philosophical issues associatedwith crime, justice, and the criminal justicesystem. Provides the basis of analyticalskills for thinking critically on such mattersand reflecting on the relationship betweenindividuals, society, the law, and crime.

Further develops understanding ofcrime and responses to crime.Develops a more critical understandingof crime, criminality, and the criminaljustice system building on knowledge ofthe relationship between individuals,society, the law, and crime.

The core level 3 Criminology unit, Crime, Justice, and PublicPolicy, provides a basis for directing thinking on the criminaljustice system in a policy context, within which the disconnectbetween current policy/legislation/practice and research-ledbest-practice are highlighted and reflected on. The optionallevel 3 units further address these issues from a broad rangeof perspectives.



The necessity for effectiveness in spoken and writtencommunication increases with the complexity of theconceptual framework and analysis. Clarity ofcommunication and discussion is covered forintroductory level Criminology in LAWS1110.

Written communication and discussionsuitable for discussing and exploring contextspecific issues of intermediate levels ofcomplexity is covered in LAWS2223 andPSCY2203.

Communication and discussion suitable forexploring context specific issues with highlevels of complexity and considered with theaid of highly abstract concepts is covered inLAWS3374.



Embedded






N16

Embeddedcommunicationskills


Students demonstratewriting that is clear, wellstructured andappropriate to audienceand purpose

The necessity for clarity of writingincreases with the complexity of theconceptual framework and analysis.Clarity of writing is covered in introductorylevel Criminology in LAWS1110.

Writing suitable for discussingand exploring issues having ofintermediate levels ofcomplexity is covered inLAWS2223 and PSYC2203.

Writing suitable for discussing andexploring issues involving highlyabstract concepts and high levels ofcomplexity is covered in LAWS3374.

Students give oralpresentations that areclear, well structuredand appropriate toaudience and purpose

The necessity for clarity of oral discussionand/or presentation increases with thecomplexity of the conceptual frameworkand analysis. Clarity of oralcommunication and discussion is coveredin introductory level Criminology inLAWS1110.

Oral communication anddiscussion suitable fordiscussing and exploring issueshaving of intermediate levels ofcomplexity is covered inLAWS2223 and PSYC2203.

Oral communication and discussionsuitable for exploring issues with highlevels of complexity and consideredwith the aid of highly abstract conceptsis covered in LAWS3374.

Students demonstratecritical informationliteracy skills that areappropriate to context

High order critical information and literacyskills are essential for the major. At thebeginning of the major, a learning anddevelopment by doing approach will beadopted. To that end, critical andinformation skills are developed throughthe introduction of discipline specificvocabulary and associated ideas inintroductory level Criminology inLAWS1110.

In the intermediate phase ofthe major, greater breadth willbe given to critical informationliteracy skills in LAWS2223 andPSCY2203.

In the intermediate phase of the major,greater breadth will be given to criticaland information skills necessary forsuitable for exploring issues with highlevels of complexity and consideredwith the aid of highly abstract conceptsis covered in LAWS3374.

Students demonstrateinterpersonal skills thatare sensitive andappropriate to context

Interpersonal skills and understanding andrecognising social issues appropriate tocontext are addressed in the coreintroductory unit.

The interpersonal skillsdeveloped in the first year ofthe program are reinforced inthe core level 2 units.

The increased complexity of socialissues treated in the level 3 Criminologyunit means that the interpersonal skillsreinforced in all level 2 units aredeveloped further as studentengagement in level 3 issues for whichthe scope for conflicting views isenhanced.




Curriculumcontent

LAWS1110 Crime and Society providesa theoretical and practicalunderstanding of criminal behaviour.

LAWS2223 examines the institutions,activities and processes that make up theAustralian criminal justice system. PSYC2203exposes students to quantitative researchskills in social science.

LAWS3374 covers advanced theoretical andevidenced-based approaches to crime,justice and public policy.

Pedagogy LAWS1110 provides a theoreticalframework around which students canbetter understand individual andcollective criminality in all its forms,and integrates theory and research ata foundational level.

Students develop skills in developingevidence-based, theory-relevant responsesto contemporary criminological issues.

Workshops and seminars focus on theformation, implementation and evaluation ofjustice policy in Australia, reviewing thepractical problems faced in applyingcriminological theory to practice.

Assessment The level 1 core unit requires studentsto complete a research essay.

In LAWS2223 students are required todevelop a policy document and in PSYC2203they undertake research-relatedassessments.

Students are required to develop a researchproposal, write a research paper and give anoral presentation on their research.



Curriculumcontent

LAWS1110 introducesstudents to Criminologyresearch includingcriminological methods ofenquiry and basic principles ofresearch ethics.

LAWS2223 investigates historical and contemporaryissues within their broader context and focuses onevidenced-based, theory-relevant policydevelopment. PSYC2203 exposes students toresearch ethics and a range of social sciencesresearch techniques and

LAWS3374 covers advanced theoretical andevidenced-based approaches to crime, justiceand public policy.

Pedagogy LAWS1110 integratescriminology research andresearch etoics withcriminology theory.

Students continue to develop skills in providingcriminological evidence-based, ethical and theory-relevant responses to contemporary criminologicaland other social issues. Students also have thepotential to extend their research skills at level 2 inqualitative research (ANTH2406), legal research(LAWS2227), history (HIST2222), and GIS research(GEOG2201).

Workshops and seminars focus on addressingpractical criminological issues usingdiscipline-specific research methods with anemphasis on research ethics. Depending onthe combination of units selected, studentsalso have the potential to extend theirCriminological research skills at level 3 bytaking qualitative research methods(ANTH3001), legal research (LAWS3344), andGIS research (GEOG3301).

Assessment The level 1 core unit requiresstudents to complete aresearch essay demonstratingan understanding of methodsand ethics of criminologyenquiry.

Students are required to adopt ethical criminologicalresearch methods of enquiry in developing a policydocument for LAWS2223 and demonstratequantitative research methods in undertakingresearch-based assessments in PSYC2203.

In the level 3 core unit, using ethicalcriminological methods of enquiry, studentsdevelop a research proposal, write a researchpaper and give an oral presentation on theirresearch.

N17



Curriculumcontent

LAWS1110 introduces students todiscipline specific methods ofpractice-based enquiry at anintroductory level.

LAWS2223 investigates historical andcontemporary issues within their broadercontext and focuses on evidenced-based,theory-relevant policy development. PSYC2203exposes students to enquiry-based thinkingrelevant to social sciences.

LAWS3374 covers advanced theoretical andevidenced-based approaches to crime,justice and public policy.

Pedagogy LAWS1110 Crime and Societyintroduces students to the practiceof enquiry-based thinking uponwhich criminological research can belaunched.

The level 2 core units employ a range ofdiscipline relevant evidence-based methods,including practice of enquiry-based methods, .

The core unit focuses on addressingpractical criminological issues usingdiscipline-specific research methods,including practice of enquiry-basedmethods.

Assessment LAWS1110 requires students tocomplete a research essaydemonstrating an understanding ofmethods of criminology enquiry atan introductory level.

Students are required to adopt social scienceand criminological research methods ofenquiry, including practice of enquiry-basedmethods, in undertaking research-relatedassessments. .

In the level 3 core unit, using criminologicalmethods of enquiry, including practice ofenquiry-based methods, students develop aresearch proposal, write a research paperand give an oral presentation on theirresearch.



Curriculumcontent

LAWS1110 Crime and Society providesa theoretical and practicalunderstanding of criminal behaviour.

Using criminological discourse conventions,LAWS2223 investigates historical andcontemporary issues within their broader contextand focuses on evidenced-based, theory-relevantpolicy development. PSYC2203 requires studentsto undertake , interpret and discuss socialscience research methods and findings usingdiscipline specific discourse conventions.

Using criminological discourseconventions, LAWS3374 coversadvanced theoretical and evidenced-based approaches to crime, justice andpublic policy.

Pedagogy In the level 1 core unit, discipline-specific discourse conventions are usedin both the teaching of the content aswell as in the learning resourcesstudents are given to supplement theirlearning.

Criminological and social sciences discourseconventions are used in both the teaching of thecontent as well as in the learning resourcesstudents are given to supplement their learning.

Criminological discourse conventionsare used in both the teaching of thecontent as well as in the learningresources students are given tosupplement their learning.

Assessment The level 1 core unit requires studentsto complete a research essay,demonstrating an understanding ofmethods of criminology enquiry anddiscourse conventions at anintroductory level.

Students are required to adopt criminological andsocial science research methods of enquiry anddiscourse conventions in undertaking researchassessments.

Using criminological methods ofenquiry and discourse conventions,students develop a research proposal,write a research paper and give an oralpresentation on their research.



The fourth core unit at Level 1 is a shared unique unit between the Criminology Major and Law and Society Major as itprovides foundational knowledge for both criminology and the relationship between law and society. It is thereforedistinctive to both areas of disciplinary study.


Event Date Outcome

Faculty 23-05-2019 Endorsed: FABLE Curriculum Committee, 13 May, R6.1/19Approval reference: EO x5542

School / ROE Not yet endorsed




N18


HIST2222 American Outlaws: Crime and Punishment inthe United States

TRIM: F18/1247ID: 6987


Unit information

Code HIST2222

Title American Outlaws: Crime and Punishment in the United States

Level 2


Undergraduatedegree

BA



Humanities

Coordinator Associate Professor Ethan Blue

Proposed 15/05/2019



Contact hours lecture/workshop: up to 3 hours per week for 12 weeks.

Elective? True


True

Broadeningcategory



Content At the turn of the 21st century, the United States, esteemed as the “land of the free,” developed one of the most extensiveprison systems in the history of the world. This unit draws on the tools of historical analysis, bolstered by criminological andsociological theories, to unpack this profound contradiction. Based on the dictum *nullem crimen sine lege* (there is nocrime without law), it introduces students to key events in US history and key concepts in the historical sociology of crime,deviance, and rebellion, via foundational categories of identity and difference: race, class, gender, dis/ability, sexuality,citizenship, Indigeneity, and alienage. Drawing on topics ranging from witchcraft trials to indefinite detention in the War onTerror, from fugitive slaves to unfree Indigenous labor in Spanish missions, from lynch mobs to the death penalty, frompolice militarization to prisoners' rights movements, and from border policing to mass immigrant deportation, students willassess the ways in which notions of crime and deviance have evolved in historical contexts to produce a massive Americancarceral state, and the social movements that have emerged to challenge it.

Outcomes Students are able to (1) assess the basic historiographical issues characteristic of US History through the lens of crime andpunishment; (2) evaluate the historiographical problems posed by interrogating the histories and theories of crime andpunishment in the United States; (3) demonstrate a detailed understanding of the US histories of punishment; (4) locateappropriate sources for research essays; and (5) present arguments in both written and oral assessments using theconventions of the historical discipline.



1 assess the basic historiographical issues characteristic of US History through thelens of crime and punishment

research essay, peer-reviewed annotated bibliography,participation

2 evaluate the historiographical problems posed by interrogating the histories andtheories of crime and punishment in the United States

research essay, peer-reviewed annotated bibliography,participation

3 demonstrate a detailed understanding of the US histories of punishment research essay, peer-reviewed annotated bibliography,participation

4 locate appropriate sources for research essays research essay, peer-reviewed annotated bibliography

5 present arguments in both written and oral assessments using the conventionsof the historical discipline

research essay; peer-reviewed annotated bibliography,participation

N19

Assessment items Indicative assessments in this unit are as follows: (1) research essay; (2) peer-reviewed annotated bibliography; and (3)participation. Further information is available in the unit outline.



2 peer-reviewed annotated bibliography 20%

3 participation 30%





FAC10 Arts, Business, Law and Education Coordination and teaching 100%

Unit rules

Prerequisites Completion of 12 points

Corequisites Nil



Nil


Intended courses History BACriminology BA


MJD-HISTY History Major Drafted from 2020 Option

MJD-CRIMN Criminology Major Proposed Option

Availabilities





False


This unit does not bring additional units to the History major. It is being offered as a replacement for HIST2003, Crises andControversies in Australian History which is proposed for rescission for 2020.


Consultations - Leading Australian and/or overseas universities offering courses in a similar field- UWA research activity, centre or affiliate- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome

Faculty 19-04-2018 Endorsed: FABLE Curriculum Committee R6/18 10 April 2018Approval reference: Contact Executive Officer x5542




N20

Event Date Outcome



O1


MJD-IMSCP Integrated Medical Sciences and ClinicalPractice

TRIM: F19/920ID: 4827


Major information

Code MJD-IMSCP

Title Integrated Medical Sciences and Clinical Practice

Undergraduatedegree

BBiomedSc


Life and Health Sciences



Faculty Office - Health and Medical Sciences

Coordinator Associate Professor Liz Quail and Dr Helen Wilcox

Proposed 31/05/2019


Structure 2+4+8


Non-standard structure is required to meet accreditation standards for professional courses including articulation into theDoctor of Medicine course, and for integration with other medical science undergraduate offerings.

Major type

Type of major Double

Why double major? This new major is designed to cater for direct pathway students into health professional courses. It address articulation andaccreditation requirements. The Introductory Medicine Specialisation is designed specifically for students entering theDoctor of Medicine course. This requires content equivalent to a double major.

It is anticipated other specialisations will be added in the future.


True

Second major? False


nil


False

Details

About this major The double major will encompass a wide range of disciplines within the health and medical sciences. It will provide studentsthe background knowledge across all the biomedical scientific disciplines including, anatomy, physiology, biochemistry,genetics, immunology, haematology, microbiology, pathology, pharmacology and public health. These disciplines will beintegrated within level 3 units, where science, clinical and professional content will be presented longitudinally and builtaround the core clinical conditions and presentations.

Communication and research skills for the health professional will be presented throughout the major. The major will includestudies on aspects of Australian society and culture, including Aboriginal health and migrant and refugee health.

The Medicine Specialisation is taught across two 18 week semesters in level 3.

This major is only available to students on direct pathways to the Doctor of Medicine and those offered specific entry at timeof admission.

O2

Outcomes # Outcome

1 discuss basic body plan, organisation, histology, physiology, cell communication and cell biology

2 understand basic chemistry, biochemistry, genetics and human heredity

3 integrate knowledge on metabolic function and nutrition, cell cycle and signaling and disregulation causing cancer

4 promote and participate in discussions on aspects of public and population health, epidemiology, Aboriginal, migrant and refugee health,healthcare systems and resource allocation in Australia

5 understand basic body defences, including immune system structure and function, microbials and infection

6 integrate knowledge on blood and blood pathologies, drug delivery and metabolism and associated pharmacological aspects

7 discuss and appreciate the importance of appropriate communication in the health profession, gain an understanding of religious, social andcultural differences within Australia, and develop basic research skills, including medical research design, evidence and association and statisticalanalyses

8 demonstrate knowledge of human embryology and development, the human genome and aetiology of disorders associated with geneticabnormalities

9 demonstrate sound knowledge of sciences in the chosen specialised disciplinary area

10 apply sciences knowledge in clinical settings within the chosen specialised disciplinary area



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);


No


Level 3 units


Clinical placements


link to outcomes 9 and 10

Rules

Prerequisites (1A) Mathematics Applications ATAR or equivalent or higher; or(1B) MATH1720 as a bridging unit.

(2A) Chemistry ATAR or equivalent; or(2B) CHEM1003 as a bridging unit.

(3) Prior to commencing level 3, students must comply with the requirements of the:(A) Faculty's Infection Control Guidelines; and(B) requirements of the Apply First Aid Course Guidelines.

Corequisites Nil



NA

Justifications forUndergraduateDiploma (graduate-only entry)

NA

Unit sequence

Sequence notes:Students without WACE or ATAR Chemistry are required to complete CHEM1003 in first year.

O3

Level 1


IMED1001 Form and Function 6 points Active

IMED1002 The Facts of Life 6 points Active


IMED1003 Cell Survival and Communication 6 points Active

IMED1004 Health and Society 6 points Active

Level 2


IMED2001 Body Defences 6 points Active

IMED2002 Blood and Drugs 6 points Active

IMED2003 Medical Sciences Research Methodologies 6 points Active

IMED2004 Human Development and Genetics 6 points Active

Level 3

Medicine specialisation


IMED3111 Integrated Medical Systems 1 24 points Proposed


Mapping of outcomes




True


Complementary units are required to enhance level 2 core units.




In Level 1 units, students are introduced to the breadthof preclinical disciplines and are encouraged to thinkanalytically through an introduction to these disciplines.Tutors facilitate discussion in tutorial groups andlaboratory sessions.

Students are exposed to the breadth ofthe preclinical science disciplines and arerequired to prepare reports showing theircritical thinking skills.

Students are presented with case-basedclinical scenarios and are required to discussthe principles of clinical reasoning anddecision-making.



Students are required to collect and describedata relevant to preclinical disciplines and todraw appropriate inferences. Requirements toundertake quizzes and prepare laboratoryreports aim to develop an interest in broaderlearning.

Students learn how to use statistical analyses andintroductory level statistics to test hypothesesrelevant to a given research scenario. Students areassessed on their ability to critically appraiserelevant literature and their written summaries ofmedical research.

Student are capable in explaining thestrengths, weakness and application ofcommon research designs and somebiostatistical concepts, and demonstratebasic competency in statistical analysis usingselected software.



Students are introduced to ethics inresearch and health care provision andare required to discuss these.

Societal, religious, cultural and socio-economic are coveredin relation to health in Australian society. Students arerequired to participate in group discussions on these issues.

Students are exposed to major debates andcontroversies in health sciences and healthcare provision in Australia.












O4



Requirement to participate in laboratories and writereports ensures students are taught how tocommunicate clearly and effectively and to interactwith others.

Students are assessed on their writtenand oral expression and communicationskills.

Students continue to develop their communicationskills, as well as developing skills that enable themto report finding to health professionals.



Unit

Communicationskills unit

IMED1004 (Understanding Health and Disease in People and Populations) is a Level 1 unit designed to present core conceptsin communication skills utilised by health professionals. These include, effective communication, questioning and bodylanguage, understanding cultural and social components of patient perspective and illness experience. This unit needs to beapproved as part of this new major.

Communication skills are also delivered in level 3 units.




Curriculumcontent

The curriculum will cover theevolution of important theoriesand concepts across the broadrange of pre-clinical disciplines.

Each pre-clincial discipline area is covered inseveral discrete units so that theories will becovered in more depth.

Analysis of historically important findingsthrough the literature will allow in-depth analysisof research skills. This will be assessed byliterature review from a relevant pre-clinicaldiscipline.

Pedagogy Students will review scientificstudies relevant to eachdiscipline.

Students will continue to be exposed toscientific study of the pre-clinical disciplines.They will also be exposed to variety ofresearch literature and relevant databases.

Students will obtain laboratory training in themethodologies used in the pre-clinical sciences.

Assessment Final exam Conceptual questions in exams and tests anquizzes. Laboratory assessment.

Conceptual questions in exams and tests anquizzes. Laboratory assessment.



Curriculumcontent

Students will begin to think like amedical scientist. They willparticipate in laboratoryexperiments, considerexperimental design.

Introduction to statistical analyses,epidemiology and medical researchdesign.

Students will begin to develop research questions andhypotheses. They will also understand how data iscollected and analysed. Introduction to computer basedtechnologies to assist with this analysis.

Pedagogy Students will be continuouslyexposed to scientific studies andliterature and have laboratorytraining.

Students will be continuouslyexposed to scientific studies andliterature and have laboratorytraining.

Students will be continuously exposed to scientificstudies and literature and have laboratory training.They will start to develop research questions.

Assessment Lab-reports and quizzes Various statistical measures andresearch designs will be tested inthe final exams.

Data will be analysed in laboratory setting,Interpretation of data and communication of results willoccur both orally and in the form of laboratory reports.



Curriculumcontent

Students will be exposed to researchmethodologies at a basic laboratorylevel.

Understanding the critical evaluation ofresearch and the limitations of laboratorybased tools and diagnostics.

Writing up of results from experiments

Pedagogy Students will begin to gainknowledge in a range of practicallaboratory skills.

Level 2 will build on Level 1 with practicallaboratory skills

Develop skills in data analysis and criticalthinking.

Assessment Lab reports and final exam Written scientific reports in lab reports andfinal exam. Critically evaluate literature inlab-based reports.

Literature review, interpret dataaccurately, both written and orally. Writtensummaries of scientific research in labreports and final exam. This is at a higherlevel that Level 2.



Curriculumcontent

Introduction to the broad nature of pre-clinical scientific measurement anddiagnostics

Analytical and critical thinking ofscientific data. Participating inexperiments

Understanding scientific methodologyand literature.

Pedagogy Analysis of reference material and scientificliterature

Students will develop skills in a rangeof data analysis techniques andpractical skills

Development of writing skills relevant topre-clinical disciplines.

Assessment Understand core topics in the pre-clinicaldisciplines, tested in exams and quizzesAble to use the language of scienceappropriately - quizzes, reports, exams

Lab reports, final exam, quizzes Use of analytical and diagnostic tools andwriting up of results - lab reports.

O5



This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine (90850) course.


Event Date Outcome





O6


IMED3111 Integrated Medical Systems 1TRIM: F19/1568

ID: 7388


Unit information

Code IMED3111

Title Integrated Medical Systems 1

Level 3


Undergraduatedegree

BBiomedSc



Medical School

Coordinator

Proposed 31/05/2019



Why not 6 creditpoints

Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits ofhorizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, thisunit comprises all teaching and assessment within Semester 1 of the Doctor of Medicine course and Major in IntegratedMedical Sciences and Clinical Practice.

Contact hours Approximately 24 hours per week, including, lectures 6-8 hrs, seminars 4 hrs, clinical skills workshops 2 hrs, Team BasedLearning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

This unit is only offered to the direct pathway students into Doctor of Medicine course.


Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinicalconditions and presentations.

Students cover the foundational concepts of the biomedical sciences of anatomy, physiology, biochemistry, genetics,immunology, haematology, microbiology, anatomical pathology and pharmacology. Case-based learning built around thecore conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinicalreasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in astructured manner, allowing development of professional behaviours and understanding of the patient perspective and ofpatient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced alongwith the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcaresystems and health economics. Students have opportunities to develop their information literacy skills as applied tomedicine. Introduction to professional aspects of medical practice includes professional behaviours, medical law and ethics,leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginalhealth.

Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.

The content and pedagogy of this unit is designed to meet and deliver toward AMC standards and to meet the conversionrequirement.

O7

Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challengesto professionalism; outline the principles of reflective practice, recognise personal abilities and difficulties and accesssupport services when necessary; and comply with medicolegal responsibilities and outline some bioethical issues in thedoctor-patient relationship; (2) outline the factors affecting team and group roles, structure, function and goals; and workeffectively in a learning group; outline the benefits of interprofessional practice; and outline the organisation of the healthcare system and its delivery in Australia including the roles of doctors and medical students; (3) explain the impact ofhistorical, geographical and socio-cultural factors on the health and health care of Aboriginal people and communities, andthe elements of cultural security for Aboriginal people; (4) outline the basic principles of health advocacy and theirapplication to special and specific needs of individuals, groups, communities and populations; outline the factorscontributing to the health and health disparities of individuals, groups and communities including diverse and vulnerablegroups, and underserved populations; and outline principles, strategies and controversies in health maintenance, promotion,screening and disease prevention; (5) explain generic principles of clinically relevant normal and abnormal human structure,function, behaviour, development, responses and compensatory mechanisms to illness and injury, and outline theclassification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, naturalhistory, diagnostic principles and therapeutic principles for some specified organ systems and medical conditions; (6)explain the elements of the medical consultation and physical examination and demonstrate an organised approach totaking a medical history and performing physical examination, explain the principles of clinical reasoning; explain genericprinciples of patient management including pharmacological and non-pharmacological therapies, and explain the use oftherapies for specified organ system medical conditions; (7) demonstrate adherence to infection control and safe patienthandling; outline the issues related to the patient's perspectives of health, illness and healthcare experiences; demonstrateappropriate bioscientific vocabulary and display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and define the elements of quality care (safety, efficacy, efficiency, timeliness, patient-centeredness,equity) and medical error; (8) outline principles of learning, identify personal learning needs, implement a personal learningplan and effectively use appropriate educational resources; outline effective approaches to developing mentoringrelationships from the mentee perspective; outline principles of patient health literacy and sources of health informationavailable to patients; explain adult learning educational principles; and outline the principles of educational assessment andevaluation and effectively respond to constructive feedback; and (9) outline the principles of the scientific method, researchstudy designs, and biostatistics; outline the principles of evidence-based practice and evidence-based processes, tools andsystems; and evaluate and select reliable, efficient and authoritative sources of medical information to support learning.



1 display professional behaviour in the educational and clinical settings and outline some challenges toprofessionalism; outline the principles of reflective practice, recognise personal abilities and difficulties andaccess support services when necessary; and comply with medicolegal responsibilities and outline somebioethical issues in the doctor-patient relationship

professional behaviour andattendance assessment; clinicalskills assessment

2 outline the factors affecting team and group roles, structure, function and goals; and work effectively in alearning group; outline the benefits of interprofessional practice; and outline the organisation of the healthcare system and its delivery in Australia including the roles of doctors and medical students

professional behaviour andattendance assessment;assignments; in-semesterassessment; end of semesterassessment

3 explain the impact of historical, geographical and socio-cultural factors on the health and health care ofAboriginal people and communities, and the elements of cultural security for Aboriginal people

professional behaviour andattendance assessment; in-semester assessment; end ofsemester assessment

4 outline the basic principles of health advocacy and their application to special and specific needs ofindividuals, groups, communities and populations; outline the factors contributing to the health and healthdisparities of individuals, groups and communities including diverse and vulnerable groups, and underservedpopulations; and outline principles, strategies and controversies in health maintenance, promotion, screeningand disease prevention

in-semester assessments; clinicalskills assessment; end ofsemester assessment

5 explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour,development, responses and compensatory mechanisms to illness and injury, and outline the classification,epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, naturalhistory, diagnostic principles and therapeutic principles for some specified organ systems and medicalconditions


6 explain the elements of the medical consultation and physical examination and demonstrate an organisedapproach to taking a medical history and performing physical examination, explain the principles of clinicalreasoning; explain generic principles of patient management including pharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions


7 demonstrate adherence to infection control and safe patient handling; outline the issues related to thepatient's perspectives of health, illness and healthcare experiences; demonstrate appropriate bioscientificvocabulary and display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and define the elements of quality care (safety, efficacy, efficiency, timeliness, patient-centeredness, equity) and medical error


8 outline principles of learning, identify personal learning needs, implement a personal learning plan andeffectively use appropriate educational resources; outline effective approaches to developing mentoringrelationships from the mentee perspective; outline principles of patient health literacy and sources of healthinformation available to patients; explain adult learning educational principles; and outline the principles ofeducational assessment and evaluation and effectively respond to constructive feedback

assignment; in-semesterassessment; end of semesterassessment

9 outline the principles of the scientific method, research study designs, and biostatistics; outline the principlesof evidence-based practice and evidence-based processes, tools and systems; and evaluate and selectreliable, efficient and authoritative sources of medical information to support learning

assignment; in-semesterassessment; end of semesterassessment

O8

Assessment items Indicative assessments in this unit are as follows: (1) end of semester assessment; (2) clinical skills assessment; (3)assignments; (4) in-semester assessments; and (5) professional behaviour and attendance assessment. Further informationis available in the unit outline.


1 end of semester assessment 40% Failed component

2 clinical skills assessment 10%

3 assignments 10%

4 in-semester assessments 40%

5 professional behaviour and attendance assessment 0% Failed component

Why more thanthree assessmentitems

This is a 24 point unit.


Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment;and/or;Students with a mark between 45 and 49 for the end of semester assessment may be offered a supplementary assessment;and/or;Students who fail the professionalism component will be offered a professionalism supplementary assessment.

Why exemption tosupplementaryassessment policy

Students must pass both end of semester assessment and professional behaviour and attendance assessment componentsin this unit in order to progress.



00855 Medical School Teaching and Coordination 60%

00915 Human Sciences Teaching 20%

00885 Biomedical Sciences Teaching 10%

00750 Population and Global Health Teaching 5%

00820 Allied Health Teaching 5%

Unit rules

Prerequisites 1. 96 points including completion of all level 2 units in Major of Integrated Medical Sciences and Clinical Practice (MJD-IMSCP);orEnrolment in Doctor of Medicine 90851.

2. Students must comply with the requirements of the Faculty's Infection Control Guidelines.

3.Students must comply with the requirements of the Apply First Aid Course Guidelines.

Prerequisites detailsand unit codes (forCallista)

IMED1001 Form and Function; IMED1002 The Facts of Life; IMED1003 Cell Survival and Communication; IMED1003 CellSurvival and Communication ; IMED1004 Health and Society; IMED2001 Body Defences; IMED2002 Blood and Drugs;IMED2003 Medical Sciences Research Methodologies; IMED2004 Human Development and Genetics

Corequisites Nil.



Nil.

Quota

Quota number 240


210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD-IMSCP)

Reason for quota Restricted by Commonwealth quota and restriction in teaching spaces e.g. tutorial rooms and laboratory spaces.

Quota consultations The consultation occurred prior to the establishment of the Medical Sciences Major. Further consultation not required.

O9





Component


Compulsory


No


interaction with simulated patients and patient volunteers through clinical skills teaching


By learning in the simulated environment through clinical skills workshops, students will be able to demonstrate anorganised approach to taking a medical history and performing physical examination.


Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation);andDoctor of Medicine.


MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities


Non-standard, 2020 Crawley Face to face Expected class size: 240Description: C1 Tuesday 27th January to Friday 5th June, 2020Satisfaction of academic standards: This is a 24 point unit, comprising all the teaching andlearning in first year Medicine.Start: 27-01-2020Attendance start: 27-01-2020Attendance end: 05-06-2020End: 19-06-2020Requested census:Group: C




True


Indigenous content is designed and delivered by CAMDH.

This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine course.



http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=IMED3111


O10




School of Biomedical Science A number of academic staff in various disciplines are part of the pre-clinical working groupwhich designs outcomes, contents, delivery methods and assessments of this unit

20%

Faculty of science - School of HumanSciences

A number of academic staff in anatomy and physiology disciplines are part of the pre-clinicalworking group which designs outcomes, contents, delivery methods and assessments of thisunit

10%

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%




Event Date Outcome





O11


IMED3112 Integrated Medical Systems 2TRIM: F19/1561

ID: 7390


Unit information

Code IMED3112

Title Integrated Medical Systems 2

Level 3


Undergraduatedegree

BBiomedSc



Medical School

Coordinator

Proposed 31/05/2019



Why not 6 creditpoints

Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits ofhorizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, thisunit comprises all teaching and assessment within Semester 2 of the Doctor of Medicine course and major in MedicalSciences and Clinical Practice.

Contact hours Approximately 24 hours per week, including, lectures 6-8 hrs, seminars 4 hrs, clinical skills workshops 2 hrs, Team BasedLearning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

This unit is only offered to the direct pathway students into Doctor of Medicine course.


Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinicalconditions and presentations.

Students cover the foundational concepts of the biomedical sciences of anatomy, physiology, biochemistry, genetics,immunology, haematology, microbiology, anatomical pathology and pharmacology. Case-based learning built around thecore conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinicalreasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in astructured manner, allowing development of professional behaviours and understanding of the patient perspective and ofpatient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced alongwith the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcaresystems and health economics. Students have opportunities to develop their information literacy skills as applied tomedicine. Introduction to professional aspects of medical practice includes professional behaviours, medical law and ethics,leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginalhealth.

Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.

The content and pedagogy of this unit is designed to meet and deliver toward AMC standards and to meet the conversionrequirement.

O12

Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challengesto professionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being anddifficulties and access support services when necessary; comply with medicolegal responsibilities and outline someethicolegal issues in the doctor-patient relationship; (2) outline different leadership styles, team structures, group dynamicsand their effects on team function; and work effectively in a learning group; outline the clinical roles of health professionalsand some health teams; outline priorities of health care in developed and developing health systems and outline healthpolicy development, and demonstrate knowledge of cost-effective and sustainable health care.; (3) explain current healthand health care issues for Aboriginal people and communities, and explain some strategies to best meet the health andhealth care needs of Aboriginal people and communities; (4) outline instances of general and specific advocacy by medicalprofessionals; outline some causes and consequences of health inequalities in specific groups and across populations locallyand globally; and explain the principles of health maintenance, promotion, screening and disease prevention for specifiedorgan system medical conditions; (5) discuss clinically relevant normal and abnormal human structure, function, behaviour,and development for specified organ systems, and explain the classification, epidemiology, aetiology, anatomy,pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeuticprinciples for specified organ system medical conditions; (6) perform systematic problem-focussed history-taking andphysical examination, explain the diagnostic role of some investigations for specified organ systems, and discuss theprinciples of clinical reasoning and decision-making; (7) explain generic principles of patient management includingpharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medicalconditions, and perform specified procedural skills; (8) explain the influence of behaviour, lifestyle, environment,psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering and outlinethe benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronicbiomedical communication skills; and outline the importance of quality care systems and clinical audits in preventingmedical error and improving health outcomes; (9) explain principles of learning, identify personal learning needs, implementand evaluate a personal learning plan and effectively use appropriate educational resources; apply effective approaches tomentoring relationships from the mentee perspective and outline the importance of role‐modeling; explain principles ofpatient education and counseling; apply adult learning educational strategies and prepare effective teaching and learningmaterials; and seek and effectively respond to constructive feedback and provide constructive feedback to others; andrecommend changes contributing ot curriculum effectiveness; and (10) explain the strengths, weakness and application ofcommon research designs and some biostatistical concepts, and demonstrate basic competency in statistical analysis usingselected software; use an evidence-‐based approach to critically evaluate scientific literature of specified organ systemmedical conditions; and use reliable, efficient and authoritative sources of medical information to support learning.


# Outcome How outcome will beassessed

1 display professional behaviour in the educational and clinical settings and outline some challenges toprofessionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being and difficulties and access support services when necessary; comply with medicolegal responsibilitiesand outline some ethicolegal issues in the doctor-patient relationship

professional behaviour andattendance assessment; clinicalskills assessment

2 outline different leadership styles, team structures, group dynamics and their effects on team function; andwork effectively in a learning group; outline the clinical roles of health professionals and some health teams;outline priorities of health care in developed and developing health systems and outline health policydevelopment, and demonstrate knowledge of cost-effective and sustainable health care.

professional behaviour andattendance assessment;assignments; in-semesterassessment; end of semesterassessment

3 explain current health and health care issues for Aboriginal people and communities, and explain somestrategies to best meet the health and health care needs of Aboriginal people and communities

in-semester assessment; end ofsemester assessment

4 outline instances of general and specific advocacy by medical professionals; outline some causes andconsequences of health inequalities in specific groups and across populations locally and globally; and explainthe principles of health maintenance, promotion, screening and disease prevention for specified organ systemmedical conditions

assignments; in-semesterassessment; end of semesterassessment

5 discuss clinically relevant normal and abnormal human structure, function, behaviour, and development forspecified organ systems, and explain the classification, epidemiology, aetiology, anatomy, pathophysiology,common clinical and pathological manifestations, natural history, diagnostic principles and therapeuticprinciples for specified organ system medical conditions


6 perform systematic problem-focussed history-taking and physical examination, explain the diagnostic role ofsome investigations for specified organ systems, and discuss the principles of clinical reasoning and decision-making


7 explain generic principles of patient management including pharmacological and non-pharmacologicaltherapies, and explain the use of therapies for specified organ system medical conditions, and performspecified procedural skills


8 explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors onhuman behaviours, relationships, health, diseases and suffering and outline the benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and outline the importance of quality care systems and clinical audits in preventingmedical error and improving health outcomes


9 explain principles of learning, identify personal learning needs, implement and evaluate a personal learningplan and effectively use appropriate educational resources; apply effective approaches to mentoringrelationships from the mentee perspective and outline the importance of role‐modeling; explain principles ofpatient education and counseling; apply adult learning educational strategies and prepare effective teachingand learning materials; and seek and effectively respond to constructive feedback and provide constructivefeedback to others; and recommend changes contributing ot curriculum effectiveness

assignments; in-semesterassessments; end of semesterassessment

10 explain the strengths, weakness and application of common research designs and some biostatisticalconcepts, and demonstrate basic competency in statistical analysis using selected software; use an evidence-‐based approach to critically evaluate scientific literature of specified organ system medical conditions; anduse reliable, efficient and authoritative sources of medical information to support learning

assignments; in-semesterassessments; end of semesterassessment

O13

Assessment items Indicative assessments in this unit are as follows: (1) end of semester assessment; (2) clinical skills assessment; (3)assignments; (4) in-semester assessments; and (5) professional behaviour and attendance assessment. Further informationis available in the unit outline.


1 end of semester assessment 40% Failed component

2 clinical skills assessment 10%

3 assignments 10%

4 in-semester assessments 40%

5 professional behaviour and attendance assessment 0% Failed component

Why more thanthree assessmentitems

This is a 24 point unit.


Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment;and/or;Students with a mark between 45 and 49 for the end of semester assessment may be offered a supplementary assessment;and/or;Students who fail the professionalism component will be offered to a professionalism supplementary assessment.


Students must pass both end of semester assessment and professional behaviour and attendance assessment componentsin this unit in order to progress.



00855 Medical School Coordination and teaching 60%

00915 Human Sciences Teaching 20%

00885 Biomedical Sciences Teaching 10%

00750 Population and Global Health Teaching 5%

00820 Allied Health Teaching 5%

Unit rules

Prerequisites IMED3111 Integrated Medical Systems 1.

Corequisites Nil.



Nil.

Quota

Quota number 240


210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD-IMSCP)

Reason for quota Restricted by Commonwealth quota and restriction in teaching spaces e.g. tutorial rooms and laboratory spaces.s.

Quota consultations The consultation occurred prior to the establishment of the Medical Sciences Major. Further consultation not required.





Component


Compulsory

O14


No


interaction with simulated patients and patient volunteers through clinical skills teaching


By learning in the simulated environment through clinical skills workshops, students will be able to demonstrate anorganised approach to taking a medical history and performing physical examination.


Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation);andDoctor of Medicine.


MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities


Non-standard, 2020 Crawley Face to face Expected class size: 240Description: C2 Monday 6th July to Friday 13th Nov, 2020Satisfaction of academic standards: This unit is a 24 point unit comprising all the teaching andlearning for semester 1 of year 1 MD; and expanded semester is required to accommodate thecontent.Start: 06-07-2020Attendance start: 06-07-2020Attendance end: 13-11-2020End: 27-11-2020Requested census:Group: C




True


Indigenous content is designed and delivered by CAMDH.

This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine course.




School of Biomedical Science A number of academic staff in various disciplines are part of the pre-clinical working groupwhich designs outcomes, contents, delivery methods and assessments of this unit

20%

Faculty of science - School of HumanSciences

A number of academic staff in anatomy and physiology disciplines are part of the pre-clinicalworking group which designs outcomes, contents, delivery methods and assessments of thisunit

10%

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%







O15


Event Date Outcome





P1

Proposed postgraduate coursework course (academic proposal) as at 06-06-2019

25340 Graduate Diploma in Building InformationModelling

TRIM: F19/774ID: 1474

This postgraduate coursework course is not yet approved.




UWA Design School

Coordinator Rene Van Meeuwen

Details

Course code 25340

Title Graduate Diploma in Building Information Modelling


GDBIM


Graduate Diploma




About this course This course is designed for a range of professionals in built environment design and associated industries. This course seeksto develop Building Information Modelling(BIM) skills with an explicit focus on practical application and problem-solving inthe context of the BIM environment. Students will undertake units which focus on the philosophies, principles, techniquesand possibilities of collaborative processes vital to the success of the design process within the context of BIM acrossmultiple disciplines.

There are two main components to the course which simulate, real-time building phases that occur in the constructionindustries within a collaborative process.

Course hasspecialisations

No specialisations found.

Proposed 21/05/2019


Volume of learning



Yes

Admission requirements

Admissionrequirements:categories

Bachelor`s pass degree (cognate)Other

Other For non-degree holders: Relevant Professional Experience (8 years) assessed by Faculty on the basis of Professional Portfolioand Resume, and Interview.




Course to beregistered onCRICOS?

Yes

P2

Rules











(a)(i) a relevant bachelor's degree, or an equivalent qualification, as recognised by UWA; and

(ii) the equivalent of a UWA weighted average mark of at least 60 per cent; and

(iii) at least two years of relevant documented professional experience;

or

(b)(i) a relevant bachelor's honours degree with first or second class honours, or an equivalent qualification, as recognisedby UWA; and

(ii) at least one year of relevant, documented professional experience; or

(c) a relevant professional master's degree, or an equivalent qualification, as recognised by UWA;

or

(d) at least eight years of relevant, documented professional experience considered by UWA (following an interview andassessment process) to be sufficient to permit satisfactory completion of the course.

Relevant areas are: Architecture, Engineering, Quantity Surveying, Construction Management, Building and ProjectManagement




6. The following courses form part of an articulated sequence:• 25340 Graduate Diploma in Building Information Modelling (24 points)• 25540 Master of Building Information Modelling (48 points)• 25560 Master of Building Information Modelling (Online) (48 points)






Progress status 10.(1) A student who makes satisfactory progress is assigned the status of 'Good Standing'.

(2) Unless the relevant board determines otherwise because of exceptional circumstances—

(a) a student who does not make satisfactory progress for the first time under Rule 8 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 8 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded'





P3

Course structure


BLDG5100 BIM Dimensions 6 points Active

BLDG5200 Digital Site 6 points Active

BLDG5300 BIM Sustainability 6 points Active

Take 6 points from this group as approved by the Course Coordinator.

BLDG5000 BIM Authors 6 points Active

BLDG5050 BIM Dynamo 6 points Active

Mapping of outcomes



Articulations

Articulation #1

Code 25540

Title Master of Building Information Modelling

Points 48

Requirements

Articulation #2

Code 25560

Title Master of Building Information Modelling (Online)

Points 48

Requirements



1. knowledge of the concepts, some theories and methodologies applicable to digitally-based, data-rich 3D buildinginformation models (BIM) managing the lifecycle of the building; and

2. broad knowledge of some current (BIM) technologies, software and their processes in professional practice benefittingconception, design, construction, programming and management skills;

AQF outcomes:Skills

1. cognitive, technical and communication abilities to interrogating BIM environments in order to complete routine and non-routine activities and understand processes throughout the lifecycle of a building; and

2. provide and transmit solutions to a variety of predictable and sometimes unpredictable problems in various methods andsoftware tools in BIM environments in order to manage construction processes, outcomes and lifecycles.


1.apply knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known or changing BIMenvironments and within established parameters.







P4

Educational principles

Educational Principles Proposer response

Educational Principle 1To develop disciplinary and interdisciplinary knowledgeand skills through study and research-based enquiry, atinternationally recognised levels of excellence.- to think, reason and analyse logically and creatively -to question accepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidlychanging technologies

Educational Principle 1 is embedded in provision of teaching and learning:

1. considered, creative and logical reasoning about (BIM) technologies and the integration andcross-disciplinary design content available via the the interface, rapidly transforming the mannerthe built environment is managed by design and construction industries;2. scrutiny and contribution of new knowledge to current BIM software and processes innovatingdesign and construction of the built environment; and3. grounding in the essential logic of BIM environments to anticipate future developments.

Educational Principle 2To further develop skills required to learn, and tocontinue through life to learn, from a variety of sourcesand experiences.- to develop attitudes which value learning- to acquire skills in information literacy

Educational Principle 2 is embedded in the provision of student:

1. understanding of the multiple roles operating in BIM environments that influence the design andconstruction of the built environment which requires the ongoing cultivation of skills to managediverse interests in thoughtful ways; and2. acquiring a sophisticated vocabulary in digitally-based BIM environments in order too effectivelynavigate current and new softwares pertinent to the field.

Educational Principle 3To develop personal, social, and ethical awareness inan international context- to acquire cultural literacy- to respect Indigenous knowledge, values and culture- to develop ethical approaches and mature judgementin practical and academic matters- to develop the capacity for effective citizenship,leadership and teamwork

Educational Principle 3 is embedded in the provision of:

1. awareness of the influence exerted by the design and construction of the built environment andits management on communities living in them;2. knowledge and skills in BIM environments in a judicious manner; thoroughly cognisant of theconduct appropriate to academia and attentive to the socio-economic realities intervening onprofessional practice; and3. methodologies for operating optimally in a collaborative BIM environment.

Educational Principle 4To communicate clearly, effectively and appropriatelyin a range of contexts- to develop spoken and written English communicationskills at high levels- to acquire skills in critical literacy and interpersonalcommunication

Education Principle 4 is embedded through the provision of:

1. professional report-writing, oral and digitally-based drawing assessments testing visual anddigital literacy and proficiency in English at a tertiary level; and

2. analytical skills discerning the limitations and opportunities mediated by BIM representationsand their transparent communication of them to a range of stakeholders aware of digital etiquetteunderpinning collaborative endeavour of the software.

Employment destinations


Advancing the knowledge of and skills acquired in the Construction and Design Industries (as Architects, Engineers, QuantitySurveyors, Construction Professionals, Project Managers or Building Surveyors), graduates of this course will become BIMspecialists within their field or candidates for BIM Manager positions.

Rationale forexpectedemploymentdestinations

Industry research and consultation with representatives of the Institute of Architects, Engineers Australia and the MasterBuilders Association indicated that Building Information Modelling (BIM) software has created new job opportunities.

Course delivery

Mode of delivery Multi-mode


Location Percentage

UWA (Crawley) 100%






Duration of course One Semester (12 weeks)


One Semester (12 weeks)





P5


Time limit 2 years



The construction industry is made up of a diverse group of participants from varied educational background with thepathway often beginning with an apprenticeship. This condition provides a hurdle to otherwise qualified professionals withextensive work experience. We believe that not only will this degree benefit the industry these participant but theirknowledge will be valuable to the tutorials.


Event Date Outcome





P6


25360 Graduate Diploma in Building InformationModelling (Online)

TRIM: F19/854ID: 1472





UWA Design School

Coordinator Rene Van Meeuwen

Details

Course code 25360

Title Graduate Diploma in Building Information Modelling (Online)


GDBIM


Graduate Diploma




About this course This course is designed for a range of professionals in built environment design and associated industries. This course seeksto develop Building Information Modelling(BIM) skills with an explicit focus on practical application and problem-solving inthe context of the BIM environment. Students will undertake units which focus on the philosophies, principles, techniquesand possibilities of collaborative processes vital to the success of the design process within the context of BIM acrossmultiple disciplines.

There are two main components to the course which simulate, real-time building phases that occur in the constructionindustries within a collaborative process.



Proposed 21/05/2019


Volume of learning



Yes




Other For non- degree holders: Relevant Professional Experience (8 years) assessed by Faculty on the basis of ProfessionalPortfolio and Resume, and Interview.





No

P7

Rules











(a)(i) a relevant bachelor's degree, or an equivalent qualification, as recognised by UWA; and


(iii) at least two years of relevant documented professional experience;

or

(b)(i) a relevant bachelor's honours degree with first or second class honours, or an equivalent qualification, as recognisedby UWA; and

(ii) at least one year of relevant, documented professional experience; or

(c) a relevant professional master's degree, or an equivalent qualification, as recognised by UWA;

or

(d) at least eight years of relevant, documented professional experience considered by UWA (following an interview andassessment process) to be sufficient to permit satisfactory completion of the course.

Relevant areas are: Architecture, Engineering, Quantity Surveying, Construction Management, Building and ProjectManagement




6. The following courses form part of an articulated sequence:• 25360 Graduate Diploma in Building Information Modelling (Online) (24 points)• 25540 Master of Building Information Modelling (48 points)• 25560 Master of Building Information Modelling (Online) (48 points)






Progress status 10.(1) A student who makes satisfactory progress is assigned the status of 'Good Standing'.




(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded'





P8

Course structure


BLDG5101 BIM Dimensions Online 6 points Active

BLDG5201 Digital Site Online 6 points Active

BLDG5301 BIM Sustainability Online 6 points Active

Take 6 points from this group as approved by the Course Coordinator.

BLDG5001 BIM Authors Online 6 points Active

BLDG5051 BIM Dynamo Online 6 points Active

Mapping of outcomes



Articulations

Articulation #1

Code 25540

Title Master of Building Information Modelling

Points 48

Requirements

Articulation #2

Code 25560

Title Master of Building Information Modelling (Online)

Points 48

Requirements



1. knowledge of the concepts, theories and methodologies applicable to digitally-based, data-rich 3D building informationmodels (BIM) managing the lifecycle of the building; and

2. advanced knowledge of current and leading (BIM) technologies, software and their processes in professional practicebenefitting conception, design, construction, programming and management skills;

AQF outcomes:Skills

1. cognitive, technical and analytical facility generating and interrogating BIM environments to discriminate problems andinnovate creative and considered solutions throughout the lifecycle of a building; and

2. communication and technical skills incorporated in the practical experience of BIM software interface and via case studyapproach as well research activity to contribute new knowledge to the scholarly field pertinent to BIM technologies and theiruse in professional practice;


1. reflect high order and creative thinking and expertise in BIM directly applicable to managing the lifecycle of a building andto its judicious and ethical practice.







P9



Educational Principle 1To develop disciplinary and interdisciplinary knowledgeand skills through study and research-based enquiry, atinternationally recognised levels of excellence.- to think, reason and analyse logically and creatively -to question accepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidlychanging technologies

Educational Principle 1 is embedded in provision of teaching and learning:

1. considered, creative and logical reasoning about (BIM) technologies and the integration andcross-disciplinary design content available via the the interface, rapidly transforming the mannerthe built environment is managed by design and construction industries;2. scrutiny and contribution of new knowledge to current BIM software and processes innovatingdesign and construction of the built environment; and3. grounding in the essential logic of BIM environments to anticipate future developments.

Educational Principle 2To further develop skills required to learn, and tocontinue through life to learn, from a variety of sourcesand experiences.- to develop attitudes which value learning- to acquire skills in information literacy

Educational Principle 2 is embedded in the provision of student:

1. understanding of the multiple roles operating in BIM environments that influence the design andconstruction of the built environment which requires the ongoing cultivation of skills to managediverse interests in thoughtful ways; and2. acquiring a sophisticated vocabulary in digitally-based BIM environments in order too effectivelynavigate current and new softwares pertinent to the field.

Educational Principle 3To develop personal, social, and ethical awareness inan international context- to acquire cultural literacy- to respect Indigenous knowledge, values and culture- to develop ethical approaches and mature judgementin practical and academic matters- to develop the capacity for effective citizenship,leadership and teamwork

Educational Principle 3 is embedded in the provision of:

1. awareness of the influence exerted by the design and construction of the built environment andits management on communities living in them;2. knowledge and skills in BIM environments in a judicious manner; thoroughly cognisant of theconduct appropriate to academia and attentive to the socio-economic realities intervening onprofessional practice; and3. methodologies for operating optimally in a collaborative BIM environment.

Educational Principle 4To communicate clearly, effectively and appropriatelyin a range of contexts- to develop spoken and written English communicationskills at high levels- to acquire skills in critical literacy and interpersonalcommunication

Education Principle 4 is embedded through the provision of:

1. professional report-writing, oral and digitally-based drawing assessments testing visual anddigital literacy and proficiency in English at a tertiary level; and

2. analytical skills discerning the limitations and opportunities mediated by BIM representationsand their transparent communication of them to a range of stakeholders aware of digital etiquetteunderpinning collaborative endeavour of the software.



Advancing the knowledge of and skills acquired in the Construction and Design Industries (as Architects, Engineers, QuantitySurveyors, Construction Professionals, Project Managers or Building Surveyors), graduates of this course will become BIMspecialists within their field or candidates for BIM Manager positions.


Industry research and consultation with representatives of the Institute of Architects, Engineers Australia and the MasterBuilders Association indicated that Building Information Modelling (BIM) software has created new job opportunities.

Course delivery

Mode of delivery Online


Location Percentage

online 100%






Duration of course One Semester (12 weeks)


One Semester (12 weeks)




Throughout the year

P10


Time limit 2 years



The construction industry is made up of a diverse group of participants from a varied educational background with thepathway often beginning with an apprenticeship. This condition provides a hurdle to otherwise qualified professionals withextensive work experience. We believe that not only will this degree benefit the industry participants but their knowledgewill be valuable to the educational context.


Event Date Outcome





P11


21380 Graduate Diploma in Insurance LawTRIM: F18/3718

ID: 1446





UWA Law School

Coordinator Greg Pynt

Details

Course code 21380

Title Graduate Diploma in Insurance Law


GradDipIL


Graduate Diploma




About this course This course aims to provide students with an understanding of the key legal frameworks in insurance law, with streams inlife insurance and general insurance, and also includes units of specialised study.



Proposed 29/05/2019


Volume of learning



No

P12

Why minimumvolume of learningdoes not correspondto standardadmissionrequirements

There are three substantive grounds upon which we are seeking approval to offer this program of study with the aboveadmissions requirements of 24 points. These all mirror those put forward in relation to the 48 credit Masters programs,submitted separately:

1. The AQF specifications for a Graduate Diploma focus upon learning outcomes (knowledge and skills) for a graduate of thatprogram. The purpose of the AQF Level 8 is to ensure graduates have achieved that higher level of learning. Therefore, it isappropriate to focus upon what graduates will acquire during and from the program of study. The program of study forwhich approval is sought, will facilitate the acquisition of an advanced body of knowledge and skills (and their application) inthe relevant sub-discipline.

2. Coursework Studies Board have already recognised the LLB as a ‘cognate' degree and granted an exemption fromprofessional experience for students coming into the 24 credit Graduate Diploma and the 48 credit LLM. In the context ofdegree programs other than the LLM and its Graduate Diploma, to limit the interpretation of ‘cognate' to graduates of aqualifying law degree (eg LLB) is unduly narrow. The LLB is specifically designed for those students wishing to practice lawand is externally regulated by Legal Practice Boards. The skills and knowledge built in that degree are not the only relevant(and therefore ‘cognate') foundations for postgraduate study in law in a broader context. The program of study involvesintegrating different bodies of knowledge the foundations of which may not be the same (eg law, politics, sociology, policydevelopment, philosophy are all relevant foundations to this program). Therefore, the disciplines considered broadlycognate for the Grad Dip in Insurance Law include studies in Economics, Commerce, Business Law, Law & Society and otherrelevant studies with an emphasis on legal and commercial relations (noting that the insurance relationship is contractual innature and hinges upon financial and risk analyses).

3. The program of study at 24 credit points would be consistent with the exemption sough to teach 1 year 48 credit full timelaw related masters, as most Law related Graduate Diplomas articulate to a Law Masters. Moreover, this is in alignment withinternational benchmarks, and is becoming the norm at other Go8 Law Schools. See for example:

a. University of Sydney: Grad Dip Criminology (24 credits, requiring “bachelor's degree from the University of Sydney in law,psychology or other appropriate discipline as determined by the Faculty, or an equivalent qualification”) ; Grad Dip HealthCare (24 credits, requiring a “bachelor's degree from the University of Sydney in law, medical science, medicine, nursing orother appropriate discipline as determined by the Faculty, or an equivalent qualification”; Grad Dip Environmental Law (24credits, requiring a bachelor's degree in “environmental studies, law or other appropriate discipline as determined by theFaculty”); Grad Dip International Business Law (24 credits requiring a bachelor's degree in “commerce, economics, law orother appropriate discipline as determined by the Faculty, or an equivalent qualification”) ; Grad Dip International Law (24credits, requiring a bachelor's degree in “government, international studies, law or other appropriate discipline asdetermined by the Faculty, or an equivalent qualification”); Grad Dip in Jurisprudence (24 credits, requiring a bachelor'sdegree in “in law or other appropriate discipline”); Grad Dip Public Health Law (24 credits, requiring bachelor's degree in “inlaw, medicine, nursing or other appropriate discipline”); Grad Dip in Taxation (24 credits requiring a bachelor's degree in“commerce, economics, government, law or public administration, or an equivalent qualification”).

b. ANU: With varying durations of .5 years and .8 years (24 and 36 credit points) the graduate diplomas from ANU require 3year bachelor's degrees with no other qualifications, OR no degrees and relevant experience.

c. University of Melbourne and University of Monash offer a comprehensive host of 24 credit Grad Dips in law related topics.Students with a Law degree can access these directly, whereas other students from more broadly cognate fields arerequired to have a year of working experience. Given the interdisciplinarity of these degrees, a wider consideration ofcognate would be more ideal.

d. University of Adelaide and University of Queensland: Offer very limited options in the Law Masters space. They offer oneGrad Dip in law each, both with the same duration as Law Masters which seems very inconsistent and untenable.




Other A combination of relevant academic and professional qualifications which indicate to the Law Faculty that students cancomplete this Graduate Diploma.



Domestic fee-paying; International students (non-student visa holders);


No

Rules




P13







(3) Applicants presenting with the TOEFL iBT require an overall score of at least 106, a miminum score of 28 in the Speakingsection, and no other sub-score less than 26.

(4) Applicants presenting with the TOEFL Paper Based score require an overall score of at least 580 and a miminum score of5.0 in the Essay Rating / Test of Written English (TWE).


(6) Applicants presenting with the UWA Centre for English Language Teaching (CELT) Bridging Course require a minimumgrade of Grade A (85%) in the final CELT examination, with no band less than 80%.



(a) a Juris Doctor or Bachelor of Laws, or an equivalent qualification, as recognised by UWA;

or

(b)(i) a bachelor's degree in a cognate area, or an equivalent qualification, as recognised by UWA; and

(ii) the equivalent of a UWA weighted average mark of at least 60 per cent;

or

(c)(i) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and


(iii) at least two years of relevant professional experience;

or

(d)(i) a level and duration of education considered by UWA to be sufficient to permit satisfactory completion of the course;and

(ii) at least two years of relevant professional experience.










Progress status 10.(1) A student who makes satisfactory progress in terms of Rule 8 is assigned the status of 'Good Standing'.




(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded'.

Review wording to accommodate 24 points.


P14




Course structure

Sequence notes:Students with a recognised Law degree take a minimum of (6 points) from Option A and the remainder from Option C.

Students without a recognised Law degree take a minimum of (6 points) from Option A and the remainder from Option B.


LAWS5890 Insurance Claims and Dispute Resolution 6 points Proposed


LAWS5891 Principles and Practice of General Insurance Law 6 points Proposed

LAWS5892 Principles and Practice of Life Insurance Law 6 points Proposed


LAWS5135 Select Topics in Insurance Law 6 points Active







Group C: Take unit(s) to the value of 6 points:

LAWS5135 Select Topics in Insurance Law 6 points Active




LAWS5576 International Commercial Arbitration 6 points Active





Students will develop an advanced understanding of the legal and regulatory frameworks relevant to insurance in Australia,as well as the complexities and challenges of Insurance Law in practice.

AQF outcomes:Skills

Students will develop cognitive and technical skills in Insurance Law which will allow them to independently:- analyse critically, reflect on and synthesise complex information, problems, concepts and theories as they apply to thecreation, interpretation or insurance contracts to claims handling and disputes- interpret and communicate knowledge, skills and ideas having application in the practice of insurance to others within, andthose interacting with, the industry- research and apply established principles to existing and emerging issues in the fields of general and/or life insurance


















P15


Students of Insurance Law will develop the confidence and overview to apply their knowledge and skills in the field todemonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner in or advisor to the insuranceindustry. This will be evidenced in their ability to:- exercise high level judgment in determining whether and to what extent insurance policies respond to claims- manage and advise on securing or underwriting cover, and in relation to claims handling and disputes, in general and/orlife insurance contexts- apply principled decision making in complex claims contexts, and in drafting insurance contracts



Educational Principle 1To develop disciplinary andinterdisciplinary knowledge andskills through study and research-based enquiry, at internationallyrecognised levels of excellence.- to think, reason and analyselogically and creatively - toquestion accepted wisdom and beopen to innovation- to acquire the skills needed toembrace rapidly changingtechnologies

The course is scaffolded upon units establishing a fundamental understanding of insurance law principles relevant totwo specialised streams (general and life insurance), as well a a common core unit on insurance claims and disputeresolution. The remaining learning in the course will comprise a choice of units that offer in-depth exploration ofinsurance-related topics, including by way of supervised research.

Students will be drawn from a variety of cognate disciplines. Seminars will encourage interactive class participation,with presentation skills and independent research as part of the assessment across the course. This will developreasoning and analysis, while enabling an independent perspective. Each of the streams will explore emergingchallenges and changes in the industry, including as driven by technology, and will be encouraged to explore theimpact this is having and will have on existing frameworks. Learning and assessment platforms will also engagestudents in the use of technology through their learning.

Educational Principle 2To further develop skills requiredto learn, and to continue throughlife to learn, from a variety ofsources and experiences.- to develop attitudes which valuelearning- to acquire skills in informationliteracy

Teaching in the units will be centred on enabling a synthesis of theory, practice and skills, in the context of thedynamic legal and commercial environments impacting upon and impacted by the insurance industry. This willfacilitate future learning and appreciation of the fluidity of insurance law and the need to keep evolving in the field.Judicial decisions, the evidence from and recommendations from Royal Commissions relevant to insurance, andindustry-led examples will form the basis of a varied teaching platform. Across the course, students will engage in arange of learning techniques including class discussion and workshops, legal research and writing, and 'e-tivities'.This will ensure that students develop an appreciation for different forms of information leading to learning, as wellas ensure their information literacy.

Educational Principle 3To develop personal, social, andethical awareness in aninternational context- to acquire cultural literacy- to respect Indigenousknowledge, values and culture- to develop ethical approachesand mature judgement inpractical and academic matters- to develop the capacity foreffective citizenship, leadershipand teamwork

Insurance law embeds significant normative elements, being strongly informed by the continued evolution ofconcepts such as the obligation of utmost good faith, and founded in the social contract. Exploration of theseconcepts, the outcomes and recommendations of Royal Commissions impacting upon insurance practices, and thepolicy implications of insurance regulation will ensure that students are engaged with the social and ethical elementsof this area of practice. The seminar style of teaching, as well as student presentations, will embed teamwork intothe learning framework, with students developing their ability to express balanced legal opinions in a mature andthoughtful way, while retaining confidence and leadership.

Educational Principle 4To communicate clearly,effectively and appropriately in arange of contexts- to develop spoken and writtenEnglish communication skills athigh levels- to acquire skills in criticalliteracy and interpersonalcommunication

The oral presentations, as well as the independent course essays required through the unit assessments will ensurethat student develop their effective spoken and written communication skills. The majority of seminars will also betaught with a high degree of interaction and class exercises which will cause students to think and question issuesindependently and communicate their thoughts.



This course will be suitable for those wishing to work with Insurance Law in practice, government, international or in non-governmental organisations.


Market research (METRIX) and staff experience.

Course delivery



Location Percentage

UWA (Crawley) 100%



P16




0.5 years


Beginning of year and mid-year (mid-year intake for part-time study only)




Time limit 2 years


Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R 7/19Approval reference: EO x5542




P17


LAWS5890 Insurance Claims and Dispute ResolutionTRIM: F19/1427

ID: 7126


Unit information

Code LAWS5890

Title Insurance Claims and Dispute Resolution

Level 5




UWA Law School

Coordinator Gregory Pynt

Proposed 20/05/2019



Contact hours This unit is delivered intensively.


Content This unit is a structured and comprehensive approach to insurance claims handling, from commencement of a claim on aninsurance policy until its resolution. Topics covered include: claim to dispute, internal dispute resolution (IDR), externaldispute resolution (EDR), litigation, civil litigation procedures relevant to insurance disputes and duties owed by a lawyerwhen acting for an insured party on the instructions of an insurer.

Outcomes Students are able to (1) analyse claims, demonstrating a sound knowledge of the end-to-end process of insurance claimshandling; (2) apply the required skills and employ the necessary tools to manage and resolve claims fairly, practically andstrategically; and (3) exercise professional and ethical judgment in the handling of claims.



1 analyse claims, demonstrating a sound knowledge of the end-to-end process of insurance claims handling written assignments; test

2 apply the required skills and employ the necessary tools to manage and resolve claims fairly, practically andstrategically

written assignments; test

3 exercise professional and ethical judgment in the handling of claims written assignments; test

Assessment items Indicative assessments in this unit are as follows: (1) written assignments and (2) test. Further information is available in theunit outline.


1 written assignments 60%

2 test 40%





00200 UWA Law School ROE Administration 100%

NOFAC No faculty Australian College of Insurance Studies Limited (ACIS) Teaching 100%

Unit rules

Prerequisites Nil.

Corequisites LAWS5891 Principles and Practice of General Insurance Law or LAWS5892 Principles and Practice of Life Insurance Law


P18


Intended courses Graduate Diploma in Insurance Law


21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Core

Availabilities






Australian College of Insurance Studies Limited (ACIS) Crawley (UWA MOU with ACIS) 100%


Consultations - Employer, employer group, professional body and/or accreditation body


Event Date Outcome

School / ROE 03-05-2019 Endorsed: Endorsed by Natalie SkeadApproval reference: x2962





P19


LAWS5891 Principles and Practice of GeneralInsurance Law

TRIM: F19/1428ID: 7124


Unit information

Code LAWS5891

Title Principles and Practice of General Insurance Law

Level 5




UWA Law School


Proposed 20/05/2019





Content This unit examines advanced concepts associated with general insurance as a risk transfer loss spreading arrangement. Itincludes analysis of the common law and relevant equitable principles and close examination of the Insurance Contracts Act1984 (Cwlth), covering topics such as fraudulent claims, subrogation, double insurance and contribution.

This unit assumes knowledge of general insurance law and practice.

Outcomes Students are able to (1) demonstrate an understanding of complex, controversial and topical areas of general insurance lawand practice; (2) apply the necessary skills and tools to identify and analyse complex general insurance issues

; and (3) resolve complex general insurance issues practically and strategically, exercising sound professional and ethicaljudgment.



1 demonstrate an understanding of complex, controversial and topical areas of general insurance law andpractice

written assignment; examination

2 apply the necessary skills and tools to identify and analyse complex general insurance issues written assignment; examination

3 resolve complex general insurance issues practically and strategically, exercising sound professional andethical judgment

written assignment; examination;

Assessment items Indicative assessments in this unit are as follows: (1) written assignment and (2) examination. Further information isavailable in the unit outline.



2 examination 50%





00200 UWA Law School ROE Administration 100%

NOFAC No faculty Australian College of Insurance Studies Limited (ACIS) Teaching 100%

P20

Unit rules

Prerequisites Nil.

Corequisites Nil.



Intended courses Graduate Diploma in Insurance Law


21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Option

Availabilities






Australian College of Insurance Studies Limited (ACIS) MOU between ACIS and UWA 100%


Consultations - Employer, employer group, professional body and/or accreditation body


Event Date Outcome

School / ROE 20-05-2019 Endorsed: Natalie SkeadApproval reference: x2962

Faculty 20-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R 7/19Approval reference: EO x5542




P21


LAWS5892 Principles and Practice of Life InsuranceLaw

TRIM: F19/1518ID: 7145


Unit information

Code LAWS5892

Title Principles and Practice of Life Insurance Law

Level 5




UWA Law School


Proposed 29/05/2019





Content This unit examines key concepts associated with general insurance as a risk transfer loss spreading arrangement. It includesanalysis of the common law and relevant equitable principles and close examination of the Insurance Contracts Act 1984(Cwlth), covering topics such as the duty of utmost good faith, causation, subrogation and double insurance andcontribution.

Outcomes Students are able to (1) demonstrate advanced knowledge of the nature and the purpose of the relevant laws relating to theinsurance context; (2) demonstrate professional judgement and the ability to respond to ethical issues arising in theinsurance context; (3) apply legal reasoning to develop arguments in resolving issues to solve hypothetical and complexproblems; (4) engage in critical analysis of the legislation and the scholarship in the area of insurance law; (5) evaluate andsynthesise legal problems and conflicts arising in insurance law; ; (6) recognise and articulate the complex policy issuesassociated with insurance law; and (7) demonstrate an ability to participate and present arguments in ways that areeffective, appropriate and persuasive to legal and non-legal audiences.



1 demonstrate advanced knowledge of the nature and the purpose of the relevant laws relating to the insurancecontext


2 demonstrate professional judgement and the ability to respond to ethical issues arising in the insurancecontext


3 apply legal reasoning to develop arguments in resolving issues to solve hypothetical and complex problems written assignment; examination;

4 engage in critical analysis of the legislation and the scholarship in the area of insurance law written assignment; examination

5 evaluate and synthesise legal problems and conflicts arising in insurance law; written assignment;examination

6 recognise and articulate the complex policy issues associated with insurance law written assignment; examination

7 demonstrate an ability to participate and present arguments in ways that are effective, appropriate andpersuasive to legal and non-legal audiences

Oral presentation

Assessment items Indicative assessments in this unit are as follows: (1) written assignment; (2) oral presentation; and (3) examination. Furtherinformation is available in the unit outline.



2 oral presentation 20%

3 examination 60%


Supplementary assessment is not available in this unit except in the case of a Juris Doctor student who has obtained a markof 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order tocomplete their course.

P22


To bring into line with all other law option units.




Unit rules

Prerequisites Nil

Corequisites Nil.



Intended courses Juris DoctorGraduate Diplom in LawMasters of Law


21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Option

Availabilities




Event Date Outcome

School / ROE 29-05-2019 Endorsed: Natalie Skead

Faculty 29-05-2019 Endorsed: FABLE CC, 13 May 2019, R7/19Approval reference: extension 1835




Q1


91850 Doctor of MedicineTRIM: F19/928

ID: 1479





Medical School

Coordinator Dr Brendan McQuillan

Details

Course code 91850

Title Doctor of Medicine


MD


Professional Practice Master's Degree (Extended)


Master's Extended — Level 9


About this course This is a four-year program for entry to professional practice as a medical doctor. The overall aim of the course is to producegraduates committed to the well-being of the patient, community and society as accountable, responsible, scholarly,capable and caring doctors. The outcomes, content and teaching are based on the six PLACES themes of the program whichreflect the roles of a doctor: professional, leader, advocate, clinician, educator and scholar.The teaching consists of approximately 40 weeks of contact time each year. The first year of the program commences withan introduction to the educational aspects of the course, the formation of professional identity, and team and societalaspects of medicine. The preparatory science teaching that follows includes the disciplines of anatomy, biochemistry,physiology, immunology, genetics, anatomical pathology, microbiology, pharmacology, and population health sciences. Thislearning is integrated with clinical skills and other professional aspects of medical practice. Early clinical experiences, smallgroup learning tutorials and skills workshops are included in the teaching methods together with lectures, laboratories andseminars.In Year 2, students undertake clinical preparation block to assist with their transition to the clinical learning environment,followed by clinical attachments in the WA health system with rotations in the major hospital specialties of Internal Medicine,Geriatrics/Rheumatology, Psychiatry and Surgery as well as a longitudinal attachment in general practice and a centralisedteaching stream in advanced clinical skills and clinical reasoning.In Year 3, students will experience clinical attachments in disciplines of Obstetric and Gynecology, Paediatrics, Surgery,Internal Medicine, Gener Practice/Ophthalmology. Twenty five per cent of the student cohort are allocated to the RuralClinical School and spend their year in a rural site.The 4th year of the program has further clinical attachments in Emergency Medicine, Internal Medicine, Surgery, RuralGeneral Practice, and Anaesthesia/Pain Medicine/Palliative Care/Cancer as well as elective and student selective termswhere students have choice for overseas study and more in-depth study in areas of interest. The year concludes with aPreparation for Internship unit aimed at managing the transition to the clinical environment in the role of an intern. .Each student also chooses a scholarly activity in three streams of research, coursework or service learning that is donesimultaneously with the core medical rotations in Years 3 and 4. Through selection of specially designed scholarly activityunits, students may also choose to specialise in rural or Aboriginal health. Following successful completion of the course,students are eligible to apply for internship as a pre-registration medical practitioner.



Proposed 31/05/2019


Volume of learning

Maximum volume oflearning

192 points

Minimum volume oflearning

144 points


Yes

Q2



Bachelor`s pass degree (cognate)Bachelor`s pass degree (non-cognate study area)



Commonwealth supported; International students (student visa holders);


This is not a new proposal, previously approved for MD 90850


Yes

Rules













and

(b) the equivalent of a UWA grade point average (GPA) of at least 5.5;

and

(c)(i) a Graduate Medical School Admissions Test (GAMSAT) overall score of at least 55; or

(ii) a Medical College Admission Test (MCAT) score of at least 123/123/123/123 after April 2015 for international applicants;

OR

a place in a Direct Pathway into this course;

OR

entry via an Indigenous pathway.



(a) a structured interview in which eligible applicants will be assessed based on the personal qualities considered desirablein medical practitioners, with invitation to attend the interview based on equal weightings under Rule 4(2) and 4(3), inalignment with the interview quota for the year;

and

(b) the intake quota for that year;

and

(c) equal weighting of the GAMSAT/MCAT, GPA and interview for non-rural applicants, or equal weighting of the GAMSAT,GPA, interview and rurality ranking for rural applicants.




Q3

Course structure 7.(1) The course consists of units to a total value of 192 points (maximum value) which include conversion units to a valueof 48 points.


(3) Students who have completed the Integrated Medical Sciences and Clinical Placement Major MJD-IMSCP are grantedcredit for conversion units up to a value of 48 points.


8. Supplementary to the Doctor of Medicine course rules is this document governing what constitutes satisfactory progressin the course and what rules are applied in cases of unsatisfactory progress.

http://www.meddent.uwa.edu.au/students/assessment

[Approved exceptions to University Policy]


Progress status 10.(1) The Faculty, on the recommendation of the Board of Examiners, may assign a progress status of 'On Probation' or'Excluded' to a student who does not make satisfactory progress under the progression rules.

(2) Unless it determines otherwise in light of exceptional circumstances, and except as set out in (3), the Faculty, on therecommendation of the Board of Examiners, will assign a progress status of 'On Probation' to a student who is repeating ayear and fails to make satisfactory progress under the progression rules.

(3) Unless it determines otherwise in light of exceptional circumstances, the Faculty, on the recommendation of the Boardof Examiners, will assign a progress status of 'Excluded' to a student who fails to make satisfactory progress under theprogression rules in a year in which they have a progress status of 'On Probation'.

(4) Unless it determines otherwise in light of exceptional circumstances, the Faculty, on the recommendation of the Boardof Examiners, will assign a progress status of 'Excluded' to a student who—

(a) fails to make satisfactory progress under the progression rules and has previously repeated two years of the course; or

(b) fails to make satisfactory progress under the progression rules in the same year of the course for a second time.

(5) A student who is assigned a progress status of 'Excluded' under (4) (a) or (b) will not be permitted to re-enrol in thecourse.

[(5) is an exception to University Policy]






and


Additional rule(s) 13. Supplementary assessment




or


or


Q4

14. Supplementary assessment




or


or


15. Requirements of students on probation

(1) Subject to (2), students who have been assigned a progress status of 'On Probation' must repeat all units that they havepreviously attempted in that year of the course

(2) Students are exempt from the requirement to complete one or more of the following units if they have a mark of at least70 per cent in the unit(s) concerned: any coursework, research or service learning units undertaken as part of ScholarlyActivities.

16. Leave and retention of credit

(1) Students may apply for a period of approved leave in accordance with the University Policy on Approved Leave.

(2) Following a period of approved leave of less than two years, students retain credit for all units previously passed.

(3) Following a period of approved leave of two years or more, full credit is unable to be granted and students must repeatthe units comprising the most recently completed year of the course.

17. Mode of study

(1) Students must enrol on a full-time basis unless the Faculty permits otherwise in exceptional circumstances.

(2) Students who have been permitted to enrol on a part-time basis in units of one level will not be permitted to enrol on apart-time basis in units of the next level.

18. Requirement to attend and complete prescribed work

(1)Students must attend compulsory teaching and other sessions and do clinical and practical work as required at theUniversity and at teaching hospitals and other institutions approved by the Faculty, as set out in the Faculty's Guidelines onWorkplace-based placements.

(2) Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.

19. Faculty's Infection Control Guidelines

Students must comply with the requirements of the Faculty's Infection Control Guidelines. Providing approval is granted, astudent is permitted to take a maximum of 10 University days annually as short leave.

20. Apply First Aid Course Guidelines

Students must comply with the requirements of the Apply First Aid Course Guidelines.

21. Unsatisfactory progress

Students who do not successfully complete their elective placement must enrol in IMED5417 Elective Remediation Unit.



Service Learning (Community service-oriented); Work-integrated Learning (work-oriented for developing competencies forprofessional/industry practice placement); Mentorship Program; Simulated workplace learning;


Yes


All units in years 1 to 4.





Q5


Clinical placements, research placements, service learning placements.


Necessary for achieving clinical and professional outcomes.

Course structure

Year 1

Students who have not completed the Integrated Medical Sciences and Clinical Placement Major MJD-IMSCP must complete relevant conversionunits up to the value of 48 points from this group, as advised by the Faculty:



Year 2

1A: Take all units (48 points):



Year 3

Note: Integrated Medical Practice Units. Students take Group 3A except for students electing:(a) Aboriginal Health specialisation or Rural Clinical School -- take Group 3B(b) electing Rural Health specialisation—take either Group 3A or 3B.

Scholarly activity units: Students:(a) electing Aboriginal Health specialisation - take Group 3C

(b) electing Rural Health specialisation—take either Group 3D or 3E(c) electing Rural Clinical School -- take Group 3F, 3G, 3H or 3I(d)not electing (a), (b), or (c) —take Group 3F, 3G, 3H or 3I.

3A Integrated Medical Practice - Crawley: Take Integrated Medical Practice units according to the year 3 rule:



3B Integrated Medical Practice - rural: Take Integrated Medical Practice units according to the Year 3 rule:



3C Aboriginal Health: Take units according to the Year 3 Scholarly Activity unit rule:

AHEA5801 Aboriginal Health Research and Ethics 6 points Active


3D Rural: Take units according to the Year 3 Scholarly Activity unit rule:

SRUR5331 Rural Specialisation—Research Unit 1 6 points Proposed

SRUR5341 Rural Specialisation—Research Unit 2 6 points Proposed













Q6

3E Rural: Take units according to the Year 3 Scholarly Activity unit rule:

SRUR5332 Rural Specialisation—Service Learning Unit 1 6 points Proposed

SRUR5342 Rural Specialisation—Service Learning Unit 2 6 points Proposed

3F - Research: Take units according to the Year 3 Scholarly Activity unit rule:

SMED5331 Research Unit 1 6 points Proposed

SMED5341 Research Unit 2 6 points Proposed

3G - Service Learning: Take units according to the Year 3 Scholarly Activity unit rule:

SMED5332 Service Learning Unit 1 6 points Proposed

SMED5342 Service Learning Unit 2 6 points Proposed

3H - Health Professions Education: Take units according to the Year 3 Scholarly Activity unit rule:



3I- Public Health: Take units according to the Year 3 Scholarly Activity unit rule:



Year 4

Note: Scholarly Activity Units. Take 6 points from Group 4B, 4C, 4D, 4E or 4F in line with units taken in year 3.




IMED5421 Preparation for Internship 12 points Active

4A Elective Placement: Take one unit from Group 4A:

IMED5413 Urban Elective Placement 0 points Active

IMED5414 Rural Elective Placement 0 points Active

IMED5415 International Elective Placement 0 points Active

4B - Aboriginal Health specialisation: Take units according to the Year 4 Scholarly Activity unit rule:


4C Rural Specialisation: Take units according to the Year 4 Scholarly Activity unit rule:

SRUR5411 Rural Specialisation—Research Project 3 6 points Active

SRUR5412 Rural Specialisation—Service Learning Unit 4 6 points Active

4D Research and Service Learning: Take units according to the Year 4 Scholarly Activity unit rule:

SMED5411 Research Project 3 6 points Active

SMED5412 Service Learning Unit 4 6 points Active






















Q7

4E Health Professions Education: Take units according to the Year 4 Scholarly Activity unit rule:




4F - Public Health: Take units according to the Year 4 Scholarly Activity unit rule:



Mapping of outcomes





Throughout all 4 years of our program, students will be exposed to core knowledge in all areas of medical practice as well ascutting edge developments in each area that will allow them perspective on the direction of medical practice. This will bepresented in the form of lectures, seminars, on-line reources, workshops, tutorials and in their case-based tutorials in clinicalplacements. In the first Year of the course, students will have formal teaching and assessment in research methods. Theywill need to apply this in both their Scholarly Activity project as well as in assignments given as part of the Scholarcomponent of their graduate outcomes.

AQF outcomes:Skills

Analysis and evaluation of knowledge will underpin the Scholarly Activity stream for all students. This will allow students toembed knowledge and skills acquired from the earlier years of their training to their project to allow completion. Studentswho opt for the research stream in addition will have the opportunity to synthesise new information that can potentially bepublished in a peer reviewed journal. Students undertaking coursework Scholarly Activity will obtain higher level researchskills. There will be opportunities for students to present their Scholarly Activity projects to a wider audience within theuniversity in a number of planned student seminars and conferences. There will be both observed and reportedcommunication exercises that will ascertain that students are progressing adequately through the different years.


The planned Scholarly Activity that will be embedded in the third to fourth years of this course will allow all students theopportunities to be involved in projects that will allow them to both apply knowledge as well as analyse and evaluate thisknowledge. The output of a project report and continued input in their Scholarly Activity Portfolio will allow students to refinetheir written communication skills. Oral presentations to small and larger audiences during the course and at externalconferences will also enhance their verbal communication skills.



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skillsthrough study and research-based enquiry, at internationallyrecognised levels of excellence.- to think, reason and analyse logically and creatively - to questionaccepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidly changingtechnologies

Each year of the program will have this embedded in progressively increasing levels ofBloom's taxonomy. Year 1- core knowledge acquisition and comprehension, Year 2, theaddition of application, Year 3 the addition of analysis and evaluation, Year 4 the additionof synthesis. A pedagogical principles document was developed to clarify the underlyingeducational values that the MD curriculum should display. The document was ratified bythe MPC and formed the basis for discussions and decisions for the curriculumdevelopment process, teaching and learning methods, and the assessment. PedagogicalPrinciples for the UWA MD Course

Educational Principle 2To further develop skills required to learn, and to continue throughlife to learn, from a variety of sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy

See above

Educational Principle 3To develop personal, social, and ethical awareness in aninternational context- to acquire cultural literacy- to respect Indigenous knowledge, values and culture- to develop ethical approaches and mature judgement in practicaland academic matters- to develop the capacity for effective citizenship, leadership andteamwork

See above

Educational Principle 4To communicate clearly, effectively and appropriately in a rangeof contexts- to develop spoken and written English communication skills athigh levels- to acquire skills in critical literacy and interpersonalcommunication

See above







Q8

Accreditation

Accreditation body Requirements Benefits for students

Australian MedicalCouncil

The Doctor of Medicine (MD) is accredited by the Australian Medical Council (AMC).Graduates must complete an internship (normally one year) in an accredited interntraining position within an Australian hospital to be eligible for registration topractice as a doctor in Australia or New Zealand, and Malaysia.

Eligible for registration to practiceas a doctor in Australia, NewZealand, and Malaysia.



Hospitals


Graduates must complete an internship (normally one year) in an accredited intern training position within an Australianhospital.

Course delivery



FAC75 Science Biochemistry, Anatomy and Physiology teaching in the first year of the course.


Numerous providers with formal agreements in place.


5%



Location Percentage

UWA (Crawley) 100%



Quota

Quota? Yes

Quota number 240


interview, GPA, GMAT

Reason for quota Commonwealth Government policies and constraints

Quota consultations This is not a new quota, previously approved for MD 90850




4 years





Attendance type Full-time only

Time limit 10 years

Q9


Event Date Outcome



