File Ref: F68752

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

1 File Ref: F68752

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 Qualification Framework 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

2 File Ref: F68752

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

3 File Ref: F68752

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 F72973 MUSC5002 Curriculum Foundations International Pedagogy F72974 MUSC5003 Foundations in Music Pedagogy (coursework and F72985 MUSC5004 Instructional Design dissertation) & 12570 Master of F72986 MUSC5005 International Music Methodologies Music International F72987 MUSC5006 Music Education: A Catalyst for Social Change Pedagogy (coursework) – F72988 MUSC5007 Rehearsal and Classroom Music Pedagogy courses are to be rescinded F73027 MUSC5008 Research and Literature Review following teach F73025 MUSC5009 Research Literacy out

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 F43909 PHCY9902 Doctoral Thesis (part-time) Pharmacy – course to be rescinded F42095 VISA2268 Surrealism None

F59621 SHPC5001 Advanced Scientific Computation 70260 Graduate Certificate in F59623 SHPC5002 High Performance Scientific Computing Scientific and High Performance Computing – course to be rescinded 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:

4 File Ref: F68752

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 B1 • Change to about this course • Change to learning outcomes • Change to experiential learning 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.

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

Faculty of Arts, Business, Law and Education

Item TRIM Curriculum item Change summary Att F5231 42620 Master of Economics (coursework or • Change to unit sequence C1 coursework and dissertation)

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

F80377 32550 Master of Teaching – Secondary (coursework) • Change to unit sequence C6 • Change to admission rules • Change to articulation and exit awards • Change to additional rules 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 12550 Master of Music International Pedagogy • Rescinded immediately D1 (coursework and dissertation) with no students eligible to F74267 12570 Master of Music International Pedagogy re-enrol (coursework)

5 File Ref: F68752

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.

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Change summary Att F14795 90670 Master of Health Professions Education (thesis • Change to additional rules E1 and coursework)

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 F1 with no students eligible to re-enrol 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 • Rescinded immediately H1 Performance Computing with no students eligible to re-enrol 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 BBiome I1 dSc

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

6 File Ref: F68752 undergraduate unattached elective, for offering from 2020.

6. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2020

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

Bachelor of Arts

Item TRIM Curriculum item Change summary Att F29647 MJD-HYART History of Art • Change to unit sequence J1 F19/1437 HART2370 Global Art Histories • 1 new unit F29697 MJD-LDARC Landscape Architecture • Change to unit sequence J7 F19/1460 LACH2050 Plants and Landscape Systems • 1 new unit • 1 rescinded unit F31759 LACH3030 Plants and Landscape Systems F62291 HON-LWSOC Law and Society • Change to unit sequence J12 F19/1460 LAWS4227 Foundations of Law and Legal Institutions • 2 new units F19/1451 LAWS5260 Intersections of Law, Policy and • 1 rescinded units Government

F68450 COMM4604 Media Governance 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 unit proposal (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

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

Faculty of Arts, Business, Law and Education

Item TRIM Curriculum item Change summary Att F59192 21340 Graduate Diploma in Law, Policy and • Change to unit sequence K1 Government • 3 new units F55917 21530 Master of Law, Policy and Government (coursework) F19/1460 LAWS4227 Foundations of Law and Legal Institutions F19/1451 LAWS5260 Intersections of Law, Policy and

7 File Ref: F68752

Government F19/1430 LAWS5577 Space Law, Satellites and Drones F55915 21520 Master of International Law (coursework) • Change to unit sequence K6 F55913 21510 Master of International Commercial Law • 2 new units (coursework) F19/1460 LAWS4227 Foundations of Law and Legal Institutions F19/1430 LAWS5577 Space Law, Satellites and Drones 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 and Government (coursework); 21520 Master of International Law (coursework); 21510 Master of International Commercial Law (coursework) and associated new unit proposals (LAWS4227, LAWS5260 & LAWS5577), as set out in the attachments, effective from 2020.

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Change summary Att F14793 91340 Graduate Diploma in Health Professions • Change to unit sequence L1 Education • 1 new unit F14794 90570 Master of Health Professions Education (coursework and dissertation) F19/1210 PUBH5705 Health Program Evaluation F35794 91230 Graduate Certificate in Population Health • Change to unit sequence L8 Studies • 2 new units F6562 91550 Master of Public Health (coursework or coursework and dissertation) F35124 92550 Master of Public Health (coursework or coursework and dissertation) F35125 92560 Master of Public Health (coursework and dissertation) F19/1210 PUBH5705 Health Program Evaluation F19/1517 PUBH5721 Public Health Field Trip The Chair recommends that the Curriculum Committee approve the proposed changes to:

• 91340 Graduate Diploma in Health Professions Education and 90570 Master of Health Professions Education (coursework and dissertation) and associated new unit (PUBH5705); • 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) and 92560 Master of Public Health (coursework and dissertation) and associated new unit (PUBH5721).

as set out in the attachments, effective from 2020.

Item TRIM Curriculum item Change summary Att F35044 90850 Doctor of Medicine • Change to unit M1 F19/1562 SRUR5331 Rural Specialisation—Research Unit 1 sequence F19/1566 SRUR5341 Rural Specialisation—Research Unit 2 • Change to about this F19/1569 SRUR5332 Rural Specialisation—Service Learning Unit 1 course F19/1588 SRUR5342 Rural Specialisation—Service Learning Unit 2 • Change to AQF details F19/1570 SMED5331 Research Unit 1 • Change to admission F19/1570 SMED5341 Research Unit 2 requirements F19/1567 SMED5332 Service Learning Unit 1 • Change to additional F19/1563 SMED5342 Service Learning Unit 2 rules

8 File Ref: F68752

• 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.

Faculty of Arts, Business, Law and Education

Item TRIM Curriculum item Att

F19/1277 MJD-GNWST Gender Studies N1 F19/1246 GEND2903 Sex, Gender, Technology and Science

Members will note that the above major is to be offered as a second major only. F19/773 MJD-CRIMN Criminology N13 F18/1247 HIST2222 American Outlaws: Crime and Punishment in the United States

For discussion, endorsement and referral to the Academic Council.

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Att

F19/920 MJD-IMSCP Integrated Medical Sciences and Clinical O1 Practice IMED3111 Integrated Medical Systems 1 IMED3112 Integrated Medical Systems 2 Members will note that this is proposed in conjunction with items 7.2.3 above and 9.2 below.

For discussion, endorsement and referral to the Academic Council.

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:

Faculty of Arts, Business, Law and Education

Item TRIM Curriculum item Att F19/774 25340 Graduate Diploma in Building Information Modelling P1 F19/854 25360 Graduate Diploma in Building Information Modelling (Online) F18/3718 21380 Graduate Diploma in Insurance Law P6 F19/1427 LAWS5890 Insurance Claims and Dispute Resolution F19/1428 LAWS5891 Principles and Practice of General Insurance Law F19/1518 LAWS5892 Principles and Practice of Life Insurance Law

For discussion, endorsement and referral to the Academic Council. 9 File Ref: F68752

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Att

F19/928 91850 Doctor of Medicine Q1 F19/1568 IMED3111 Integrated Medical Systems 1 O6 F19/1561 IMED3112 Integrated Medical Systems 2 O11 F19/1562 SRUR5331 Rural Specialisation—Research Unit 1 M10 F19/1566 SRUR5341 Rural Specialisation—Research Unit 2 M14 F19/1569 SRUR5332 Rural Specialisation—Service Learning Unit 1 M18 F19/1588 SRUR5342 Rural Specialisation—Service Learning Unit 2 M23 F19/1570 SMED5331 Research Unit 1 M28 F19/1570 SMED5341 Research Unit 2 M30 F19/1567 SMED5332 Service Learning Unit 1 M32 F19/1563 SMED5342 Service Learning Unit 2 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 School and facilitated by an independent external expert in medical education, with experience in AMC accreditation.” • “Resolved R19/18 - That the Medical Program should, according to AMC standards, demonstrate horizontal and vertical integration and articulation with subsequent stages of training. It therefore requires 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).

For discussion, endorsement and referral to the Academic Council.

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].

10 Active postgraduate coursework course as at 01-01-2020 TRIM: F38885 30240 Graduate Diploma in Educational Leadership ID: 209 (articulated)

Administrative details

Faculty Arts, Business, Law and Education

Responsible Graduate School of Education Organisational Entity

Coordinator Professor Tom O'Donoghue

Availability of Available for new enrolments course for 2020

Details

Course code 30240

Title Graduate Diploma in Educational Leadership (articulated)

Abbreviation of GradDipEdL award

Type of degree Graduate Diploma course

AQF course type and Graduate Diploma — Level 8 level

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 Master of Educational Leadership (coursework).

Approved date unknown

First year of offer 2012

Volume of learning

Volume of learning 24 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Course availability for students

Course offered to Domestic fee-paying; International students (student visa holders); International students (non-student visa holders); student categories EFFECTIVE 01/01/2020 Rules

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

Applicability of the 1.(1) The Student Rules apply to students in this course. Student Rules, policies and (2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated in procedures the rules for this course.

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

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

1 A1 Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (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 - 4. To be considered for admission to this course an applicant must have— admission requirements (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 - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6. The following courses form part of an articulated sequence: Awards • 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.

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

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

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status is assessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress in Rule 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 seek partial credit towards one of the Faculty's master's degree courses must take account of the requirements for the relevant master'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 progress requirements in Rule 8.

Award with 12. This rule is not applicable to this course. distinction rule

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 coursework must 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 the EFFECTIVErules for that course. 01/01/2020 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

2 A2 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

EDUC5610 Human Resource Development in Education 6 points Active

EDUC5612 Leadership for Learning 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

EDUC5658 Globalising Education Policy 6 points Active

EDUC5660 Education Studies 6 points Active

EDUC5661 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 EFFECTIVE Master01/01/2020 of Education

Points 48

Requirements

Australian Qualification Framework outcomes

AQF outcomes: Advanced knowledge of research principles and methods applicable to the field of educational leadership Knowledge

Rationale and impact providing AQF details as required (linked to the Master of Educational leadership assessment for change to AQF outcomes: Knowledge

AQF outcomes: Advanced technical and communication skills to design, evaluate, implement, analyse and theorise about developments Skills that contribute to professional practice in educational leadership

3 A3 Rationale and impact providing AQF details as required (linked to the Master of Educational leadership assessment for change to AQF outcomes: Skills

AQF outcomes: with creativity and initiative to new situations in professional practice, and/or for further learning with high level personal Application of autonomy and accountability, apply the results of existing research in educational leadership. knowledge and skills

Rationale and impact providing AQF details as required (linked to the Master of Educational leadership assessment for change to AQF outcomes: Application of knowledge and skills

Course delivery

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

Duration, intake and attendance

Duration of course 0.5 years

Duration of course 0.5 years at maximum volume of learning

Intake periods Beginning of year and mid-year (broad)

Intake periods Semester 1, Semester 2 (specific teaching periods)

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 Authority Approval reference: No significant change to structure

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

EFFECTIVE 01/01/2020

4 A4 Active postgraduate coursework course as at 01-01-2020 TRIM: F45973 31650 Master of Educational Leadership (thesis and ID: 211 coursework)

Administrative details

Faculty Arts, Business, Law and Education

Responsible Graduate School of Education Organisational Entity

Coordinator Professor Tom O'Donoghue

Availability of Available for new enrolments course for 2020

Details

Course code 31650

Title Master of Educational Leadership

Abbreviation of MEdL award

Type of degree Master's by Thesis and Coursework course

AQF course type and Master's Research — Level 9 level

Structure type Named

CRICOS code 064891G

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

Approved date unknown

First year of offer 2012

Volume of learning

Volume of learning 72 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Course availability for students

Course offered to International students (student visa holders); International students (non-student visa holders); Research Training Program; student categories EFFECTIVE 01/01/2020

Rules

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

1 A5 Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (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 - 4. To be considered for admission to this course an applicant must have—the requirements set out in (a), (b) or (c) which admission follow or the equivalent as recognised by the Faculty; or the requirements set out in (d) or (e): requirements (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 the satisfaction of the Faculty;

(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 the satisfaction of the Faculty;

(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;

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

(e)(i) completed at least three units towards a graduate diploma that articulates with the Master of Educational Leadership or 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 per cent in EDUC5631 Approaches to Research.

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6.(1) The following courses form part of an articulated sequence: Awards • 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 the requirements of a lesser award in the above sequence, may apply for the relevant award.

Course structure 7.(1) The course consists of units to a total value of 72 points.

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

Satisfactory 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 the progress rule EFFECTIVEtotal value of units in which they remain enrolled after 01/01/2020 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 the report of the student's supervisor.

2 A6 Progress status 10.(1) Students in the coursework component of the course 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 in the coursework component of the course by thesis and coursework, who fail to make satisfactory progress under 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 annual report 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

Award with 12. This rule is not applicable to this course. distinction rule

Additional rule(s) 13. External study

The Faculty may, in appropriate circumstances, permit a student to complete the course at an institution approved by the Academic 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 three coursework 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 required standard 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 of thesis and coursework if they achieve an average mark of at least 65 per cent in three coursework units including a mark of at 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 published subset.

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 providers or 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 which EFFECTIVEarticulates with this course are credited with all units 01/01/2020completed in the diploma course. [(1) and (2) are approved exceptions to University Policy]

Course structure

Active changed sequence for 2020

Take all units (12 points):

EDUC5612 Leadership for Learning 6 points Active

EDUC5631 Approaches to Research 6 points Active

3 A7 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

EDUC5608 Integrating Pedagogy and Technology 6 points Active

EDUC5610 Human Resource Development in Education 6 points Active

EDUC5612 Leadership for Learning 6 points Active

EDUC5616 International and Comparative Education 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

EDUC5658 Globalising Education Policy 6 points Active

EDUC5660 Education Studies 6 points Active

EDUC5661 Education Studies 6 points Active

EDUC5678 Improving Learning and Teaching in the Curriculum 6 points Active

Articulations

Articulation #1

Code 31310

Title Graduate Diploma in Professional Education

Points 24 Requirements EFFECTIVE 01/01/2020 Articulation #2

Code 30240

Title Graduate Diploma in Educational Leadership (articulated)

Points 24

Requirements

Australian Qualification Framework outcomes

AQF outcomes: Specialised knowledge of research principles and methods applicable to the field of educational leadership Knowledge

Rationale and impact providing required details assessment for change to AQF outcomes: Knowledge 4 A8 AQF outcomes: Specialised technical and communication skills to design, evaluate, implement, analyse and theorise about developments Skills that contribute to professional practice in educational leadership

Rationale and impact providing required details assessment for change to AQF outcomes: Skills

AQF outcomes: with creativity and initiative to new situations in professional practice and/or for further learning with high level personal Application of autonomy and accountability to plan and execute a substantial and specialised thesis in educational leadership knowledge and skills

Rationale and impact providing required details assessment for change to AQF outcomes: Application of knowledge and skills

Course delivery

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

Duration, intake and attendance

Duration of course 1.5 years

Duration of course 1.5 years at maximum volume of learning

Intake periods Beginning of year and mid-year (broad)

Intake periods Semester 1, Semester 2 (specific teaching periods)

Attendance type Full- or part-time

Time limit 4 years

History of endorsements/approvals for changes

Event Date Outcome

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

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

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

5 A9 Active postgraduate coursework course as at 01-01-2020 TRIM: F58912 70230 Graduate Certificate in Autism Diagnosis ID: 395

Administrative details

Faculty Science

Responsible Psychological Science Organisational Entity

Coordinator Associate Professor Murray Maybery and Dr Emma Miller

Availability of Available for new enrolments course for 2020

Details

Course code 70230

Title Graduate Certificate in Autism Diagnosis

Abbreviation of GradCertAutDiag award

Type of degree Graduate Certificate course

AQF course type and Graduate Certificate — Level 8 level

Structure type Named

About this course This course provides graduates trained in psychology, speech pathology, occupational therapy, paediatrics or psychiatry with 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, common comorbidities, current theoretical accounts and issues, Diagnostic and Statistical Manual of Mental Disorders (DSM) and International Classification of Diseases (ICD) diagnostic criteria, differential diagnosis, assessment tools and multidisciplinary team assessment. One practical unit provides training in the Autism Diagnostic Observation Schedule and another provides graded practical experiences leading up to the trainee conducting a discipline-specific component of a diagnostic assessment.

Rationale and impact Occupational therapy included in course description to match recent changes to admission requirements. assessment for change to About this course

Approved 20/05/2014

First year of offer 2015

Volume of learning

Volume of learning 24 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Course availabilityEFFECTIVE for students 01/01/2020

Course offered to Domestic fee-paying; student categories

Rules

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat the module. 1 A10 Admission rules - 3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English English language language competence requirement as set out in the University Policy on Admission: Coursework. competency requirements

Admission rules - 4.(1) To be considered for admission to this course an applicant must have— admission requirements (a)(i) a bachelor's degree in speech pathology, occupational therapy, medicine, or an equivalent qualification, as recognised 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 or adolescents, 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 the interview quota for the year.

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

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

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6. This course does not form part of an articulated sequence. Awards

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.

Satisfactory 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, or progress rule who 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' unless the Faculty decides otherwise in light of exceptional circumstances.

Experiential Learning

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

Experiential No learning required for accreditation?

List the units in the PSYC5520 course’s unit PSYC5521 sequence that PSYC5522 include experiential PSYC5523 learning activities

2 A11 Overview of the All units in the Graduate Certificate in Autism Diagnosis provide opportunities for experiential learning activities, starting experiential with role plays and practice administering clinical interviews in the theoretical units, and moving on to ADOS administration learning activities with children or adults under supervision. The final unit involves graded involvement of students participating in Autism included in the assessments. course

How do experiential Experiential learning activities provide students with the opportunity to practice administering standardised assessment learning activities tools and prepare graduates to complete discipline-specific assessments for ASD diagnosis. These activities allow students contribute to to practice preparing appropriate reports, coordinate their work with other members of multidisciplinary teams, and work achieving the responsibly in an agency providing diagnostic services. learning outcomes of the course?

Course structure

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

Take all units (24 points):

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

Australian Qualification Framework outcomes

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

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

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

Course delivery

Course delivery with (1) La Trobe University will be involved in teaching one unit as they have the license to deliver training in the ADOS other provider(s) assessment tool. (2) Agencies affiliated with the West Australian Autism Diagnosticians Forum will provide practicum placements. (3) Organisations within other Australian State Health Departments will provide practicum placements to interstate students. Percentage of EFFECTIVE35% 01/01/2020 course delivered by other provider(s)

Mode of delivery Multi-mode

Location(s) Location Percentage delivered UWA (Crawley) 100%

% of units taught in 100% units in non-standard teaching periods non-standard semesters

Percentage of units 50% taught online only taught online

3 A12 Duration, intake and attendance

Duration of course 0.5 years

Duration of course 0.5 years at maximum volume of learning

Intake periods Beginning of year only (broad)

Intake periods Intensive block teaching (specific teaching periods)

Attendance type Full- or part-time

Time limit 3 years

Additional Information

Additional To complement the Graduate Certificate course, we wish to develop through the Psychology Clinic a service that will provide information assessments for ASD. This service, which is expected to be self-sustaining through the fees that are charged, will (detailed proposal) complement the Graduate Certificate in that it will provide on-campus opportunities for observation and participation in the assessment of children for ASD. The development of this assessment service through the clinic will also complement the research on ASD conducted in the School. The School will be able to develop a data base of potential volunteers for whom detailed 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 we will be trailing a new funding source for the School that could be extended into other areas (e.g., workshops currently offered only to MPsych students).

History of endorsements/approvals for changes

Event Date Outcome

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

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

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

EFFECTIVE 01/01/2020

4 A13 Active major as at 01-01-2020 TRIM: F29282 MJD-CMMST Communication and Media Studies ID: 928

Showing proposed annual changes for 2020

Major information

Code MJD-CMMST

Title Communication and Media Studies

Undergraduate BA degree

Area of Knowledge Society and Culture (for broadening)

Faculty Arts, Business, Law and Education

Responsible Social Sciences Organisational Entity

Coordinator Dr Tauel Harper

Approved date unknown

First year of offer 2012

Structure 2+2+4

Major type

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of Communication and Media Studies Undergraduate Diploma (graduate- only entry)

Corequisites as Nil. second major

Major has end-on True honours?

Details

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

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

B1 Outcomes # Outcome

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

2 identifyengage in creative, critical and critically analyse the historical trends, traditions and forms of media and communication, including mass media, 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 a range 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, popular cultural 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, associated social perspectives and related policy within governmental and legislative frameworks, and the relevant codes of practice and ethics specific to media professional roles manage workloads

6 demonstrate knowledgereflect upon the social, cultural and legal implications of the contemporary uses of practical, production and digital technologies 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 continually learn through reflective practice

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

Rationale and impact These revised outcomes were drafted following the BA review process. The goal is to present outcomes that reflected the simple assessment for change versatility of our graduates. They are based off the QILT framework as well as preferred outcomes from industry. to Outcomes

Experiential Learning

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

Experiential No learning required for accreditation?

Units in the major’s COMM3901, COMM3002, COMM3003, COMM3004 unit sequence that include experiential learning activities

Overview of the COMM3901 involves students training in a working television studio in Singapore COMM3002 challenges students to work in experiential teams to create a short feature film over the course of the unit COMM3003 challenges students to work in teams to create a learning activities commercially viable board game COMM3004 trains students in the practice of journalistic writing included in the major

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

Rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Requirements for Nil. Undergraduate Diploma (graduate- only entry)

Unit sequence

Rationale and impact Including COMM3901 in the pool of electives available to our students provides them optionality to choose which technical/production assessment for change units to take at Level 3. to Unit sequence This change also increases the visibility of the unit COMM3901, which is generally a very successful unit, but one which students are generally 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]

B2 Current unchanged sequence Proposed changed sequence

Level 1 Level 1

Take all units (12 points): Take all units (12 points):

COMM1001 Power, Participation and 6 points Active COMM1001 Power, Participation and 6 points Active Meaning Meaning

COMM1002 Cultures, New Media and 6 points Active COMM1002 Cultures, New Media and 6 points Active Communications Communications

Level 2 Level 2

Take all units (12 points): Take all units (12 points):

COMM2001 Communication and Mass 6 points Active COMM2001 Communication and Mass 6 points Active Media Media

COMM2002 Digital Media 6 points Active COMM2002 Digital Media 6 points Active

Level 3 Level 3

Take all units (24 points): Take all units (6 points):

COMM3001 Media Enterprise in 6 points Active COMM3001 Media Enterprise in 6 points Active Transition Transition

COMM3002 Media Production Project 6 points Active Take units to the value of at least 18pts from this group.

COMM3003 Designing Play 6 points Active COMM3002 Media Production Project 6 points Active

COMM3004 Journalism in Practice 6 points Active COMM3003 Designing Play 6 points Active

COMM3004 Journalism in Practice 6 points Active

COMM3901 Television and Video 6 points Active Production Addition to sequence

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Rules met within True major?

History of endorsements/approvals for changes

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.

B3 Active major as at 01-01-2020 TRIM: F29732 MJD-PLMED Pathology and Laboratory Medicine ID: 146

Showing proposed annual changes for 2020

Major information

Code MJD-PLMED

Title Pathology and Laboratory Medicine

Undergraduate BBiomedSc degree

Area of Knowledge Life and Health Sciences (for broadening)

Faculty Health and Medical Sciences

Responsible Biomedical Sciences Organisational Entity

Coordinator Associate Professor Kimberley Roehrig

Approved date unknown

First year of offer 2012

Structure 2+2+4

Major type

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of Pathology and Laboratory Medicine Undergraduate Diploma (graduate- only entry)

Corequisites as Nil. second major

Major has end-on False honours?

Details

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

Outcomes # Outcome

1 describe the fundamental processes of cell injury, inflammation, repair and regeneration, immunopathology and neoplasia and understand their role 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 cardiovascular and respiratory systems, the liver and gastrointestinal tract, the kidney and reproductive tract, the immune and endocrine systems, the neuromuscular system and the nervous system

B4 Rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Requirements for Nil. Undergraduate Diploma (graduate- only entry)

Unit sequence

Rationale and impact Rationale for swapping BIOL1130 for ANHB1102: assessment for change We are simply finding that too many of our students do not have sufficient background in anatomy of organs and systems to enter second to Unit sequence year PATH units. We currently already recognise ANHB units as prior knowledge and commonly exempt students from having done BIOL1130 on the basis of having done ANHB1102 instead, so we feel this will have little impact on the many students already doing ANHB1102. It will however have the benefit of strengthening the Anatomy knowledge of students who might not have taken ANHB1102 in the 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 for this with the least impact on progression. We could not move the other Level 1 unit SCIE1106 from core to complementary because SCIE1106 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 three Options from BIOC2001, MICR2209 and PATH2211. This has presented a problem for us in that it means our students can have quite varied backgrounds so our main aim is to reduce the choice and require all our degree-specific majors to take a unified stream of four second year units. We definitely want to retain the Immunology content in MICR2209, so the choice came down to either BIOC2001 or PATH2211.

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 to quantify mRNA transcripts; (3) protein synthesis in prokaryotes and eukaryotes, control of protein synthesis, post-translational modifications, 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 include BIOC2001 in the first place. However, points (3) and (4) are less relevant to our students. Conversely PATH2211 is an entire unit dedicated 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 unit PATH2211 or not. Those who have done PATH2211 achieve a higher result on the first mid-semester test than those who have not. The difference becomes less over time and the cohort is almost uniform by the end of semester, but it does indeed look as though PATH2211 is providing excellent background material for entry into PATH3305. On this basis we elected to retain PATH2211 as our complementary unit.

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]

Current unchanged sequence Proposed changed sequence

Level 1 Level 1

Take all units (12 points): Take all units (12 points):

CHEM1004 Biological Chemistry 6 points Active ANHB1102 Human Biology II: Being 6 points Active Human Addition SCIE1106 Molecular Biology of the 6 points Active to sequence Cell SCIE1106 Molecular Biology of the 6 points Active Student with WACE Chemistry, take only BIOL1130. Cell

BIOL1130 Frontiers in Biology 6 points Active Student with WACE Chemistry, take only CHEM1004.

CHEM1003 Introductory Chemistry 6 points Active CHEM1003 Introductory Chemistry 6 points Active

Level 2 CHEM1004 Biological Chemistry 6 points Active

Level 2

B5 Take all units (12 points): Take all units (12 points):

PATH2210 Fundamentals of Pathology 6 points Active PATH2210 Fundamentals of Pathology 6 points Active and Laboratory Medicine and Laboratory Medicine

PATH2220 Introduction to Human 6 points Active PATH2220 Introduction to Human 6 points Active Disease Disease

Take complementary units to the value of 12 points: Take all complementary units (12 points):

Note: Note: The choice of complementary units in this sequence is an Note: Note: The choice of complementary units in this sequence is an approved exception to Rule 5(6) of the Undergraduate Degree Course approved exception to Rule 5(6) of the Undergraduate Degree Course Rules. Rules.

BIOC2001 Biochemistry and Molecular 6 points Active MICR2209 Introduction to Infectious 6 points Active Biology of the Cell Diseases and Immunology

MICR2209 Introduction to Infectious 6 points Active PATH2211 Molecular Medicine 6 points Active Diseases and Immunology Level 3 PATH2211 Molecular Medicine 6 points Active

Level 3 Take all units (24 points):

MICR3305 Immunobiology and 6 points Active Take all units (24 points): Immune Diseases

MICR3305 Immunobiology and 6 points Active PATH3305 Medical Genetics 6 points Active Immune Diseases PATH3308 Biotherapeutics and 6 points Active PATH3305 Medical Genetics 6 points Active Regenerative Medicine

PATH3308 Biotherapeutics and 6 points Active PATH3309 Cancer Pathology 6 points Active Regenerative Medicine

PATH3309 Cancer Pathology 6 points Active

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Rules met within True major?

Justification for Approved before 2014; data not available. complementary units

History of endorsements/approvals for changes

Event Date Outcome

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

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.

B6 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F5231 Annual changes to 42620 Master of Economics ID: 52 (coursework or coursework and dissertation)

Showing proposed annual changes for 2020

Course structure

Rationale and impact Adjusted minimum requirement for acceptance into dissertation component better reflects students' abilities required to undertake assessment for change dissertation. to Unit sequence The core research methods unit ECON4401 Applied Econometrics and Research Methods has been replaced with ECON5514 Economic Research and Evaluation Methods as unlike the former unit it can be consistently offered each year. We have had to substitute this unit for 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]

Proposed changed sequence

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 of coursework (for students with 24 points of admission credit) or their first 48 points of coursework (for students without admission credit) to proceed with the 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.

Take all units (36 points):

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

C1 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 students undertaking 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

ECON5882 Master's Dissertation (Economics) Part 2 6 points Active

ECON5883 Master's Dissertation (Economics) Part 3 6 points Active

ECON5884 Master's Dissertation (Economics) Part 4 6 points Active

marks a unique unit.

Use of units from other faculties

Consultation Discussions with Agricultural Economics regarding inclusion of units from other faculties

History of endorsements/approvals for changes

Event Date Outcome

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

Faculty 30-05-2019 Endorsed: Associate Dean LT 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 10:06.

C2 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F35118 Annual changes to 31520 Master of Teaching ID: 17 (coursework)

Showing proposed annual changes for 2020

Rules

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

Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (2) Applicants with qualifications from institutions where English is not the medium of instruction must provide evidence of English 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 the Reading 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 no sub-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 of Ireland, Canada, the United Kingdom, and the United States of America must provide evidence of English Language Competence 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.

Admission rules - 4.(1) To be considered for admission to this course an applicant must have— admission requirements (a) a bachelor's degree, or an equivalent qualification, as recognised by UWA;

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 Primary school 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 not eligible for admission.

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

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on— ranking and selection (a) a satisfactory personal statement, as recognised by UWA; and

(b) an interview by the faculty.

Articulation and Exit 6.(1) The following courses form part of an articulated sequence: Awards • 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 requirements of a lesser award in the above sequence, may apply for the relevant award.

C3 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 Childhood SP-TCHPR Primary

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

Satisfactory 8. To make satisfactory progress in the year in which a student is enrolled in a Professional Practice unit the student must, progress rule in addition to passing units to the value of at least half the total points value of units in which they are enrolled, pass the Professional 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 points value of units in which they are enrolled are assigned the progress status of 'Suspended' and are not permitted to re-enrol for 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 fail a Professional Practice unit are, if the Committee described in Rule 13 so recommends under that Rule, assigned the progress 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 and who fail a Professional Practice unit are assigned the progress status of 'Excluded' and are 'Excluded' from further study in the course.

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

Award with 12. This rule is not applicable to this course. distinction rule

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 Master of Teaching with Primary specialisation course, excluding the Professional Practice units*, up to a value of 24 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 University to 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 committee comprising—

(a) the Dean of the Faculty or nominee;

(b) the relevant course coordinator;

and

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

(a) repeat the Professional Practice unit;

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

C4 or

(3) If the Faculty permits a student to repeat a Professional Practice unit, it will determine whether the unit is to be repeated in 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 skills within 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 the specialisation 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 permits otherwise 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 of Education 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 not meeting the necessary level of professional conduct, the student is required to attend an interview to review their readiness to go on a professional placement. If they are considered not ready to attempt a placement, they are withdrawn from the practicum 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 an assessment 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 formally request a resubmission.

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

(d) Where resubmission is approved, the reassessed mark is capped at the assessment pass mark, unless an application for mitigation 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 for resubmission.

Rationale and impact Accreditation requirement for the course assessment for change Resolved 5 to Additional rule(s) The Education Committee endorsed the resubmission rules for inclusion in the course rules for (31520) and (32550) as detailed in attachment C. These will also be included in the unit outlines for the upcoming teaching period. 08.06.2018

History of endorsements/approvals for changes

Event Date Outcome

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

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 10:06.

C5 Active postgraduate coursework course as at 01-01-2020 TRIM: F80377 32550 Master of Teaching – Secondary (coursework) ID: 1414

Showing proposed annual changes for 2020

Administrative details

Faculty Arts, Business, Law and Education

Responsible Graduate School of Education Organisational Entity

Coordinator Dr Jennifer Shand

Availability of Available for new enrolments course for 2020

Details

Course code 32550

Title Master of Teaching – Secondary

Abbreviation of MTeachSec award

Type of degree Master's by Coursework course

AQF course type and Master's (Coursework) — Level 9 level

Structure type Named

About this course This two-year postgraduate teacher preparation program ensures that students have an in-depth knowledge and the practical skills required for secondary teaching, and will put students on the path to beginning a rewarding career in education. Subject area expertise coupled with this sought-after teaching qualification will give students the perfect grounding to commence a career as a secondary school teacher. Our highly regarded academics will share their in-depth knowledge 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 will allow students to complete in 18 months.

Approved 14/12/2016

First year of offer 2017

Volume of learning

Volume of learning 96 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Course availability for students

Course offered to Commonwealth supported; International students (student visa holders); International students (non-student visa holders); student categories

Consultation with Consultations have taken place, Sept 20, 2017. Strategy Planning and Performance regarding Commonwealth Supported Places

C6 Rules

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

(4) Applicants presenting with the Pearson Test of English (PTE) (Academic) require an overall score of at least 75 and no sub-score less than 70.

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

Admission rules - 4.(1) To be considered for admission to this course an applicant must have— admission requirements (a) a bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

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

and

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

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

and

(b) an interview when requested;

and

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

Rationale and impact This is the process required by the School of Music and the GSE for admission purposes assessment for change to Admission rules - ranking and selection

Articulation and Exit 6..(1) This course does notThe following courses form part of an articulated sequence: Awards • 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 the requirements of a lesser award in the above sequence, may apply for the relevant award.

Rationale and impact This is the same arrangement that existed within the the secondary specialisation when it was a part of the course Master of Teaching assessment for change 31520 and should have moved across when this specialisation was made into a stand alone course. The Graduate Diploma in Educational to Course articulated Studies needs to provide an exit option for students who aren't able to complete the course. or has exit award(s) C7 Course structure 7.(1) The course consists of units to a total value of 96 points.

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

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

Award with 12. This rule is not applicable to this course. distinction rule

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 Practice units*, 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 University to 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 Master of 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 in Education may apply to re-enter the Master of Teaching Secondary course with full credit for previously completed units provided 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 committee comprising—

(a) the Dean of the Faculty or nominee;

(b) the relevant course coordinator;

and

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

(a) repeat the Professional Practice unit;

C8 or

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

15. Cross-institutional enrolment

Students can undertake up to two curriculum units through cross-institutional enrolment if a relevant major or minor is not available.

16. Admissions/enrolment-related rules

(2) Students must demonstrate numeracy competency, within the top 30 per cent of the population, as appropriate to the specialisation 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 permits otherwise 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 of Education 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 least two at Level 3, or equivalent.

(6) The prerequisites for a curriculum minor are the completion of four relevant units of undergraduate study with at least two 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 not meeting the necessary level of professional conduct, the student is required to attend an interview to review their readiness to go on a professional placement. If they are considered not ready to attempt a placement, they are withdrawn from their enrolled 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 an assessment 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 formally request a resubmission.

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

(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 for resubmission.

Course structure

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

Proposed changed sequence Sequence notes: C9 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, Humanities and Social Sciences or Science, take units to the value of 24 points comprising one secondary specialisation Curriculum major and one secondary specialisation 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 from Group 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 Group K. 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 the value 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 who do not satisfy the pre-requisites for a curriculum minor—Group I.

Take all units (60 points):

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

C10 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

MUSC4712 Studio Teaching and Musical Leadership 2 6 points Active

C11 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

MUSC4711 Studio Teaching and Musical Leadership 1 6 points Active

MUSC4712 Studio Teaching and Musical Leadership 2 6 points Active

SSEH5491 Health Education 6 points Active

SSEH5492 Health Promotion in the Schools 6 points Active

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

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.

Australian Qualification Framework outcomes

AQF outcomes: Graduates of a Masters Degree (Coursework) will have a body of knowledge that includes the understanding of recent Knowledge developments in a discipline and/or area of professional practice

AQF outcomes: • cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional Skills practice or scholarship • cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and 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 that contribute to professional practice or scholarship

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

C12 Accreditation

Accreditation Requirements Benefits for students Last Next body approval renewal date date

Teacher The TRBWA accreditation process is based on a nationally In order to be eligible for 06-06-2017 10-02-2020 Registration Board agreed approach to accreditation. This involves the GSE registration in the following of Western Australia identifying how the Australian Institute for Teaching and categories:? School Leadership's Australian Professional Standards for Provisional Registration Teachers (Graduate level) will be, or are, met in their Full Registration program. In the case of re-accreditation, the GSE will need Non-Practising Registration to provide all required information, even if details have not A person must hold a teaching changed since any previous accreditation.The period for qualification from an accredited the course's accreditation will not exceed five years. ITE program or one that the TRBWA recognises as equivalent to such a qualification.

Course delivery

Course delivery with Faculty Contribution other faculties FAC10 Arts, Business, Law and Education Music curriculum units

FAC75 Science Sports Science curriculum units

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

% of units taught in 10% units in non-standard teaching periods non-standard semesters

Duration, intake and attendance

Duration of course 2 years

Duration of course 2 years at maximum volume of learning

Intake periods Beginning of year and mid-year (broad)

Intake periods Semester 1, Semester 2 (specific teaching periods)

Attendance type Full- or part-time

Time limit 5 years

Additional Information

Additional It is proposed to make the Secondary specialisation in the existing 31520 Master of Teaching (coursework) unavailable for information new enrolments once this named course is offered. (detailed proposal)

History of endorsements/approvals for changes

Event Date Outcome

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

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 10:06.

C13 Active postgraduate coursework course as at 01-01-2020 TRIM: F71383 12550 Master of Music International Pedagogy ID: 439 (coursework and dissertation)

Showing proposed annual changes for 2020

Administrative details

Faculty Arts, Business, Law and Education

Responsible Music Organisational Entity

Coordinator Dr Alan Lourens

Availability of Available for new enrolmentsRescinded immediately with no students eligible to re-enrol course for 2020

Rationale and impact Determined by Head of School, Prof Alan Lourens, and Andrew Foote (T&L Rep) that this course and associated units should be rescinded assessment for change based upon known and expected resourcing for the foreseeable future. to Availability of course for 2020

Details

Course code 12550

Title Master of Music International Pedagogy

Type of degree Master's by Coursework and Dissertation course

AQF course type and Master's (Coursework) — Level 9 level

Structure type Named

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 the analysis and application of a variety of studies. These include the basic tenets of educational psychology, philosophy, music pedagogy, as well as internationally recognised topics critically important to preparing students for further research in music. This degree utilises a cohort-based approach to develop student-centred learning environments where collaboration becomes an essential component to student success.

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

Approved 16/09/2015

First year of offer 2016

Volume of learning

Volume of learning 96 points

History of endorsements/approvals for changes

Event Date Outcome

Faculty 06-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835

Curriculum Committee Not yet endorsed

Academic Council 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 03:06.

D1 Active postgraduate coursework course as at 01-01-2020 TRIM: F74267 12570 Master of Music International Pedagogy ID: 453 (coursework)

Showing proposed annual changes for 2020

Administrative details

Faculty Arts, Business, Law and Education

Responsible Music Organisational Entity

Coordinator Dr Alan Lourens

Availability of Available for new enrolmentsRescinded immediately with no students eligible to re-enrol course for 2020

Rationale and impact Determined by Head of School, Prof Alan Lourens, and Andrew Foote (T&L Rep) that the units should be rescinded based upon known and assessment for change expected resourcing for the foreseeable future. to Availability of course for 2020

Details

Course code 12570

Title Master of Music International Pedagogy

Type of degree Master's by Coursework course

AQF course type and Master's (Coursework) — Level 9 level

Structure type Named

Approved 16/09/2015

First year of offer 2016

Volume of learning

Volume of learning 72 points

History of endorsements/approvals for changes

Event Date Outcome

Faculty 06-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835

Curriculum Committee Not yet endorsed

Academic Council 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 03:06.

D2 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F14795 Annual changes to 90670 Master of Health Professions ID: 118 Education (thesis and coursework)

Showing proposed annual changes for 2020

Rules

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

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

Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (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 - 4. To be considered for admission to this course an applicant must have— admission requirements (a) the degree of Bachelor of Medicine and Bachelor of Surgery from this University, or equivalent as recognised by the Faculty;

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

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

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

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6.(1) The following courses form part of an articulated sequence: Awards • 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 after fulfilling the requirements of a lesser award in the above sequence, may apply for the relevant award.

Course structure 7.(1) The course consists of units to a total value of 72 points.

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

Satisfactory 8. Students will not have made satisfactory progress if they fail a core unit twice. progress rule [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 the Faculty.

E1 Award with 12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80 distinction rule per 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 percentage mark;

and

Additional rule(s) 13. Prerequisites

Unless the Faculty permits otherwise in recognition of exceptional circumstances, students are required to complete all Master of Health Professions Education core units and achieve the equivalent of at least 70 per cent in all core units, in order to 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 to proceed 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 approved course 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 for coursework 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 courses administered by the Board of the Graduate Research School.1, 2

(2) Following classification, the Health Professions Education Learning & Teaching Committee will award a percentage mark for 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.

Rationale and impact Graduates applying for PhD Scholarships are requesting a mark be allocated for the thesis component. At the moment students obtain a assessment for change WAM for the coursework, but their achievement in the thesis examination is not considered in this WAM. It is believed allocating a mark to Additional rule(s) would offer a more complete assessment of the students performance.

History of endorsements/approvals for changes

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

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 10:06.

E2 Active postgraduate coursework course as at 01-01-2020 TRIM: F12828 50830 Doctor of Clinical Pharmacy ID: 146

Showing proposed annual changes for 2020

Administrative details

Faculty Health and Medical Sciences

Responsible Allied Health Organisational Entity

Coordinator Professor Rhonda Clifford

Availability of Available for new enrolmentsRescinded immediately with no students eligible to re-enrol course for 2020

Rationale and impact 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 been assessment for change made. to Availability of Please note: the units listed for this course are NOT to be rescinded as they are accessed for other courses. This includes: PUBH course for 2020 4401;4403;5769;5785; 5742;5749; 5752; 5754; 5765;5766; and MGMT5601; and PHCY5606; 5609.

Details

Course code 50830

Title Doctor of Clinical Pharmacy

Type of degree Professional Doctorate by thesis and coursework course

AQF course type and Doctoral Degree — Level 10 level

Structure type Named

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

Approved date unknown

First year of offer 2012

Volume of learning

Volume of learning 144 points

History of endorsements/approvals for changes

Event Date Outcome

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

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 11:06.

F1 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F15003 Annual changes to 62510 Master of Information ID: 403 Technology (coursework)

Showing proposed annual changes for 2020

Course structure

Rationale and impact ELEC4403 Digital and Embedded Systems has been approved for rescission at the School of Engineering Education Committee on 14 May assessment for change 2019. No impact on assessment or student progression. to Unit sequence CITS5502 Software Processes has been proposed for rescission as the content is covered in in other units such as the design projects and professional computing.

No impact on assessment or student progression.

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

Proposed changed sequence

Students who have completed degree studies in a non-cognate area, or equivalent as recognised by the Faculty, must complete relevant conversion 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

Take all units (42 points):

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

G1 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

marks a unique unit.

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Use of units from other faculties

Consultation The Faculty of Science and the Business School have been consulted about the inclusion of units in the MIT. regarding inclusion of units from other faculties

History of endorsements/approvals for changes

Event Date Outcome

Faculty 17-05-2019 Endorsed: Delegation

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 11:06.

G2 Active postgraduate coursework course as at 01-01-2020 TRIM: F58913 70260 Graduate Certificate in Scientific and High ID: 404 Performance Computing

Showing proposed annual changes for 2020

Administrative details

Faculty Engineering and Mathematical Sciences

Responsible Physics, Mathematics and Computing Organisational Entity

Coordinator Professor Jingbo Wang

Availability of Unavailable for new enrolments but will be available in future yearsRescinded immediately with no students eligible to re- course for 2020 enrol

Rationale and impact The 70260 Certificate in Scientific and High Performance Computing was developed and endorsed by the Faculty of Science in 2014 and assessment for change offered for the first time in 2015 to domestics students only (no CRICOS). The four SHPC units were added to the Master of Physics, to Availability of Chemistry and Geology and thus, outcomes for the HPC could be achieved through these courses. To date, the course has received two course for 2020 enrolments, one of which withdrew from the course and the other had completed the course requirements in 2018. The PMC Education Committee 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

Type of degree Graduate Certificate course

AQF course type and Graduate Certificate — Level 8 level

Structure type Named

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

Approved 20/05/2014

First year of offer 2015

Volume of learning

Volume of learning 24 points

History of endorsements/approvals for changes

Event Date Outcome

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

Curriculum Committee Not yet endorsed

Academic Council 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 02:06.

H1 Proposed unit as at 06-06-2019 TRIM: F19/1514 PUBH2291 Global Health Field Trip ID: 7200

This unit is not yet approved.

Unit information

Code PUBH2291

Title Global Health Field Trip

Level 2

Unit type Undergraduate unattached elective

Undergraduate BBiomedSc degree

Faculty Health and Medical Sciences

Responsible Population and Global Health Organisational Entity

Coordinator Professor Jane Heyworth and Dr Julie Saunders

Proposed 29/05/2019

First year of offer 2020

Credit points 6 points

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

Elective? True

Broadening Broadening Category B category

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 a health-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 will prepare a report and presentation on their investigation for the NGO/health agency or university and other relevant agencies. 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-life problems 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 effective communication skills in a different cultural setting; and (4) recognise own limitations and how and when to access support.

How outcomes will # Outcome How outcome will be assessed be assessed 1 identify and analyse factors that enable or are barriers to the success and sustainability of health- participation, fieldwork report and presentation related issues/programs

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. Further information 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-cultural 25% communication and practice

I1 Why large We have requested an amendment to the assessment policy for this unit and this has been endorsed by SPGH and FHMS proportion of group Learning and Teaching Committees, March/April 2019. This unit is designed around the investigation of a health issue work identified by the local agency in-country. We have developed the program in collaboration with NGOs/health agencies so that the learning outcomes and activities are of practical relevance for the local community that we are visiting. Key outcomes for the NGOs/health agencies are the report, which includes recommendations that arise from the fieldwork, and the 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 and presentation that can be usefully presented to the in-country NGO/health agency and other key stakeholders. They are working 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. They work 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 professionals from community health workers to the Regional Director of Public Health, Local and State government officials, School principals and teachers, NGO staff and community leaders and members. Importantly, students need to take a multidisciplinary approach to addressing this health issue and as such they need to draw upon their different knowledge and skills to present an integrated report and recommendations on the health issue. Because the students are preparing and presenting a report for local stakeholders, the authentic nature of this assessment leads the students to strive for a professional report of the highest standard. The importance and magnitude of the project are somewhat daunting for the students and while they rise to the challenge, this does limit it from being undertaken by smaller groups or individuals. In addition, it is not possible to allocate different tasks across the students because they each need to experience and contribute to all parts of the program in order to meet the unit learning outcomes. It is also not possible for each student to present a component of presentation to local stakeholders; for most of the audience English is not their first language, and to 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 collaborative and authentic nature of the group assessment, it is important to allocate an appropriate weighting to the tasks that are completed as a group. Further, we offer students the opportunity to peer assess the input of their team members, which they will be able to do through the participation mark (the third assessment item). As such, we seek your endorsement for the 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).

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

Teaching Teaching organisation Notes % responsibilities 00750 Population and Global Health coordination and teaching 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Advisable prior PUBH1101 Health and Illness in Human Populations or PUBH1102 Health and Globalisation or PUBH2216 Communication and study Project Planning in Health

Quota

Quota number 20

How quota is Based upon the students' expressions of interest, interview and academic performance. Students from diverse majors are allocated encouraged 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 be supervised 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 staff away for this period of time, but not more than this.

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning

Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement? I2 Hours of student 40 to 80 placement

Description of This unit is designed to allow students to apply the theory and content that they have learnt at University to a current health experiential issue in a LMIC country. The students will work with a local university or non-government organization (NGO), on a health learning issued that they have identified as a priority. The students will be required to plan, implement and reflect on fieldwork that may 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 of environmental and social factors affecting health. The students will synthesise their fieldwork finding with published literature to prepare a report that includes recommendations for addressing the issue/s. The students will present these findings 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 and Nutrition, 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 and Agency that we work with.

Outcomes of PUBH2291 students will travel to a region where they will undertake field work related to health. There is some pre-trip experiential preparation which allows to students to gain an understanding of health in the country to be visited, and this is further learning developed 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 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 cross-cultural communication as well as their skill in reflection upon their experience and its relevance to them both personally and professionally. Students will prepare a report and a plan of action for the health issue/s of focus, with appropriate consideration of the socio-cultural context. The students will synthesise their field 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-cultural communication, in order to produce a report that combines academic rigour with practical relevance and utility to local community/ 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: 20 Contact hours: 7.5

Additional information

Unit has indigenous False content?

Additional PUBH2291 was set up as a special unit in 2016 and we would now like formalise this unit as being available on an ongoing information from basis. proposer

Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimated charge

Airfares, accommodation, internal travel, This unit is an elective unit and not essential for completion of a EG: Essential 3,000 host fee and daily living during the degree. The fieldwork cannot be completed without travel to a goods (a) overseas field work. LMIC or rural Australia. Where possible NCP or GLO scholarships will be obtained to offset the costs.

Incidental fees have True been approved by Faculty

Teaching collaborations with other organisation

Collaboration with Organisation Summarise collaborations Percentage other organisation in NGOs /Health Agencies/ University -varies We seek the projects from the in-country agency to ensure the projects are relevant and 25% delivering/teaching by country useful. The teaching occurs in the LMIC (India, Nepal, Fiji or elsewhere) the unit

I3 Consultations checklist

Consultations - Office of Global Learning, where relevant.

Handbook Notes

Notes (published in Police Clearance or Working with Children check may be required. Given the international nature of the field trip, students handbook) need 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 to reflect the level of danger they perceive to be present in each country and travel will not proceed if DFAT issues a Level 4 travel 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 soon as possible. For further details, refer to the UWA Emergency Travel Management Plan. Please note that a condition of enrolment in this unit is the student's adherence to the unit requirements prior to departure. The following criteria must be met 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 and Global Health by the specified due date; and (5) the student is to read and commit to follow the UWA policy on code of conduct 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 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet approved

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

I4 Active major as at 01-01-2020 TRIM: F29647 MJD-HYART History of Art ID: 1131

Showing proposed annual changes for 2020

Major information

Code MJD-HYART

Title History of Art

Undergraduate BA degree

Area of Knowledge Design and Creative Arts (for broadening)

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Associate Professor Clarissa Ball

Approved date unknown

First year of offer 2012

Structure 2+3+3

Major type

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of History of Art Undergraduate Diploma (graduate- only entry)

Corequisites as Nil. second major

Major has end-on True honours?

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 major introduces 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 of cultures. Learning to experience aesthetic pleasure through emotional intuition and intellectual learning is an essential means 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 the major

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 the world 7 understand the key contemporary issues of the discipline and their relevance to the study of art of diverse periods and cultures J1 Rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Unit sequence

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

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

Current unchanged sequence Proposed changed sequence

Level 1 Level 1

Take all units (12 points): Take all units (12 points):

HART1000 Great Moments in Art 6 points Active HART1000 Great Moments in Art 6 points Active

HART1003 Ways of Seeing: Themes 6 points Active HART1003 Ways of Seeing: Themes 6 points Active and Theories in Art and Theories in Art

Level 2 Level 2

Take unit(s) to the value of 18 points: Take unit(s) to the value of 18 points:

HART2041 The Art of Photography 6 points Active HART2041 The Art of Photography 6 points Active

HART2042 Living Paris: Experiencing 6 points Active HART2042 Living Paris: Experiencing 6 points Active and Representing the and Representing the Modern City Modern City

HART2043 Zen Gardens to Manga 6 points Active HART2043 Zen Gardens to Manga 6 points Active Mania: A Survey of Mania: A Survey of Japanese Art Japanese Art

HART2044 Contemporary Art and 6 points Active HART2044 Contemporary Art and 6 points Active Tradition in China Tradition in China

HART2201 Art and Urban Experience 6 points Active HART2201 Art and Urban Experience 6 points Active

HART2202 Art and Social Justice 6 points Active HART2202 Art and Social Justice 6 points Active

HART2207 Caravaggio and the 6 points Active HART2207 Caravaggio and the 6 points Active Baroque Baroque

HART2222 Contemporary Art 6 points Active HART2222 Contemporary Art 6 points Active

HART2223 Modernism and the Visual 6 points Active HART2223 Modernism and the Visual 6 points Active Arts Arts

HART2234 Film Noir to the New Wave 6 points Active HART2234 Film Noir to the New Wave 6 points Active

HART2237 Nineteenth-Century British 6 points Active HART2237 Nineteenth-Century British 6 points Active Art Art

HART2243 Imagist Avant-Garde Film 6 points Active HART2243 Imagist Avant-Garde Film 6 points Active

HART2274 Introduction to Museum 6 points Active HART2274 Introduction to Museum 6 points Active and Curatorial Studies and Curatorial Studies

HART2275 Italian Renaissance Art Now 6 points Active HART2275 Italian Renaissance Art Now 6 points Active

HART2283 Rome 6 points Active HART2283 Rome 6 points Active

Level 3 Level 3 J2 Take all units (6 points): Take all units (6 points):

HART3330 Art Theory 6 points Active HART3330 Art Theory 6 points Active

Take unit(s) to the value of 12 points: Take unit(s) to the value of 12 points:

HART3040 Breaking Art 6 points Active HART2370 Global Art Histories 6 points Proposed Addition HART3042 Living Paris: Experiencing 6 points Active to sequence and Representing the Modern City HART3040 Breaking Art 6 points Active

HART3044 Contemporary Art and 6 points Active HART3042 Living Paris: Experiencing 6 points Tradition in China Active and Representing the Modern City HART3276 Prints from Dürer to 6 points Active Toulouse-Lautrec HART3044 Contemporary Art and 6 points Active Tradition in China HART3282 Rome 6 points Active HART3276 Prints from Dürer to 6 points Active HART3301 Manet and the French 6 points Active Toulouse-Lautrec Avant-Garde HART3282 Rome 6 points Active HART3302 Michelangelo 6 points Active HART3301 Manet and the French 6 points Active HART3310 Art and Games: from Dada 6 points Active Avant-Garde to Data HART3302 Michelangelo 6 points Active HART3331 Visual Culture and Art in 6 points Active America: 1900–2000 HART3310 Art and Games: from Dada 6 points Active to Data HART3333 Picturing the Self: 6 points Active Portraiture in Nineteenth- HART3331 Visual Culture and Art in 6 points century Europe Active America: 1900–2000 HART3340 Materialist Avant-Garde 6 points Active HART3333 Picturing the Self: 6 points Film Active Portraiture in Nineteenth- century Europe HART3361 The Dutch Golden Age and 6 points Active the Art of Exploration HART3340 Materialist Avant-Garde 6 points Active Film HART3371 The Northern Renaissance 6 points Active HART3361 The Dutch Golden Age and 6 points Active HART3375 Twenty-first Century Art 6 points Active the Art of Exploration

HART3666 Australian and Aboriginal 6 points Active HART3371 The Northern Renaissance 6 points Active Art HART3375 Twenty-first Century Art 6 points Active

HART3666 Australian and Aboriginal 6 points Active Art

Mapping of outcomes

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

Rules met within True major?

History of endorsements/approvals for changes

Event Date Outcome

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

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 06/06/19 09:06.

J3 Proposed unit as at 06-06-2019 TRIM: F19/1437 HART2370 Global Art Histories ID: 7338

This unit is not yet approved.

Unit information

Code HART2370

Title Global Art Histories

Level 2

Unit type Undergraduate unit in major(s)

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Arvi Wattel

Proposed 21/05/2019

First year of offer 2020

Credit points 6 points

Contact hours Up to 3 hours per week.

Elective? True

Broadening category

Broadening Broadening Category A category

Area of Knowledge Design and Creative Arts (for broadening)

Type of Broadening Main focus on some aspect of the globalised and culturally diverse environment category A

Why Broadening Understanding aspects of globalised and culturally diverse environments is at the core of this unit, which aims to offer Category A different cultural perspectives on global developments in art. This will allow students to view beyond one cultural, artistic, or intellectual tradition and hone their skills in cross-cultural understanding and analysis. Additionally, the unit critically analyses different methodologies (Western and non-Western) in the history of art which enables students to evaluate and enrich their own cultural backgrounds.

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

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

J4 Academic information

Content This unit traces global developments in art and material culture through a series of case studies focusing on, but not limited to, 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 on the 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 cultural transfer (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 art history and critically revaluate art history as a (Western) discipline. The unit is designed to stimulate critical thinking and writing, 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 global developments 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.

How outcomes will # Outcome How outcome will be assessed be assessed 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. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 short essay 25%

2 long essay 50%

3 oral assessment 25%

Teaching Teaching organisation Notes % responsibilities 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

Incompatibilities Nil

Unit offered/shared in courses

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

Teaching period Location Mode Details

Semester 1, 2020 Crawley Face to face

J5 History and committee endorsements/approvals

Event Date Outcome

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

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

J6 Active major as at 01-01-2020 TRIM: F29697 MJD-LDARC Landscape Architecture ID: 1205

Showing proposed annual changes for 2020

Major information

Code MJD-LDARC

Title Landscape Architecture

Undergraduate BA degree

Area of Knowledge Design and Creative Arts (for broadening)

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Associate Professor Christopher Vernon

Approved date unknown

First year of offer 2012

Structure 2+3+3

Major type

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of Landscape Architecture Undergraduate Diploma (graduate- only entry)

Corequisites as Nil. second major

Major has end-on False honours?

Details

About this major Landscape architecture is primarily concerned with the quality of the environment. It focuses on all aspects of landscape and land use planning, design and management; the restoration and rehabilitation of disturbed environments; and the design and management of outdoor spaces to create exciting, functional and attractive environments that will contribute to the 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 an emphasis 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 deep appreciation for sustainability. By studying this major you will develop essential skills in critical thinking, providing you with a strong understanding in the practical, as well as the theoretical, art of landscape design. It will provide you with the foundation to pursue a professional postgraduate qualification in Landscape Architecture. Landscape architects work on a variety of scales, ranging from major regional projects to smaller urban developments which include industrial, commercial, institutional, recreational and residential environments.

J7 Outcomes # Outcome

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

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.

Incompatibilities Nil.

Requirements for Nil. Undergraduate Diploma (graduate- only entry)

Unit sequence

Rationale and impact The Landscape Architecture major has been reviewed, revised and refreshed with changes to unit learning outcomes in the Design stream assessment for change in response to student feedback and profession. to Unit sequence 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 the design studio to address gaps in the Major and more closely aligns the UWA Landscape Architecture Major with national and international Landscape 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]

Current unchanged sequence Proposed changed sequence

Level 1 Level 1

Take all units (12 points): Take all units (12 points):

ARLA1000 Design Studio - Groundings 6 points Active ARLA1000 Design Studio - Groundings 6 points Active

ARLA1040 Techniques of Visualisation 6 points Active ARLA1040 Techniques of Visualisation 6 points Active

Take all complementary units (12 points): Take all complementary units (12 points):

ARLA1030 Structures and Systems 6 points Active ARLA1030 Structures and Systems 6 points Active

LACH1010 History and Theory of 6 points Active LACH1010 History and Theory of 6 points Active Landscape Architecture Landscape Architecture

Level 2 Level 2

Take all units (18 points):

ARLA2001 Design Studio 12 points Active

LACH2030 Site Manipulation 6 points Active

J8 Take all complementary units (6 points): Take all units (18 points):

LACH2000 Landscape Architecture 6 points Active LACH2001 Landscape Architecture 6 points Active Studio—Considerations Studio—Speculations Addition to sequence Level 3 LACH2030 Site Manipulation 6 points Active Take all units (18 points): LACH2050 Plants and Landscape 6 points Proposed Systems LACH3000 Landscape Architecture 6 points Active Addition Studio—Expansions to sequence

LACH3001 Landscape Architecture 6 points Active Studio—Resolutions Take all complementary units (6 points):

LACH3030 Plants and Landscape 6 points Active LACH2000 Landscape Architecture 6 points Active Systems Studio—Considerations

Level 3

Take all units (12 points):

LACH3000 Landscape Architecture 6 points Active Studio—Expansions

LACH3001 Landscape Architecture 612 Active Studio—Resolutions points

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Rules met within True major?

Justification for Approved before 2014; data not available. complementary units

History of endorsements/approvals for changes

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R12/19

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 06/06/19 09:06.

J9 Proposed unit as at 06-06-2019 TRIM: F19/1443 LACH2050 Plants and Landscape Systems ID: 7380

This unit is not yet approved.

Unit information

Code LACH2050

Title Plants and Landscape Systems

Level 2

Unit type Undergraduate unit in major(s)

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Christina Nicholson

Proposed 21/05/2019

First year of offer 2020

Credit points 6 points

Contact hours Up to 4 hours per week.

Elective? True

Broadening Broadening Category B category

Academic information

Content Building on the foundations of Level 1 design studio and technical studies, this unit deepens the understanding of plants and ecology and the use of plants as a living material in landscape architectural design. It investigates the role of plants in the dynamic contexts of landscape systems, cultural landscapes, designed landscapes and landscape management. This unit emphasises 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 the geography 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.

How outcomes will # Outcome How outcome will be assessed be assessed 1 identify, describe and represent plants suitable for the Perth region Assessed by a group project, individual site based project and plant palette.

2 critically analyse the geography of a site to determine the site characteristics Assessed by a group project, individual site based project and important for plant selection plant palette.

3 develop appropriate plant selections on the basis of environmental, cultural, Assessed by a group project, individual site based project and historical and design factors plant 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.

# Assessment Indicative weighting Failed component

1 group project 30%

2 site based project 35%

3 site based plant palette 35%

Teaching Teaching organisation Notes % responsibilities 00250 UWA Design School ROE 100% J10 Unit rules

Prerequisites ARLA1000 Design Studio—Groundings (formerly LACH1000 Landscape Architecture Studio—Groundings) or one of the following: BIOL1131 Plant and Animal Biology, EART1104 Discovering Earth (formerly Introduction to Geology), EART1105 The Dynamic Planet, SCIE1104 Science, Society and Data Analysis

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Unit offered/shared in courses

Intended courses Landscape Architecture major

Course Course type Status in course Role

MJD-LDARC Landscape Architecture Major Proposed from 2020 Core

Availabilities

Teaching period Location Mode Details

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

History and committee endorsements/approvals

Event Date Outcome

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

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

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

J11 Active honours specialisation as at 01-01-2020 TRIM: F62291 HON-LWSOC Law and Society ID: 4605

Showing proposed annual changes for 2020

Honours information

Code HON-LWSOC

Title Law and Society

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Associate Professor Jani McCutcheon

Undergraduate BA(Hons) degree

Approved 13/12/2016

First year of offer 2017

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 information

Academic objectives Law and Society scholars examine broad theoretical issues about the nature of law and society as well as how the relationship 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 also developing key practical skills relevant to work in or with government and non-government organisations (e.g. policy development and implementation). Through close attention to key texts, and the examination of critical current issues and debates, students will expand and deepen their specialist knowledge gained in the Law and Society major, and develop advanced-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 and society; (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 of complex socio-legal challenges; (4) apply their knowledge, research and writing skills in order to design and execute an original law and society research project; and (5) demonstrate a broad understanding of theoretical concepts in law and society through both cognitive and technical skills.

Rationale and impact editorial feedback from the FABLE CC Chair to follow Bloom's guide. assessment for change to Outcomes

Research To complete Honours a student must complete the following program of study: component 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 dissertation must be completed over two consecutive semesters.

Students will be required to read and research at greater breadth and depth, and produce papers that demonstrate the acquisition 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, literature review and initial research, drafting, to completion.

J12 Unit sequence

Rationale and impact The School of Social Sciences, Communication and Media Studies Discipline are rescinding COMM4604 Media Governance unit for 2020. It assessment for change has been provided in this sequence as a required Level 4 Seminar option unit to ensure that the course sequence is compliant with the to Unit sequence Honours 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]

Current unchanged sequence Proposed changed sequence

Take all units (36 points): Take all units (36 points):

LAWS4201 Dissertation (Law and 12 points Active LAWS4201 Dissertation (Law and 12 points Active Society) Part 1 Society) Part 1

LAWS4202 Dissertation (Law and 12 points Active LAWS4202 Dissertation (Law and 12 points Active Society) Part 2 Society) Part 2

LAWS5227 Foundations of Law and 6 points Active LAWS4227 Foundations of Law and 6 points Proposed Governance Legal Institutions Addition to sequence SOCS4100 Honours Research Skills 6 points Active SOCS4100 Honours Research Skills 6 points Active Take unit(s) to the value of 12 points: Take unit(s) to the value of 12 points: COMM4604 Media Governance 6 points Active LAWS5215 Regulation: Theory and 6 points Active LAWS5215 Regulation: Theory and 6 points Active Practice Practice LAWS5223 Theories of Justice and 6 points Active LAWS5223 Theories of Justice and 6 points Active Punishment Punishment LAWS5224 Foundations of Public 6 points Active LAWS5224 Foundations of Public 6 points Active International Law International Law LAWS5226 International Human Rights 6 points Active LAWS5226 International Human 6 points Active Law Rights Law LAWS5260 Intersections of Law, Policy 6 points Proposed POLS5501 Public Policy 6 points Active and Government Addition to sequence

OCEN4001 Oceans Governance 6 points Active Addition to sequence

POLS5501 Public Policy 6 points Active

Intake

Intake periods Beginning of year and mid-year (broad)

History of endorsements/approvals for changes

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R8/19

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 06/06/19 09:06. J13 Proposed unit as at 06-06-2019 TRIM: F19/1460 LAWS4227 Foundations of Law and Legal Institutions ID: 7377

This unit is not yet approved.

Unit information

Code LAWS4227

Title Foundations of Law and Legal Institutions

Level 4

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

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Dr Fiona McGaughey and Associate Professor Jani McCutcheon

Proposed 22/05/2019

First year of offer 2020

Credit points 6 points

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.

Academic information

Content This unit examines the fundamental principles and concepts of law, legal institutions and government in Australia (including the role of international law) in historical and political context. It studies the principle sources of law in Australia and the key aspects of relevant areas of law. The unit explores some key theories and debates associated with law and legal institutions which 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 and commonwealth government institutions; (2) critically analyse the position of the Australian legal and constitutional systems and 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 secondary sources, 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 to address complex law and government issues.

How outcomes will # Outcome How outcome will be assessed be assessed 1 critically analyse the principles and sources of Australian law and the role and nature of state and Research essay, quiz, class commonwealth government institutions participation

2 critically analyse the position of the Australian legal and constitutional systems and institutions within Research essay, quiz, class the world legal order participation

3 apply principles of law and governance to a variety of factual situations, including available courses of Research essay, quiz, class action participation

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

5 communicate evaluations and critical analysis of foundations of law and legal institutions both orally and Research essay, class participation in writing to address complex law and government issues

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.

# Assessment Indicative weighting Failed component

1 quiz 50%

2 research essay 30%

3 class participation 20%

J14 Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities LAWS5227 Foundations of Law and Governance

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

Unit offered/shared in courses

Intended courses Masters in Law Government and Policy Grad Dip in Law Policy and Government Law and Society Honours Master of Mining and Energy Law Graduate Diploma in Natural Resources Law Master of International Law Graduate Diploma in International Law Master of International Commercial Law Graduate Diploma in International Commercial Law

Course Course type Status in course Role

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 Postgraduate coursework course Proposed from 2020 Core (coursework)

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 that course: • 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

Teaching period Location Mode Details

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

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

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

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

History and committee endorsements/approvals

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R8/19 Approval reference: EO x5542

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

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

J16 Proposed unit as at 06-06-2019 TRIM: F19/1451 LAWS5260 Intersections of Law, Policy and ID: 7341 Government

This unit is not yet approved.

Unit information

Code LAWS5260

Title Intersections of Law, Policy and Government

Level 5

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

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Associate Professor Jani McCutcheon

Proposed 21/05/2019

First year of offer 2020

Credit points 6 points

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

Academic information

Content This unit explores three major themes concerning the intersections between law, policy and governance. First, it provides an overview of major theories and contexts of governance; the concept of ‘good governance'; key issues and debates associated with the law and governance; and contrasts governance with government and regulation. Second, it explores the evolution and translation of policy into law, the differences and relationships between policy and law, how they are formed and who forms them, how law, policy, government and governance all intersect, and the often contesting interests and stakeholders 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 policy to law; (4) analyse the differences and relationships between law, policy, government and governance; (5) analyse the processes of statutory law formation and reform; and (6) create persuasive arguments through written and oral work.

How outcomes will # Outcome How outcome will be assessed be assessed 1 describe contexts and concepts of governance and its relationship to government and regulation Research essay workshop participation and presentation reflective journal

2 critique key issues and debates associated with the law and governance Research essay workshop participation and presentation reflective journal

3 describe the major pathways from policy to law Research essay workshop participation and presentation reflective journal

4 analyse the differences and relationships between law, policy, government and governance Research essay workshop participation and presentation reflective journal

5 analyse the processes of statutory law formation and reform Research essay workshop participation and presentation reflective journal

6 create persuasive arguments through written and oral work Research essay workshop participation and presentation reflective journal

J17 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.

# Assessment Indicative weighting Failed component

1 research essay 40%

2 workshop participation and presentation 30%

3 reflective journal 30%

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School teaching and administration 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Unit offered/shared in courses

Intended courses Master of Law, Policy and Government Graduate Diploma of Law, Policy and Government Law and Society Honours Business Law Honours

Course Course type Status in course Role

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

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

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Multi-mode Expected class size: 20 Contact hours: 18 Description: 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 student workload, including readings and preparations for class, does not exceed 150 hours. Start: 20-04-2020 Attendance start: 04-05-2020 Attendance end: 15-05-2020 End: 15-06-2020 Requested census: Group: Unknown

Additional information

Unit has indigenous False content?

Additional This unit is designed to function as the flagship unique unit for the Master of Law, Policy and Government. It is substantially information from an amalgamation of the content from a number of recently rescinded or modified units in the Master of Law, Policy and proposer Government. J18 Handbook Notes

Notes (published in This unit is taught in a blended mode, and students will need to complete some online learning tasks prior to attending the handbook) face-to-face workshop sessions.

History and committee endorsements/approvals

Event Date Outcome

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

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R8/19 Approval reference: EO x5542

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

J19 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F59192 Annual changes to 21340 Graduate Diploma in Law, ID: 407 Policy and Government

Showing proposed annual changes for 2020

Course structure

Rationale and impact LAWS5260 Intersections of Law, Policy and Government is a new unique unit for the Master of Law, Policy and Government and the assessment for change Graduate Diploma of Law, Policy and Government. to Unit sequence LAWS4227 Foundations of Law and Legal Institutions was created as a modified Level 4 version of LAWS5227 Foundations of Law and Governance, 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]

Proposed changed sequence

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

POLS5501 Public Policy 6 points Active

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

History of endorsements/approvals for changes

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 FABLE Curriculum Committee, 13 May 2019, R8/19 for new units LAWS4227/5260 and R9/19 for new unit LAWS5577 K1 Event Date Outcome

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 04:06.

K2 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F55917 Annual changes to 21530 Master of Law, Policy and ID: 367 Government (coursework)

Showing proposed annual changes for 2020

Course structure

Rationale and impact LAWS5577, OCEN4001 and SVLG5003 are appropriate options for Group B (students with and without a recognised law degree). assessment for change to Unit sequence LAWS5181 is a suitable option only for students with a recognised law degree (hence the need to create a new option Goup C reserved only 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 the Graduate 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 and Governance 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]

Proposed changed sequence

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 from Group 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 coordinator and is based on the suitability of the socio-legal study project or problem.

Take as per 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

POLS5501 Public Policy 6 points Active

Group A: Take as per 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

LAWS5694 Research Paper I 6 points Active K3 Group B: Take units as per sequence notes:

COMM5604 Media Governance 6 points Active

LAWS5114 International Environmental Law 6 points Active

LAWS5167 Comparative Law 6 points Active

LAWS5175 Heritage Governance: from Global to Local 6 points Active

LAWS5182 Indigenous Peoples in International and Comparative Law 6 points Active

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

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5540 Environmental Protection Law 6 points Active

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition to sequence

LAWS5590 Water Resources Law 6 points Active

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active

LAWS5697 Research Paper III Part 2 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

marks a unique unit.

K4 Use of units from other faculties

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

History of endorsements/approvals for changes

Event Date Outcome

Faculty 30-05-2019 Endorsed: Associate Dean LT Professor Phil Hancock x1835 FABLE Curriculum Committee, 13 May 2019, R8/19 for new units LAWS4227 and LAWS5260 and R9/19 for new unit LAWS5577

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 04:06.

K5 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F55915 Annual changes to 21520 Master of International Law ID: 366 (coursework)

Showing proposed annual changes for 2020

Course structure

Rationale and impact LAWS5227 has been rescinded and replaced by LAWS4227. This is only suitable for non-law graduates, i.e. Group C. There are no assessment for change negative impacts. to Unit sequence 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]

Proposed changed sequence

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 that at least 18 points are taken from this group.):

LAWS5114 International Environmental Law 6 points Active

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

K6 Group B: Students with a recognised Law degree, take unit(s) from Group B to complete the remainder of points (18–30).

LAWS5167 Comparative Law 6 points Active

LAWS5175 Heritage Governance: from Global to Local 6 points Active

LAWS5182 Indigenous Peoples in International and Comparative Law 6 points Active

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

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

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition to sequence

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active

LAWS5697 Research Paper III Part 2 6 points Active

SVLG5001 McCusker Centre for Citizenship Internship 6 points Active

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

LAWS4227 Foundations of Law and Legal Institutions 6 points Proposed Addition to sequence

LAWS5167 Comparative Law 6 points Active

LAWS5175 Heritage Governance: from Global to Local 6 points Active

LAWS5182 Indigenous Peoples in International and Comparative Law 6 points Active

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

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition to sequence

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active

LAWS5697 Research Paper III Part 2 6 points Active

SVLG5001 McCusker Centre for Citizenship Internship 6 points Active

marks a unique unit. K7 Use of units from other faculties

Consultation Supported by Fiona Mcgaughey (Law School) and Chantal Bourgault from school of Humanities regarding inclusion of units from other faculties

History of endorsements/approvals for changes

Event Date Outcome

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

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 04:06.

K8 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F55913 Annual changes to 21510 Master of International ID: 362 Commercial Law (coursework)

Showing proposed annual changes for 2020

Course structure

Rationale and impact This unit is being introduced into the JD for 2020 and is being made available across several PG Law course sequences assessment for change It offers new content providing students with an introduction to three interrelated areas: (1) the international regime that relates to outer to Unit sequence 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 remote sensing technologies by regulators 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]

Proposed changed sequence

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

LAWS5250 Foundations of International Commercial Law 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 recommends that 36 points are taken from this group.):

LAWS5167 Comparative Law 6 points Active

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

LAWS5251 International Sales Law 6 points Active

LAWS5252 International Trade Financing 6 points Active

LAWS5253 International Shipping Law 6 points Active

LAWS5254 World Trade Organization Law 6 points Active

LAWS5507 International Oil and Gas Law 6 points Active

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5576 International Commercial Arbitration 6 points Active

K9 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

LAWS5114 International Environmental Law 6 points Active

LAWS5227 Foundations of Law and Governance 6 points Active

LAWS5237 Advanced Australian International Taxation 6 points Active

LAWS5305 Mediation: Practice and Skills 6 points Active

LAWS5532 Oil and Gas Agreements 6 points Active

LAWS5541 Equity Capital Markets & Securities Regulation 6 points Active

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition to sequence

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active

LAWS5697 Research Paper III Part 2 6 points Active

SVLG5001 McCusker Centre for Citizenship Internship 6 points Active

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

LAWS5114 International Environmental Law 6 points Active

LAWS5237 Advanced Australian International Taxation 6 points Active

LAWS5305 Mediation: Practice and Skills 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

LAWS5577 Space Law, Satellites and Drones 6 points Proposed Addition to sequence

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5696 Research Paper III Part 1 6 points Active

LAWS5697 Research Paper III Part 2 6 points Active

SVLG5001 McCusker Centre for Citizenship Internship 6 points Active

marks a unique unit.

Use of units from other faculties

Consultation supported by Fiona Mcgaughey and Chantal Bourgault Du Coudray from school of Humanities regarding inclusion of units from other faculties

K10 History of endorsements/approvals for changes

Event Date Outcome

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

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 04:06.

K11 Proposed unit as at 05-06-2019 TRIM: F19/1460 LAWS4227 Foundations of Law and Legal Institutions ID: 7377

This unit is not yet approved.

Unit information

Code LAWS4227

Title Foundations of Law and Legal Institutions

Level 4

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

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Dr Fiona McGaughey and Associate Professor Jani McCutcheon

Proposed 22/05/2019

First year of offer 2020

Credit points 6 points

Academic information

2 critically analyse the position of the Australian legal and constitutional systems and institutions within Research essay, quiz, class the world legal order participation

3 apply principles of law and governance to a variety of factual situations, including available courses of Research essay, quiz, class action 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.

# Assessment Indicative weighting Failed component

1 quiz 50%

2 research essay 30%

3 class participation 20%

K12 Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities LAWS5227 Foundations of Law and Governance

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

Unit offered/shared in courses

Course Course type Status in course Role

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 Postgraduate coursework course Proposed from 2020 Core (coursework)

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

Availabilities

Teaching period Location Mode Details

History and committee endorsements/approvals

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R8/19 Approval reference: EO x5542

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

Curriculum Committee Not yet approved

Displaying data as it is on 05/06/2019. Report generated 05/06/19 04:06.

K14 Proposed unit as at 05-06-2019 TRIM: F19/1451 LAWS5260 Intersections of Law, Policy and ID: 7341 Government

This unit is not yet approved.

Unit information

Code LAWS5260

Title Intersections of Law, Policy and Government

Level 5

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

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Associate Professor Jani McCutcheon

Proposed 21/05/2019

First year of offer 2020

Credit points 6 points

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

Academic information

2 critique key issues and debates associated with the law and governance Research essay workshop participation and presentation reflective journal

3 describe the major pathways from policy to law Research essay workshop participation and presentation reflective journal

4 analyse the differences and relationships between law, policy, government and governance Research essay workshop participation and presentation reflective journal

5 analyse the processes of statutory law formation and reform Research essay workshop participation and presentation reflective journal

6 create persuasive arguments through written and oral work Research essay workshop participation and presentation reflective journal

K15 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.

# Assessment Indicative weighting Failed component

1 research essay 40%

2 workshop participation and presentation 30%

3 reflective journal 30%

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School teaching and administration 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Unit offered/shared in courses

Intended courses Master of Law, Policy and Government Graduate Diploma of Law, Policy and Government Law and Society Honours Business Law Honours

Course Course type Status in course Role

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

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

Availabilities

Teaching period Location Mode Details

Additional information

Unit has indigenous False content?

Notes (published in This unit is taught in a blended mode, and students will need to complete some online learning tasks prior to attending the handbook) face-to-face workshop sessions.

History and committee endorsements/approvals

Event Date Outcome

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

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R8/19 Approval reference: EO x5542

Curriculum Committee Not yet approved

Displaying data as it is on 05/06/2019. Report generated 05/06/19 04:06.

K17 Proposed unit as at 05-06-2019 TRIM: F19/1430 LAWS5577 Space Law, Satellites and Drones ID: 7268

This unit is not yet approved.

Unit information

Code LAWS5577

Title Space Law, Satellites and Drones

Level 5

Unit type Unit in postgraduate courses

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Professor Erika Techera

Proposed 20/05/2019

First year of offer 2020

Credit points 6 points

Contact hours Summer School

Academic information

Content This Unit will provide a comprehensive introduction to three interrelated areas: (1) the international regime that relates to outer 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 remote sensing technologies by regulators and government agencies. Emphasis will be placed on non-military applications of these technologies, and the data and evidence that can be produced, for environmental monitoring, as well as surveillance of human activities. The overall goal is to provide students with a broad understanding of international law in the field, select national 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 the use and regulation of non-military satellites and drones, for environmental monitoring and law enforcement; (3) critically analyse legal issues, current developments and effectiveness of space law and the utilisation of satellite and drone technologies; (4) apply the law to hypothetical problem-solving exercises, and make persuasive legal arguments and counter arguments; (5) assess the effectiveness of the law with respect to outer space, satellite and drone technologies explored in this unit; and (6) argue for reform and/or further research in the areas of space law, and the utilisation of satellites and drones for environmental monitoring and law enforcement.

How outcomes will # Outcome How outcome will be assessed be assessed 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 and class participation, essay, research paper law enforcement

3 critically analyse legal issues, current developments and effectiveness of space law and the utilisation class participation, essay, research paper of satellite and drone technologies

4 apply the law to hypothetical problem-solving exercises, and make persuasive legal arguments and class participation, essay, research paper counter arguments

5 assess the effectiveness of the law with respect to outer space, satellite and drone technologies class participation, essay, research paper explored in this unit

6 argue for reform and/or further research in the areas of space law, and the utilisation of satellites and class participation, essay, research paper drones 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. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 class participation 20%

2 essay 30%

3 research paper 50%

Supplementary Supplementary assessment is not available in this unit. assessment statement K18 Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School ROE 100%

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 Ethics or LAWS4109 Legal Theory and Ethics

Corequisites Nil.

Incompatibilities Nil.

Advisable prior LAWS5165 Public International Law study

Unit offered/shared in courses

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)

Course Course type Status in course Role

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 Postgraduate coursework course Proposed from 2020 Option (coursework)

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

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

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

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 courses involving that course: • 43540 Master of Business Administration and Master of International Commercial Law • 43550 Master of Commerce and Master of International Commercial Law

K19 Availabilities

Teaching period Location Mode Details

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

Handbook fields

Textbooks Readings will be set via Unit Readings Online.

Additional information

Unit has indigenous False content?

Additional 1. The new Unit will complement LAWS5230 Aviation Law, which explores laws applying to drones, by examining the information from utilisation of drone technology by regulators; and proposer 2. The new Unit will complement LAWS5220 International Humanitarian Law, which explores military uses of these technologies, by focusing on civil applications.

Modules 1. Introduction, what is space law, issues and developments 2. International space law – Moon Treaty, Outer Space Treaty 3. International space law – Rescue and liability treaties 4. Domestic Space Law - US & EU Space law 5. Domestic Space Law - Australian Space Law 6. Current issues 7. International satellite law – communications 8. Current issues in satellite regulation – data sharing, satellite-based evidence 9. Regulation of drones – privacy law 10. Current issues – use of drones for monitoring and impacts of drones on species

Consultations checklist

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

Handbook Notes

Notes (published in Please refer to the timetable website for session times and venues. Attendance at all sessions is mandatory. handbook)

History and committee endorsements/approvals

Event Date Outcome

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

Faculty 20-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R9/19 Approval reference: EO x5542

Curriculum Committee Not yet approved

Displaying data as it is on 05/06/2019. Report generated 05/06/19 04:06.

K20 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F14793 Annual changes to 91340 Graduate Diploma in Health ID: 110 Professions Education

Showing proposed annual changes for 2020

Course structure

Rationale and impact RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change. assessment for change to Unit sequence Introduced units: + PUBH5705 Health Program Evaluation [as option] [Proposed] Removed units: - RMED4403 Health Program Evaluation [was option]

Proposed changed sequence

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 recognised institution as approved by the Faculty.

Take all units (18 points):

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

L1 Group B: Take unit(s) according to sequence notes:

EDUC5608 Integrating Pedagogy and Technology 6 points Active

EDUC5610 Human Resource Development in Education 6 points Active

EDUC5612 Leadership for Learning 6 points Active

EDUC5633 Quantitative Inquiry 6 points Active

EDUC5634 Qualitative Inquiry 6 points Active

EDUC5678 Improving Learning and Teaching in the Curriculum 6 points Active

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

Use of units from other faculties

Consultation previously provided by Faculty regarding inclusion of units from other faculties

History of endorsements/approvals for changes

Event Date Outcome

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

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 06/06/19 09:06.

L2 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F14794 Annual changes to 90570 Master of Health Professions ID: 117 Education (coursework and dissertation)

Showing proposed annual changes for 2020

Course structure

Proposed changed sequence

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.

Take all units (18 points):

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

L3 Group B: Take unit(s) according to sequence notes:

EDUC5608 Integrating Pedagogy and Technology 6 points Active

EDUC5610 Human Resource Development in Education 6 points Active

EDUC5612 Leadership for Learning 6 points Active

EDUC5633 Quantitative Inquiry 6 points Active

EDUC5634 Qualitative Inquiry 6 points Active

EDUC5678 Improving Learning and Teaching in the Curriculum 6 points Active

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

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

IMED5812 Dissertation (full-time) 24 points Active

IMED5814 Dissertation (part-time) 24 points Active

marks a unique unit.

Use of units from other faculties

Consultation This has not changed. approval was granted previously. regarding inclusion of units from other faculties

History of endorsements/approvals for changes

Event Date Outcome

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

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 06/06/19 09:06.

L4 Proposed unit as at 06-06-2019 TRIM: F19/1210 PUBH5705 Health Program Evaluation ID: 7315

This unit is not yet approved.

Unit information

Code PUBH5705

Title Health Program Evaluation

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Population and Global Health Organisational Entity

Coordinator Dr Barbara Nattabi

Proposed 26/04/2019

First year of offer 2020

Credit points 6 points

Contact hours offered intensively

Academic information

Content This unit provides participants with a comprehensive understanding of the role of evaluation in population health and the range of methods commonly used and increases the capacity of service providers, planners and managers to contribute to high quality health programs and interventions. Students explore the role of evaluation in program design and planning, in determining the process of implementation, and the outcomes and impact of health programs. Students are introduced to qualitative and quantitative methodologies used in evaluative work, and several key frameworks used by evaluators and presented with some of the practical aspects of evaluation and ethical challenges in the development of evaluation methodologies. The unit is suitable for students from any discipline; however it takes a population health focus, and is designed for public and private sector workers and academics who are interested in commissioning and/or conducting evaluations 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 of evaluation in the whole cycle of health planning and allocation of resources; (3) know how to apply both qualitative and quantitative research methods in population health program evaluation; (4) critique the validity and rigour of evaluation work; (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.

How outcomes will # Outcome How outcome will be assessed be assessed 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 program group assignment, evaluation proposal evaluation

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 health group assignment, evaluation proposal contexts

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) group assignment at the end of the one-week intensive face-to-face component. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

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-face 40% component

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

Supplementary Supplementary assessment is not available in this unit. assessment statement L5 Teaching Teaching organisation Notes % responsibilities 00750 Population and Global Health ROE 100%

Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities RMED4403 Health Program Evaluation

Advisable prior PUBH5805 Qualitative Research Methods in Health; or PUBH3305 Health Research Design and Methods; or NURS5819 study Nursing Research

Unit offered/shared in courses

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 Studies 91340 Graduate Diploma in Health Professions Education 90570 Master of Health Professions Education (coursework and dissertation)

Course Course type Status in course Role

92560 Master of Public Health (coursework and dissertation) Postgraduate coursework course Proposed from 2020 [course Option not available in 2020]

92550 Master of Public Health (coursework or coursework and Postgraduate coursework course Proposed from 2020 Core dissertation)

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

90570 Master of Health Professions Education (coursework and Postgraduate coursework course Proposed from 2020 Option dissertation)

91550 Master of Public Health (coursework or coursework and Postgraduate coursework course Proposed from 2020 Option dissertation)

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

Availabilities

Teaching period Location Mode Details

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 the academic standards comparable to semester long units including the number of hours of contact with students, the level of lectures and assessments and course materials provided. Start: 01-06-2020 Attendance start: 15-06-2020 Attendance end: 19-06-2020 End: 10-08-2020 Requested census: Group: Y

Handbook fields

Textbooks Text

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

Additional information

Unit has indigenous False content?

L6 Additional This unit has been run for Master of Public Health students for a number of years and is taught by School of Population and information from Global Health staff. This application is to change the unit code prefix from "RMED" to "PUBH". The change of level is to proposer match the other units in the Master of Public Health, all level 5. Ther has been no change to the content, and all other information regarding this unit, apart from the relevant annual date changes, have been transferred from the existing RMED unit.

History and committee endorsements/approvals

Event Date Outcome

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

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

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

L7 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F35794 Annual changes to 91230 Graduate Certificate in ID: 137 Population Health Studies

Showing proposed annual changes for 2020

Course structure

Rationale and impact RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change. assessment for change PUBH5721 is an additional new unit. to Unit sequence 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]

Proposed changed sequence

Group A: Take unit(s) to the value of 24 points:

PUBH4401 Biostatistics I 6 points Active

PUBH4403 Epidemiology I 6 points Active

PUBH5705 Health Program Evaluation 6 points Proposed Addition 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

PUBH5763 Leadership and Management of Health Services 6 points Active

PUBH5769 Biostatistics II 6 points Active

PUBH5785 Introductory Analysis of Linked Health Data 6 points Active

PUBH5801 Economic Evaluation of Health Care 6 points Active

PUBH5802 Advanced Analysis of Linked Health Data 6 points Active

PUBH5804 Food and Nutrition in Population Health 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

L8 History of endorsements/approvals for changes

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 R12/19 23/5/19 PUBH5721

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 06/06/19 09:06.

L9 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F6562 Annual changes to 91550 Master of Public Health ID: 125 (coursework or coursework and dissertation)

Showing proposed annual changes for 2020

Course structure

Rationale and impact RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change. assessment for change PUBH5721 field trip is a new additional unit to Unit sequence 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]

Proposed changed sequence

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 Group C. 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.

Take all units (36 points):

PUBH4401 Biostatistics I 6 points Active

PUBH4403 Epidemiology I 6 points Active

PUBH5749 Foundations of Public Health 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5754 Health Promotion I 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

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

L10 Group C Options: Take unit(s) according to sequence notes:

AHEA5755 Aboriginal Health 6 points Active

PAED4401 Research Conduct and Ethics 6 points Active

PUBH5705 Health Program Evaluation 6 points Proposed Addition to sequence

PUBH5721 Public Health Field Trip 6 points Proposed Addition to sequence

PUBH5742 Fundamentals of Genetic Epidemiology 6 points Active

PUBH5743 Environmental and Occupational Health 6 points Active

PUBH5751 Disease Prevention in Population Health 6 points Active

PUBH5757 Clinical Epidemiology 6 points Active

PUBH5758 Public Health Practicum 24 points Active

PUBH5759 Epidemiology II 6 points Active

PUBH5761 Epidemiology and Control of Communicable Diseases 6 points Active

PUBH5763 Leadership and Management of Health Services 6 points Active

PUBH5769 Biostatistics II 6 points Active

PUBH5783 Health in an Era of Environmental Change 6 points Active

PUBH5784 Special Topics in Public Health 6 points Active

PUBH5785 Introductory Analysis of Linked Health Data 6 points Active

PUBH5801 Economic Evaluation of Health Care 6 points Active

PUBH5802 Advanced Analysis of Linked Health Data 6 points Active

PUBH5804 Food and Nutrition in Population Health 6 points Active

marks a unique unit.

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/registrars/studentservices/APS/cc/2017%20Onwards%20Mapping%20Documents/Forms/sally.aspx?e=5%3Ac33e76eb1b9f4273a8068 document URL eaec7943b1b&RootFolder=%2Fsites%2Fregistrars%2Fstudentservices%2FAPS%2Fcc%2F2017%20Onwards%20Mapping%20Documents%2FFaculty%20of%20Health%20and%20Medic al%20Sciences&FolderCTID=0x012000720CD10939E72F4D91EAEAB77026B905

History of endorsements/approvals for changes

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 R12/19 PUBH5721, 23/5/19 Notes: No material change to the curriculum for removal of RMED4403 and replacement with PUBH5705 as the only thing that really changed was the unit code PUBH5721 is an additional optional unit.

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 06/06/19 09:06.

L11 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F35124 Annual changes to 92550 Master of Public Health ID: 99 (coursework or coursework and dissertation)

Showing proposed annual changes for 2020

Course structure

Rationale and impact RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change. assessment for change PUBH5721 Field trip is a new additional unit to Unit sequence 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]

Proposed changed sequence

Take all units (24 points):

PUBH4403 Epidemiology I 6 points Active

PUBH5705 Health Program Evaluation 6 points Proposed Addition to sequence

PUBH5749 Foundations of Public Health 6 points Active

PUBH5754 Health Promotion I 6 points Active

Option units

Note: 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.

L12 Group A Coursework: Take units as per the sequence notes:

PAED4401 Research Conduct and Ethics 6 points Active

PUBH5721 Public Health Field Trip 6 points Proposed Addition to sequence

PUBH5742 Fundamentals of Genetic Epidemiology 6 points Active

PUBH5743 Environmental and Occupational Health 6 points Active

PUBH5751 Disease Prevention in Population Health 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

PUBH5763 Leadership and Management of Health Services 6 points Active

PUBH5769 Biostatistics II 6 points Active

PUBH5783 Health in an Era of Environmental Change 6 points Active

PUBH5784 Special Topics in Public Health 6 points Active

PUBH5785 Introductory Analysis of Linked Health Data 6 points Active

PUBH5801 Economic Evaluation of Health Care 6 points Active

PUBH5802 Advanced Analysis of Linked Health Data 6 points Active

PUBH5804 Food and Nutrition in Population Health 6 points Active

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

PUBH5712 Dissertation (full-time) 24 points Active

PUBH5714 Dissertation (part-time) 24 points Active

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

PUBH5758 Public Health Practicum 24 points Active

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):

PUBH4401 Biostatistics I 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5758 Public Health Practicum 24 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

Public Health Foundations specialisation

L13 SP-PHFND: Take all units (30 points):

AHEA5755 Aboriginal Health 6 points Active

PUBH4401 Biostatistics I 6 points Active

PUBH5743 Environmental and Occupational Health 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

Public Health Methodology specialisation

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

PUBH4401 Biostatistics I 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

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

PUBH5712 Dissertation (full-time) 24 points Active

PUBH5714 Dissertation (part-time) 24 points Active

marks a unique unit.

Mapping of outcomes

History of endorsements/approvals for changes

Event Date Outcome

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

Faculty 09-05-2019 Endorsed: FLTC R07/19 9/04/19 PUBH5705, RMED4403 HMS FB R12/19 23/5/19 PUBH5721

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 06/06/19 09:06.

L14 Proposed changes for postgraduate coursework course as at 01/01/2020 TRIM: F35125 Annual changes to 92560 Master of Public Health ID: 98 (coursework and dissertation)

Showing proposed annual changes for 2020

Course structure

Rationale and impact RMED4403 was recoded as PUBH5705, but due to the level change we had to submit a whole new unit. No real material change. assessment for change PUBH5721 is a new additional unit to Unit sequence 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]

Proposed changed sequence

Take all units (54 points):

PUBH4401 Biostatistics I 6 points Active

PUBH4403 Epidemiology I 6 points Active

PUBH5749 Foundations of Public Health 6 points Active

PUBH5752 Health Systems and Economics 6 points Active

PUBH5754 Health Promotion I 6 points Active

PUBH5758 Public Health Practicum 24 points Active

L15 Take unit(s) to the value of 18 points:

AHEA5755 Aboriginal Health 6 points Active

PAED4401 Research Conduct and Ethics 6 points Active

PUBH5705 Health Program Evaluation 6 points Proposed Addition to sequence

PUBH5721 Public Health Field Trip 6 points Proposed Addition to sequence

PUBH5743 Environmental and Occupational Health 6 points Active

PUBH5751 Disease Prevention in Population Health 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

PUBH5763 Leadership and Management of Health Services 6 points Active

PUBH5769 Biostatistics II 6 points Active

PUBH5783 Health in an Era of Environmental Change 6 points Active

PUBH5784 Special Topics in Public Health 6 points Active

PUBH5785 Introductory Analysis of Linked Health Data 6 points Active

PUBH5801 Economic Evaluation of Health Care 6 points Active

PUBH5802 Advanced Analysis of Linked Health Data 6 points Active

PUBH5804 Food and Nutrition in Population Health 6 points Active

PUBH5805 Qualitative Research Methods in Health 6 points Active

Group A: Take unit(s) to the value of 24 points:

PUBH5712 Dissertation (full-time) 24 points Active

PUBH5714 Dissertation (part-time) 24 points Active

History of endorsements/approvals for changes

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 R12/19 23/5/19 PUBH5721

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 06/06/19 09:06.

L16 Proposed unit as at 06-06-2019 TRIM: F19/1517 PUBH5721 Public Health Field Trip ID: 7319

This unit is not yet approved.

Unit information

Code PUBH5721

Title Public Health Field Trip

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Population and Global Health Organisational Entity

Coordinator Dr Julie Saunders and Prof Jane Heyworth

Proposed 29/05/2019

First year of offer 2020

Credit points 6 points

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

Elective? True

Academic information

Content This unit is designed to allow students to apply the theory and content that they have learnt at University to a current health issue in a LMIC country. Further, they will develop evaluation, leadership and mentoring skills which will be applied in a developing country. The students will mentor a small group of undergraduate students who are working with a local university or non-government organization (NGO), on a health issued that they have identified as a priority. The students will mentor the undergraduates as they plan, implement and reflect on fieldwork that may 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 of environmental and social factors affecting health.

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

The students will also be responsible for evaluating the field trip experience, gathering and triangulating data from a variety of 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-verbal communication skills; (3) employ skills of observation, recording, questioning and analysis; (4) identify the main health issues in the selected LMIC; (5) recognise own limitations and how and when to access support; (6) develop and implement skills 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.

How outcomes will # Outcome How outcome will be assessed be assessed 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 of pre-trip assessment, participation undergraduate students

7 employ skills of personal reflection participation, group evaluation report

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

L17 Assessment items Indicative assessments in this unit are as follows: (1) pre-trip assessment; (2) participation: role as a mentor and engagement in evaluation fieldwork during the trip; and (3) group evaluation report. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

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 large We have requested an amendment to the assessment policy for this unit and this has been endorsed by SPGH and FHMS proportion of group Learning and Teaching Committees, April 2019. This unit is designed around the mentoring of undergraduate students who work are investigating a health issue identified by the local agency in-country. We have developed the program in collaboration with NGOs/health agencies so that the learning outcomes and activities are of practical relevance for the local community that we are visiting. Key outcomes for the NGOs/health agencies are the report, which includes recommendations that arise from the fieldwork, and the presentation to local key stakeholders while in country. To evaluate the field trip, the students work in one group to plan and implement the evaluation 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 that is relevant and informative for future field trips. They are working 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. They work 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. Because the students are preparing and presenting a report to inform future field trips, the authentic nature of this assessment leads the students to strive for a professional report of the highest standard. It is not possible to allocate different tasks across the students because they each need to experience and contribute to all parts of the program in order to 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 the expectation to receive one consolidated, high-quality report, and the collaborative and authentic nature of the group assessment, it is important to allocate an appropriate weighting to the tasks that are completed as a group. Further, we offer students the opportunity to peer assess the input of their team members, which they will be able to do through the participation 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%.

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 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

Incompatibilities Nil

Advisable prior PUBH5749 Foundations of Public Health, PUBH5754 Health Promotion, PUBH4403 Epidemiology 1 study

Quota

Quota number 5

How quota is Based upon the students' expressions of interest, interview and academic performance. Given the small quota, places will allocated be 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 that we work with and the number that can be supervised 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 staff away for this period of time, but not more than this. In addition there are up to 20 undergraduate students travelling so no more than 5 postgraduates can be accommodated.

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning L18 Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement?

Hours of student 40 to 80 placement

Description of This unit is designed to allow students to apply the theory and content that they have learnt at University to a current health experiential issue in a low or middle income country (LMIC). Further, they will develop evaluation, leadership and mentoring skills which learning will be applied in a developing country. The postgraduate (PG) students will mentor a small group of undergraduate students who are working with a local university or non-government organization (NGO), on a health issued that they have identified as a priority. The PG students will mentor the undergraduates as they plan, implement and reflect on fieldwork that may 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 of environmental and social factors affecting health.

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

The NGOs that we work with are undertaking work in the areas of Maternal and Child Health, Water and Sanitation, Food and Nutrition, 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 and Agency that we work with.

Outcomes of PUBH5721 students will travel, with PUBH2211 or PUBH2291 students, to a region where they will undertake field work experiential related to health. There is some pre-trip preparation which allows to students to gain an understanding of health in the learning country to be visited, as well as develop their mentoring and evaluation knowledge and skills. The students will get hands-on experience 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 their skill in reflection upon their experience and its relevance to them both personally and professionally. Students will synthesise their evaluation data and the published literature to prepare a report to guide future field trips. As such students will need to draw upon information literacy, qualitative and quantitative research skills, critical analyses, teamwork and communication, in particular, cross-cultural communication, in order to produce a report that combines academic rigour with practical relevance and utility.

Unit offered/shared in courses

Intended courses Master of Public Health

Course Course type Status in course Role

92560 Master of Public Health (coursework and dissertation) Postgraduate coursework course Proposed from 2020 [course not Option available in 2020]

92550 Master of Public Health (coursework or coursework and Postgraduate coursework course Proposed from 2020 Option dissertation)

91550 Master of Public Health (coursework or coursework and Postgraduate coursework course Proposed from 2020 Option dissertation)

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

Availabilities

Teaching period Location Mode Details

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

Semester 2, 2020 Crawley Face to face Expected class size: 5 Contact hours: 40

L19 Additional information

Unit has indigenous False content?

Additional Students have previously undertaken a field trip under PUBH5784 Special Topics in Pubic health, and we would now like to information from formalise this unit and allocate the unit code PUBH5721 . proposer

Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimated charge

Incidental fees have True been approved by Faculty

Teaching collaborations with other organisation

Consultations checklist

Consultations - Office of Global Learning, where relevant.

Handbook Notes

History and committee endorsements/approvals

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 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 09:06.

L20 Active postgraduate coursework course as at 01-01-2020 TRIM: F35044 90850 Doctor of Medicine ID: 337

Showing proposed annual changes for 2020

Administrative details

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Brendan McQuillan

Availability of Available for new enrolments course for 2020

Details

Course code 90850

Title Doctor of Medicine

Abbreviation of MD award

Type of degree Professional Practice Master's Degree (Extended) course

AQF course type and Master's Extended — Level 9 level

Structure type Named

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 produce graduates 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—a medical 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 course introduceintroduces the educational aspects of the course, early professionalisation, clinical experience and team and societal aspects of medicine. In the foundations and systems-based units in the first three semesters,preparatory sciences where students predominantly learn anatomy, biochemistry, physiology, pharmacology, pathology and population health sciences integrated with clinical skills and other professional aspects of medical practice. Early clinical experiences, small group learning tutorials and skills workshops are included in the teaching methods together with lectures, laboratories and seminars. From the middle ofIn Year 2, students undertake an 8-week clinical preparation unit followed by clinical attachments 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 community health organisations. In Year 3, 25 per cent of the student cohort are allocated to the Rural Clinical School and spend their year in a rural site. The final year has further clinical attachments in Emergency Medicine, Internal Medicine, Surgery, Rural General Practice, and Anaesthesia/Pain Medicine/Palliative Care/Oncology as well as elective and student selective terms where students have. Year 4 concludes with a choicePreparation for overseas study and more in-depth study in areas of interestInternship unit. Each student also chooses a scholarly activity in three streams of research, coursework or service learning that is done simultaneously with the core medical rotations in Years 3 and 4. Through selection of specially designed scholarly activity units, 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.

Rationale and impact Course Change assessment for change to About this course

Approved date unknown

First year of offer 2014

Volume of learning

Volume of learning 192 points

Does minimum Yes volume of learning correspond to standard admission requirements?

M1 Course availability for students

Course offered to Commonwealth supported; International students (student visa holders); student categories

Consultation with continuing agreeement Strategy Planning and Performance regarding Commonwealth Supported Places

Rules

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

Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 7.0.

Admission rules - 4.(1). To be considered for admission to this course an applicant must have— admission requirements (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 international applicants;

a place in a Direct Pathway into this course.;

entry via an Indigenous pathway.

Rationale and impact Formatting adjustment. No material change assessment for change to Admission rules - admission requirements

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on— ranking and selection (a) a structured interview in which eligible applicants will be assessed based on the personal qualities considered desirable in medical practitioners, with invitation to attend the interview based on equal weightings under Rule 4(2) and 4(3), in alignment 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.

Articulation and Exit 6. This course does not form part of an articulated sequence. Awards

Course structure 7.(1) The course consists of units to a total value of 192 points. (2) Units must be selected in accordance with the course structure, as set out in these rules. M2 Satisfactory 8. Supplementary to the Doctor of Medicine course rules is this document governing what constitutes satisfactory progress progress rule in 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 the recommendation of the Board of Examiners, will assign a progress status of 'On Probation' to a student who is repeating a year 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 Board of Examiners, will assign a progress status of 'Excluded' to a student who fails to make satisfactory progress under the progression 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 Board of 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 the course.

[(5) is an exception to University Policy]

Award with 12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80 distinction rule per 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 percentage mark;

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 that component.

(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;

(b) fails a deferred or supplementary assessment;

M3 14. Prerequisites

Unless the Faculty permits otherwise, students are not permitted to proceed to units of a higher level until they have completed 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 have previously 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 least 70 per cent in the unit(s) concerned: any coursework, research or service learning units undertaken as part of Scholarly Activities.

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 repeat the 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 a part-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 the University and at teaching hospitals and other institutions approved by the Faculty, as set out in the Faculty's Policy on Workplace-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, a student 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 a postgraduate 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 major MEDSC 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.

Rationale and impact Clarification assessment for change to Additional rule(s)

Experiential Learning

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

Experiential Yes learning required for accreditation?

List the units in the All units in years 2 to 4. course’s unit sequence that include experiential learning activities

Overview of the Clinical placements, research placements, service learning placements. experiential learning activities included in the course M4 How do experiential Necessary for achieving clinical and professional outcomes. learning activities contribute to achieving the learning outcomes of the course?

Course structure

Rationale and impact update to course structure and sequence assessment for change to Unit 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]

Proposed changed sequence

Year 1

Take all units (48 points):

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 M5 (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

RMED5321 Integrated Rural Medical Practice 2 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

PUBH4403 Epidemiology I 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:

IMED5801 Principles of Teaching and Learning 6 points Active

IMED5803 Introduction to Research in Health Professions Education 6 points Active

M6 3I Public Health: Take units accroding to the year 3 Scholarly Activity rule:

PUBH4403 Epidemiology I 6 points Active

PUBH5749 Foundations of Public Health 6 points Active

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

Take all units (42 points):

IMED5411 Integrated Medical Practice 3 Part 1 18 points Active

IMED5412 Integrated Medical Practice 3 Part 2 12 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:

IMED5804 Clinical Teaching and Supervision 6 points Active

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

PUBH4401 Biostatistics I 6 points Active

PUBH5754 Health Promotion I 6 points Active

SMED5411 Research Project 3 6 points Active

SMED5412 Service Learning Unit 4 6 points Active

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

M7 Australian Qualification Framework outcomes

AQF outcomes: Throughout all 4 phases of ourthe program, students will be exposed to core knowledge in all areas of medical practice as Knowledge well as cutting age developments in each area that will allow them perspective on the direction of medical practice. This will be presented in the form of lectures, seminarsonline resources, workshops, tutorials and in their case-based tutorialsclinical placements. In the first Year of the course, students will have formal teaching and assessment in research methods. They will need to apply this in both their Scholarly Activity project as well as in assignments given as part of the Scholar component of their graduate outcomes.

Rationale and impact Different phase structure and teaching methods due to course restructure. assessment for change to AQF outcomes: Knowledge

AQF outcomes: Analysis and evaluation of knowledge will underpin the Scholarly Activity stream for all students. This will allow students to Skills embed knowledge and skills acquired from the earlier Phases of their training to their project to allow completion. Students who opt for the research stream in addition will have the opportunity to synthesise new information that can potentially be published in a peer reviewed journal. Students undertaking coursework Scholarly Activity will obtain higher level research skills. There will be opportunities for students to present their Scholarly Activity projects to a wider audience within the university in a number of planned student seminars and conferences. There will be both observed and reported communication exercises that will ascertain that students are progressing adequately through the different Phases.

AQF outcomes: The planned Scholarly Activity that will be embedded in the second tothird and fourth years of this course will allow all Application of students the opportunities to be involved in projects that will allow them to both apply knowledge as well as analyse and knowledge and evaluate this knowledge. The output of a project report and continued input in their Scholarly Activity Portfolio will allow skills students to refine their written communication skills. Oral presentations to small and larger audiences during the course and at external conferences will also enhance their verbal communication skills.

Rationale and impact Reflects necessary update to course structure to accommodate the content and teaching of the new Medical Sciences Major assessment for change to AQF outcomes: Application of knowledge and skills

Accreditation

Accreditation Requirements Benefits for Review Last Next Contact Contact body students cycle approval renewal information information date date for body in UWA

Australian The Doctor of Medicine (MD) is Eligible for Medical Council accredited by the Australian registration to Medical Council (AMC). Graduates practice as a must complete an internship doctor in Australia, (normally one year) in an New Zealand, accredited intern training position Singapore and within an Australian hospital to be Malaysia. eligible for registration to practice as a doctor in Australia or New Zealand.

Course delivery

Course delivery with Faculty Contribution other faculties FAC75 Science Biochemistry, Anatomy and Physiology teaching in the first year of the course.

Course delivery with Numerous providers with formal agreements in place. other provider(s)

Percentage of 5% course delivered by other provider(s)

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

Quota

Quota? Yes

Quota number 240

How quota is interview, GPA, GMAT allocated M8 Rationale and impact update to reflect reality assessment for change to How quota is allocated

Reason for quota Commonwealth Government policies and constraints

Quota consultations This is not a new quota but the form requires a comment.

Rationale and impact see above assessment for change to Quota consultations

Duration, intake and attendance

Duration of course 4 years

Duration of course 4 years at maximum volume of learning

Intake periods Beginning of year only (broad)

Intake periods Non-standard teaching period(s) (specific teaching periods)

Attendance type Full-time only

Time limit 10 years

History of endorsements/approvals for changes

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Comparing current approved data to the data as it will be on 01/01/2020 if changes are approved. Report generated 06/06/19 10:06.

M9 Proposed unit as at 06-06-2019 TRIM: F19/1562 SRUR5331 Rural Specialisation—Research Unit 1 ID: 7355

This unit is not yet approved.

Unit information

Code SRUR5331

Title Rural Specialisation—Research Unit 1

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Terri Pikora

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours variable but there is regular contact with project supervisor

Academic information

Content Students commence an appropriately designed research project in an area of interest, under the supervision of a UWA Rural Clinical School academic staff member. In addition to commencing their research project, students prepare a literature review and a written research proposal where they place their study in the context of the available literature, formulate one or more hypotheses or research questions based on gaps in the available knowledge, design an appropriate research study to test their hypotheses or answer their research questions, and outline their study design, research methods and data analysis plan. The project can be one of either clinical audit, systematic review, or independent research. The first assessment will be a wriitten assigment which may include a formal research proposal (including literature review) and/or submission to Human Research Ethics Committee, GEKO, or PROSPERO. Students planning on undertaking research Masters or PhD programs in the future are advised to undertake independent research.

Outcomes Students are able to (1) demonstrate the acquisition of basic skills and training necessary to undertake research in their chosen 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 data analysis.

How outcomes will # Outcome How outcome will be assessed be assessed 1 demonstrate the acquisition of basic skills and training necessary to undertake research in their professional behaviour and participation chosen field assessment

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, written assignment study design and data analysis

Assessment items Indicative assessments in this unit are as follows: (1) written assigment; (2) oral defence; and (3) professional behaviour assessments. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 written assigment 50%

2 oral defence 50%

3 professional behaviour assessments 0% Failed component

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100% M10 Unit rules

Prerequisites IMED4222 Integrated Medical Practice 1 Part B

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Derby Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Esperance Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Geraldton Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Karratha Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

M11 Teaching period Location Mode Details

Non-standard, 2020 Kununurra Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Narrigin Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Northam Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Port Hedland Face to face Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested 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

Additional information

Unit has indigenous False content?

Additional This Scholarly Activity unit will be the first of 3 that all students must complete as part of the MD program. information from proposer

M12 History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M13 Proposed unit as at 06-06-2019 TRIM: F19/1566 SRUR5341 Rural Specialisation—Research Unit 2 ID: 7357

This unit is not yet approved.

Unit information

Code SRUR5341

Title Rural Specialisation—Research Unit 2

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Terri Pikora

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours variable but there is regular contact with project supervisor

Academic information

Content Students continue their research project commenced in SRUR5331 Research Project 1 under the supervision of a UWA Rural Clinical School academic staff member. Students will present a seminar and provide a report outlining the progress of their research, the procedures they are conducting, 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.

How outcomes will # Outcome How outcome will be assessed be assessed 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 behaviour and participation assessment. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 progress seminar 50%

2 progress report 50%

3 professional behaviour and participation assessment 0% Failed component

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

Unit rules

Prerequisites SRUR5331 Rural Specialisation—Research Unit 1

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study M14 Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Kalgoorlie Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Albany Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Broome Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Bunbury Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Busselton Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Carnarvon Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Derby Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Esperance Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Geraldton Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Karratha Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Kununurra Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

M16 Teaching period Location Mode Details

Non-standard, 2020 Narrogin Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Port Hedland Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Non-standard, 2020 Northam Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Additional information

Unit has indigenous False content?

Additional This Scholarly Activity unit will be the second of 3 that all students must complete as part of the MD program. information from proposer

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M17 Proposed unit as at 06-06-2019 TRIM: F19/1569 SRUR5332 Rural Specialisation—Service Learning Unit ID: 7354 1

This unit is not yet approved.

Unit information

Code SRUR5332

Title Rural Specialisation—Service Learning Unit 1

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Associate Professor Denese Playford

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours 4 hours per week

Unit has Work True Integrated Learning component

Academic information

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, describing civil society, looking at how not-for-profits work and how to work with them, investigating client focus and advocacy, and developing the capacity to work with diverse populations. It also addresses core project management skills so that students are ready to develop a project management document. Basic skills in surveys and focus groups are also covered so as to equip 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 ethics document that describes appropriate ethical conduct for service learning project.

How outcomes will # Outcome How outcome will be assessed be assessed 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 for project proposal, ethics document and professional assessment service learning project

Assessment items Indicative assessments in this unit are as follows: (1) project proposal; (2) ethics document; and (3) professional behaviour and participation assessment. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 project proposal 50%

2 ethics document 50%

3 professional behaviour and participation assessment 0% Failed component

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

M18 Unit rules

Prerequisites IMED4222 Integrated Medical Practice 1 Part B

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning

Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement?

Hours of student 80 placement

Description of The unit comprises service work with organisation experiential learning

Outcomes of The unit comprises service work with organisation experiential learning

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Albany Face to Expected class size: 25 face Contact hours: 4 Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Northam Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Kalgoorlie Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Broome Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Bunbury Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Busselton Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Carnarvon Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Derby Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

M20 Teaching period Location Mode Details

Non-standard, 2020 Esperance Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Geraldton Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Karratha Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Kununurra Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Narrogin Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Non-standard, 2020 Port Hedland Face to Description: C1 Tuesday 27th January to Friday 5th June, 2020 face Satisfaction of academic standards: MD NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

M21 Additional information

Unit has indigenous False content?

Additional The Dean, postgraduate studies, is aware of this unit in relation to UWA-wide interest in service-learning information from proposer

Handbook Notes

Notes (published in This is the first unit of the Service Learning Rural Specialisation. handbook)

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M22 Proposed unit as at 06-06-2019 TRIM: F19/1588 SRUR5342 Rural Specialisation—Service Learning Unit ID: 7362 2

This unit is not yet approved.

Unit information

Code SRUR5342

Title Rural Specialisation—Service Learning Unit 2

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Associate Professor Denese Playford

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours 4 hours per week

Unit has Work True Integrated Learning component

Academic information

Content In this unit students

(1) reflect on how basic sciences/clinical/professional knowledge obtained in the Doctor of Medicine (MD) program are relevant to the service, provide examples from personal service activity to demonstrate understanding of specified learning objectives

(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 service learning project offered by the host organisation; and (3) reflect on service work in relation to key MD outcomes.

How outcomes will # Outcome How outcome will be assessed be assessed 1 display professional behaviour professional behaviour and participation assessment

2 develop a reflective and evidence based approach to the service learning project offered deliverable by the host organisation

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.

# Assessment Indicative weighting Failed component

1 professional behaviour and participation assessment 10% Failed component

2 portfolio 40%

3 project deliverables 50%

Supplementary Supplementary assessment is not available in this unit. assessment statement M23 Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

Unit rules

Prerequisites SRUR5332 Rural Specialisation—Service Learning Unit 1

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning

Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement?

Hours of student 150 placement

Description of The unit comprises service work with organisation experiential learning

Outcomes of The unit comprises service work with organisation experiential learning

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

M24 Teaching period Location Mode Details

Non-standard, 2020 kalgoorlie Face to Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 face Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

M25 Teaching period Location Mode Details

M26 Teaching period Location Mode Details

Additional information

Unit has indigenous False content?

Additional The Dean Postgraduate Studies is aware of this unit in relation to UWA-wide interest in service-learning information from proposer

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in this curriculum.

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M27 Proposed unit as at 06-06-2019 TRIM: F19/1570 SMED5331 Research Unit 1 ID: 7358

This unit is not yet approved.

Unit information

Code SMED5331

Title Research Unit 1

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Jane Allan

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours variable but there is regular contact with project supervisor

Academic information

Content Students commence an appropriately designed research project in an area of interest, under the supervision of a UWA academic staff member. In addition to commencing their research project, students prepare a literature review and a written research proposal where they place their study in the context of the available literature, formulate one or more hypotheses or research questions based on gaps in the available knowledge, design an appropriate research study to test their hypotheses or answer their research questions, and outline their study design, research methods and data analysis plan. The project can be one of either clinical audit, systematic review, or independent research. The first assessment will be a wriitten assigment which may include a formal research proposal (including literature review) and/or submission to Human Research Ethics Committee, GEKO, or PROSPERO. Students planning on undertaking research Masters or PhD programs in the future are advised to undertake independent research.

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, written assignment study design and data analysis

Assessment items Indicative assessments in this unit are as follows: (1) written assignment; (2) oral defence; and (3) professional behaviour assessment/s (PBA). Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 written assignment 50%

2 oral defence 50%

3 professional behaviour assessment/s (PBA) 0% Failed component

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100% M28 Unit rules

Prerequisites IMED4222 Integrated Medical Practice 1 Part B

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Expected class size: 40 Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: Scholarly Activity in MD year 3 Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Additional information

Unit has indigenous False content?

Additional This Scholarly Activity unit will be the first of 3 that all students must complete as part of the MD program. information from proposer

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M29 Proposed unit as at 06-06-2019 TRIM: F19/1567 SMED5341 Research Unit 2 ID: 7359

This unit is not yet approved.

Unit information

Code SMED5341

Title Research Unit 2

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Jane Allan

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours variable but students have regular contact with project supervisors

Academic information

Content Students continue their research project commenced in SMED5331 Research Project 1 under the supervision of a UWA academic staff member.

Students will present a seminar and provide a report outlining the progress of their research, the procedures they are conducting, 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.

How outcomes will # Outcome How outcome will be assessed be assessed 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 behaviour and participation assessment (PBA). Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 progress seminar 50%

2 progress report 50%

3 professional behaviour and 0% Failed component participation assessment (PBA)

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

Unit rules

Prerequisites SMED5331 Research Unit 1

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study M30 Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Expected class size: 40 Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Additional information

Unit has indigenous False content?

Additional This unit will be part of Scholarly Activity for selected students. information from proposer

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M31 Proposed unit as at 06-06-2019 TRIM: F19/1563 SMED5332 Service Learning Unit 1 ID: 7361

This unit is not yet approved.

Unit information

Code SMED5332

Title Service Learning Unit 1

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Associate Professor Denese Playford

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours 4 hours per week

Unit has Work True Integrated Learning component

Academic information

Content This is a foundational unit to prepare students for subsequent engagement in service learning in an urban context.

How outcomes will # Outcome How outcome will be assessed be assessed 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 for project proposal, ethics document and professional assessment service learning project

# Assessment Indicative weighting Failed component

1 project proposal 50%

2 ethics document 50%

3 professional behaviour and participation assessment 0% Failed component

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

M32 Unit rules

Prerequisites IMED4222 Integrated Medical Practice 1 Part B

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning

Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement?

Hours of student 80 placement

Description of The unit comprises service work with organisation experiential learning

Outcomes of The unit comprises service work with organisation experiential learning

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Expected class size: 25 Contact hours: 4 Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: MD year 3 Scholarly activity NSTP dates Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Additional information

Unit has indigenous False content?

Additional The Dean, Postgraduate research, is aware of this unit in relation to UWA-wide interest in service-learning information from proposer

M33 Consultations checklist

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 this curriculum.

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M34 Proposed unit as at 06-06-2019 TRIM: F19/1587 SMED5342 Service Learning Unit 2 ID: 7360

This unit is not yet approved.

Unit information

Code SMED5342

Title Service Learning Unit 2

Level 5

Unit type Unit in postgraduate courses

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Associate Professor Denese Playford

Proposed 31/05/2019

First year of offer 2020

Credit points 6 points

Contact hours 4 hours per week

Unit has Work True Integrated Learning component

Academic information

Content In this unit students

(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 MD outcomes; and (3) develop a reflective, evidence-based approach to the service learning project offered by the organisation.

How outcomes will # Outcome How outcome will be assessed be assessed 1 display professional behaviour professional behaviour and participation assessment

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 the deliverable organisation

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.

# Assessment Indicative weighting Failed component

1 professional behaviour and participation assessment 10% Failed component

2 portfolio assessment 40%

3 project deliverables 50%

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00855 Medical School ROE 100%

M35 Unit rules

Prerequisites SMED5332 Service Learning Unit 1

Corequisites Nil.

Incompatibilities nil

Advisable prior Nil. study

Experiential Learning

Type of experiential Service Learning (Community service-oriented) learning

Is experiential Unit learning component?

Does the Yes experiential learning activity comprise a placement?

Hours of student 80 placement

Description of The unit comprises service work with organisation experiential learning

Outcomes of The unit comprises service work with organisation experiential learning

Unit offered/shared in courses

Intended courses MD 90850

Course Course type Status in course Role

90850 Doctor of Medicine Postgraduate coursework course Proposed from 2020 Option

91850 Doctor of Medicine Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Description: C6 Scholarly activity Monday 29th June to Fri 17th Nov, 2020 Satisfaction of academic standards: MD NSTP year 3 scholarly activity Start: 29-06-2020 Attendance start: 29-06-2020 Attendance end: 17-11-2020 End: 17-11-2020 Requested census: Group: C

Additional information

Unit has indigenous False content?

Additional The Dean of Postgraduate studies is aware of this unit in relation to UWA-wide interest in service-learning information from proposer

M36 Consultations checklist

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

M37 Proposed major (academic proposal) as at 06-06-2019 TRIM: F19/1277 MJD-GNWST Gender Studies ID: 4829

This major is not yet approved.

Major information

Code MJD-GNWST

Title Gender Studies

Undergraduate BA degree

Area of Knowledge Society and Culture (for broadening)

Faculty Arts, Business, Law and Education

Responsible Humanities Organisational Entity

Coordinator Dr Chantal Bourgault du Coudray

Proposed 27/05/2019

First year of offer 2020

Structure 2+3+3

Why non-standard This major combines unit offerings from a range of majors, yoked together through a sequence of core units offered at levels structure 1, 2 and 3. The core units function to establish a firm understanding of gender as a category of analysis, while the electives enable 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

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of Gender Studies Undergraduate Diploma (graduate- only entry)

Corequisites as Nil. second major

Major has end-on True honours?

Details

About this major The Gender Studies major traces histories, theories, and experiences of gender and its intersections with race, class and sexuality. It explores the everyday practices, institutions, and cultural texts of students' gendered lives and investigates the social and cultural legacies that inform contemporary lived experience. The major is grounded in interdisciplinary methodologies and equips students with the analytical, communication, and advocacy skills to foster equity, diversity and inclusion in any context. Gender Studies also emphasizes skills in collaboration, teamwork, leadership, group dynamics, and literacy in screen, print and digital cultures.

N1 Outcomes # Outcome

1 demonstrate a comprehensive knowledge of feminist thought, its key shifts, major theorists and philosophical movements including queer theory and 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 positions like 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 the continuing 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

Employment All workplaces have equity policies, so knowledge in Gender Studies is an advantage to any organisation, business or destinations government agency, as well as professional and creative industries. Graduates often find satisfying work in the areas of social justice, diversity and equity and workplace relations, and the skills learnt in this major are also applicable to communications, education, public service, research occupations and professional practice. Gender Studies will be invaluabe to those intending to progress to professions such as law, education, journalism, psychology, or medicine.

Opportunities the The Gender Studies major is primarily engaged in the history of ideas and practices of gender, intersections with race, class major can lead to and sexuality, and the operations of social power. At UWA Gender Studies is committed to remaining highly relevant to contemporary life while producing valuable social debate and historical context. It is therefore grounded in the everyday practices and cultural texts of students’ lives, and also serves as a reminder of the forms of dominant thinking and dissent on sexuality and identity in the past. The major is comprised of six or seven Gender Studies units, and one or two option units 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 disciplinary specific theories and practice to consolidate the major. This ’diamond’ shape, whereby students find a solid grounding in the disciplinary practices, expand them to other areas and disciplines in the middle of their degree, and then return for more specialised 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, diversity and social justice. It thus provides a major that is grounded in social relations, developing skills in critical analysis, research methods and writing practice, leading to opportunities in further research or employment that involves an awareness of gender, race, class or sexuality and an inclination for social change.

Experiential Learning

Type of experiential Service Learning (Community service-oriented); Mentorship Program; Simulated workplace learning; learning

Experiential No learning required for accreditation?

Units in the major’s GEND1901 unit sequence that GEND2902 include experiential GEND3901 learning activities IMED3208

N2 Overview of the All three of the existing units proposed as the core sequence include an experiential learning component. Throughout the experiential major, students are encouraged to connect their learning in the classroom to the lived, embodied and situated experience of learning activities 'doing gender', and to cultivate a sense of themselves as 'change agents'. included in the major At level 1, students are required to create a digital story exploring the meaning of the phrase 'the personal is political'. A digital story is a series of images documenting a personal experience, accompanied by a voice-over narration. It is explained to students that this genre is commonly used in contexts that seek to empower marginalised groups, and as such, it simulates workplace practices that gender studies graduates might be expected to use. Further, the assessment is explicitly framed as an exercise in project management, and students are introduced to project management tools to help them manage 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 then report, it is also service learning in the sense that it is explicitly designed to take the conversation out of the space of the gender studies classroom, and into the community where conversations about gender are often needed. In this sense, it gives the students a direct experience of working as a change agent, and they are required to reflect upon this in their written work.

At level 3, students are required to attend a weekly talking circle. They are informed that talking circles are used in a variety of cultures to ensure that all voices are respected and heard, especially in conflicted situations, and that they are also increasingly used by social and community workers, development workers, mediators, group facilitators and human resource professionals, to support the development of mutual respect and understanding. As such, the activity is explicitly framed as a simulation of a practice that gender studies graduates can then confidently draw upon in the workplace, to support equity, diversity, and inclusion. Also, this activity foregrounds the experience of deep listening, because in the context of a talking circle, only the person holding the talking piece can speak. Students typically discover that they are accustomed to listen only for pauses where they can speak, and the activity thus encourages a transformation – through a discreet experience – in students' capacity to hear from others.

The option IMED3301 also offers an experiential learning opportunity in the form of mentoring.

Outcomes of The activity at level 1 develops students' achievement of outcomes 2, 3, 4, 5 and 6 through the process of reflecting on a experiential personal experience (outcomes 4 & 6) and then communicating and theorising it (outcomes 2, 3 and 5). The activity at level learning 2 develops students' skills in relation to outcome 6, through the experience of convening, facilitating and reflecting on a conversation 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 outcomes are strongly supported. Through the experiential learning in level 3 of the IMED sequence, students' mentors are able to support their achievement of outcomes 2, 3 and 5.

Rules

Prerequisites Enrolled in another major

Corequisites Nil.

Incompatibilities Nil.

Requirements for Nil. Undergraduate Diploma (graduate- only entry)

Unit sequence

Level 1

Take all units (6 points):

GEND1901 Beyond 'Gender Wars' 6 points Active

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

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 N3 Group A: Take unit(s) to the value of 6 points:

GEND2902 Masculinity, Nostalgia and Change 6 points Active

GEND2903 Sex, Gender, Technology and Science 6 points Proposed

Group B: Take unit(s) to the value of 12 points:

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

Take all units (6 points):

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

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Rules met within True major?

N4 Educational Principles

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 1: develop disciplinary and At level 1 GEND1901 operates as an introduction to the At level 2 students apply the solid At level 3 students are expected to engage with interdisciplinary history of ideas on gender. It is concerned with drawing grounding of level 1 to specific disciplinary knowledge with reflexivity and knowledge and attention to the way gender operates as a system of social debates about masculinity or complexity. Their increasingly self-directed learning power that intersects with race, class and sexuality. It science and technology (in the is scaffolded pedagogically but the production of skills through study provides methods and models to investigate these core units) and a range of other knowledge is increasingly theirs to generate, and research-based entrenched ideologies and historically contextualises the times and places (in the option drawing on the grounding in level 1, and the enquiry ways in which these meanings shift over time and place units). By applying theories about application at level 2, towards a sophisticated and media. Level one is concerned with questioning gender to specific case studies or engagement and understanding at level 3. The core existing heteronormativities by demonstrating the ways in other places, times, cultures - and unit at this level cultivates students' capacity to which they are constructed and shift discursively. This is disciplines - students are able to deploy theories, methodologies and knowledge approached through Australian and global examples of question the efficacy of such developed through the study of gender. As agents debates about gender, contextualised with reference to theories and the conditions of their of change supporting principles of equity, diversity gender theory, colonial and postcolonial contexts, and production and distribution. Thus and inclusion, they are supported to independently students' own experiences. Option units at this level allow the production and distribution of research and practice ideas and strategies for students to consider how a 'gender lens' can be applied - knowledge becomes subject to pursuing their commitments. Option units at this and intersected with other lenses - in other disciplinary scrutiny. level refine students' capacity to undertake gender- contexts. focused research in a range of disciplinary contexts.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 2: develop the skills required GEND1901 embeds learning skills through tutorials At level 2 there is an emphasis on peer learning through Advanced levels of skill are to learn from a and assessments where students attend to power group work and a focus on developing listening skills. By further developed in GEND3901 variety of sources dynamics around gender, race, and class – or the explicitly scaffolding group work with exercises in reflection through attention to the idea that 'the personal is political'. These formats on individual and group processes, students are production of knowledge and the and experiences encourage students to value life experience and encouraged to consider the role of communication styles development of self reflexivity. bring intellectual analysis into their own lives. These and processes in shaping learning. They also learn to Assessment places more reliance skills are developed dynamically and facilitated by consider the value of collaboration and diversity, and on students working tutors and lecturers. Skills workshops also provide explore their own leadership capacity. At the same time, independently, and this is also opportunities for explicit development of there is a shift in emphasis towards processes of data the case in level 3 option units. employability skills such as information seeking, generation and collection, and exploration of gender project management, or visual communication. studies perspectives on the ethical and methodological considerations that attend such activities.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 3: develop personal, social and GEND1901 embeds respect for diverse The importance of social ethics and responsibilities are At level 3 students develop a more complex ethical awareness in cultures including Indigenous cultures, and extended mid-degree, when students navigate understanding of social movement histories, an international its critique of systems of social power in contemporary debates about gender. This requires modes of activism, and their emergence western cultures advances ethical and students to consider how their individual values position from philosophies of gender, race, class and context agentic avenues for restitution. Students are them in relation to particular issues, and by voicing sexuality. Talking circle work enables them also encouraged to recognise their own those values they learn to exercise agency to impact to hear more deeply from others, to cultural position. Applying these values inequities. The option units take the focus away from articulate the complexity of their own practically in academic approaches is contemporary western culture to other cultural times positioning, and to develop greater self- modelled and reflected in reading materials, and places, where students learn to respectfully awareness. tutorials and workshops. consider 'how it is for others'.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 4: communicate Gender Studies is particularly interested in the politics of The core units expose students to In GEND3901, students practise 'commitment clearly, effectively communication and in developing students attention to the emotionally charged debates about to dialogue' - especially in relation to and appropriately in dynamics of clear, effective communication and listening gender politics. Students are supported potentially polarising issues. This demands skills. In GEND1901, students identify and reflect on their in tutorials and through structured peer both clarity about 'what one knows' and a a range of contexts own positioning within networks of power through an group work to practise skills in listening willingness to hear from others. Through assessment exploring the idea that 'the personal is and dialogue, especially in contexts talking circle work, students take political'. Through structured workshop activities in which where differences are present. responsibility for mindful listening and they share their differing personal experiences, they begin Further, in the poster presentation dialogue, cultivating deeper self-awareness to build both self-awareness and skills in negotiating assessments, the emphasis is on about their investments in the subject matter, difference. Feedback on weekly tutorial preparation applying theories of gender to real- and they are supported to draw on this worksheets is used to build students' skills in written world issues, and then communicating awareness in order to engage respectfully expression, referencing, and structuring of ideas. The findings in an accessible and with others. The intellectual emphasis is on digital story also involves feedback on a draft of the demystified way. Communicating extending students' capacity to explain, voiceover narrative and an annotated bibliography, and by accessibly is stressed as vital in the discern between, and use complex theories of separating out 'writing' and 'research' in this way, students context of pursuing progressive social gender. By blogging about the ways in which can more easily build skills in each area. Through the change. In the poster presentation their lived experience intersects with feminist digital story assessment, students also learn the sessions, students are also required to thought, and by writing an independently communicative value of blending a personal 'storytelling' ask questions of one another and also researched essay, students are challenged to element with the tasks of conveying information and 'speak to their work' - i.e. take distill the values, methodological forwarding an argument. This is in keeping with feminist responsibility to explain, defend, or commitments and knowledge they've methodological commitments which emphasise the value engage in dialogue about it. In this acquired through the major in written form. of communicating one's own position or investment rather context they start connecting their own than offering 'a view from nowhere'. values/position with an intellectual or scholarly outlook. Finally, the groupwork is carefully scaffolded and moderated to develop students' skills in collaboration.

Embedding communication skills

How are Embedded communication skills requirements satisfied?

N5 Embedded Level 1: Beginning Level 2: Developing Level 3: Advanced communication skills Students In the core unit, feedback on weekly In the core units, students create In the core unit, the emphasis is on demonstrate writing tutorial preparation worksheets is used poster presentations in groups. The extending students' capacity to explain, that is clear, well to build students' skills in written emphasis is on applying theories of discern between, and use complex structured and expression, referencing, and structuring gender to real-world issues, and then theories of gender. By blogging about appropriate to of ideas. The digital story also involves communicating findings in an the ways in which their lived experience audience and feedback on a draft of the voiceover accessible and demystified way. intersects with feminist thought, and by purpose narrative and an annotated bibliography, Communicating accessibly is writing an independently researched and by separating out 'writing' and stressed as vital in the context of essay, students are challenged to distill 'research' in this way, students can more pursuing progressive social change. the values, methodological commitments easily build skills in each area. and knowledge they've acquired through the major in written form.

Students give oral Through the digital story assessment in In the core units' poster presentation In the core unit's talking circle, students presentations that the core unit, students learn the sessions, students are required to learn to give voice to their values in the are clear, well communicative value of blending a ask questions of one another and context of scholarly dialogue and structured and personal 'storytelling' element with the also 'speak to their work' - i.e. take intellectual debate. While skills in appropriate to tasks of conveying information and responsibility to explain, defend, or argumentation are certainly deployed, audience and forwarding an argument. This is in engage in dialogue about it. In this argumentation is framed as an purpose keeping with feminist methodological context they start connecting their opportunity to develop shared commitments which emphasise the own values/position with an understandings and/or greater clarity value of communicating one's own intellectual or scholarly outlook. about differences. Overall, students position or investment rather than practise 'commitment to dialogue' - offering 'a view from nowhere'. especially in relation to potentially polarising issues. This involves both clarity about 'what one knows' and a willingness to hear from others.

Students In the core unit, students undertake In the core units, students work in The core unit emphasises literature demonstrate critical limited independent research related to groups to collect, analyse, review skills. The research essay requires information literacy one issue arising from personal contextualise and communicate data. students to demonstrate knowledge of skills that are experience, which they submit as an There is also a community prior scholarship and key developments appropriate to annotated bibliography. By harnessing engagement aspect to the research within the field of gender studies. context students' curiosity about themselves, the undertaken, which involves Extensive independent reading and unit frames research (and its protocols) conducting interviews, and through research is necessary for the successful as relevant, necessary, and desirable, this students also learn about completion of this assignment. sowing the seeds for the development of research ethics considerations and more independent research skills. protocols. Overall, students undertake independent research scaffolded by clear guidelines and peer group support.

Students Students identify and reflect on their Through exposure to debates about Through talking circle work, students demonstrate own positioning within networks of power gender politics, students are take responsibility for mindful listening interpersonal skills through an assessment exploring the supported in tutorials and through and dialogue, cultivating deeper self- that are sensitive idea that 'the personal is political'. structured peer group work to awareness about their investments in the and appropriate to Through structured workshop activities practise skills in listening and subject matter. They are supported to context in which they share their differing dialogue, especially in contexts draw on this awareness in order to personal experiences, they begin to build where differences are present. engage respectfully with others. both self-awareness and skills in negotiating difference.

Embedding research skills

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element A (the Curriculum Level one units introduce students to critical Level 2 core units focus students' Level 3 units contextualise previous evolution of the content feminist theories, and intersections of attention on case studies in gender learning against the history and philosophy discipline including gender, sexuality, race and class in local and politics that animate contemporary (and of feminist thought, at a stage where global contexts through established often emotionally charged) debates. This intensification and depth of philosophy and its history, research. Content explored forms the basis draws attention to the evolution of theory can be fully engaged. This is philosophy & of an introduction to the major research gender studies as a site for working primarily textual, and enables students to theorizing) issues, debates and themes for the through complex questions about gender read classic research documents and discipline, its history, philosophy and in society. The option units offer students manifestos at a deeper level. Level 3 theories. specific disciplinary applications of option units offer students the opportunity gender analysis, thus emphasising the to undertake independent gender-focused interdisciplinarity of the field. research in a range of disciplinary and geopolitical contexts.

Pedagogy Feminist pedagogy underpins all units as a Students are supported to read, research Through a close engagement with the continuation of the disciplinary history and and critically engage with contemporary history and evolution of feminist thought, philosophy. Self-reflexivity or an awareness debates about gender, by engaging with students reflect on the methodological of one's own positioning within networks of scholarly, popular, and policy sources. (and pedagogical) objectives of women's power is emphasised, and in the This approach draws attention to the studies and its subsequent revisions. An contemporary context, this means that imbrication of gender studies with both emphasis on experiential learning also research is inclusive and recognises formal and informal politics. supports students to reflect on the ways in intersectionality, especially the pivotal which methodological and pedagogical contributions by black feminists and lesbian strategies encountered affect learning and research in examining heteronormativity and other outcomes. whiteness in western feminist research. In this way, students learn to take responsibility for the self-reflexivity that was scaffolded at levels 1 and 2, and assessments provide opportunities for them to practise this in a research context.

Assessment At level 1 students are asked to be self- By contextualising contemporary gender Assessment is broad in scope at level 3 to reflective: to position themselves in relation politics against a history of gendered enable students to generate sustainable to research, and to think about how the values and practices in their poster independent research projects, that expect research impacts other subject positions. presentations, students learn to a working knowledge of disicplinary Academic staff model this through reflecting articulate how the field intersects research situated in its evolutionary on their own investments in particular philosophical and theoretical context. research. perspectives with contemporary politics.

N6 Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element B (the Curriculum Feminist methods taught at level one support At level two research in the core units is At level three methodology stresses methods of enquiry content students to be gender-aware in their research concentrated around exploring everyday the importance of self-reflexivity, of that the discipline and investigative practices. Research methods sites of contestation about gender, and the positioning the subject in the are modelled in lectures about academics' own quotidian as significant markers of gender, production of knowledge, and the uses, including research, and in the tutorial readings which race, class and sexuality, and also through politics of location and partiality where methods of research bring gender to bear on the construction of examination of historical texts and events discussions of race, class and sexuality ethics) knowledge through colonisation, in terms of contextualising such debates. intersect with gender and power medicalisation, education and other through diverse cultural and historical institutions. The epistemology of knowledge as locations. fundamentally situated in gendered bodies is established at Level 1 as a basis for gender studies. The intersections of race, class, sexuality and other subject positions are emphasised as basic to critical reading practices and research positions.

Pedagogy Gender awareness is practised and modelled Pedagogy at level 2 is grounded in Talking circle work in the level 3 core in lectures, tutorials, and research readings; workshops and tutorials where attendance unit is the primary vehicle by which able to be applied, questioned and performed to gender, race, class and sexuality nuanced questions about the theory in workshops, and accompanied by a spirit of demand a level of personal awareness and and practice of gender studies enquiry and safety in which students may a willingness to voice one's values. It also methodologies are reflexively explored. challenge long-held assumptions and draws attention to the kinds of agency Students are then invited to reflect attitudes. Thus students apply research students have to intervene in gendered further on the questions raised in their methods through personal engagement in discourses. written assignments. workshops and tutorials where attendance to gender, race, class and sexuality is required.

Assessment Assessment at this level enacts the methods Assessment in the core units encourages Level 3 units support the critical and of enquiry by inviting students to situate students to explore everyday debates self reflection necessary to deploy themselves as actors in the production of their about gender in order to develop a sense of gender studies methodologies own knowledge, through research practices their own investment in regimes of gender, effectively. By blogging about the ways that are reflexive and situated. race, class and sexuality. The emphasis on in which their lived experience group creativity is grounded on the intersects with feminist thought, and enactment of a research ethics which is by writing an independently collaborative and respectful, which values researched essay, students are diversity and encourages leadership in all challenged to apply the methodological its forms. Assessment is thus productive commitments and knowledge they've and reflective. It also involves the guided acquired through the major in written preparation of research design proposals form. including guidance about research ethics in a gender studies context.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element C (the Curriculum First year units introduce students to Level 2 extends the ways in which At level 3 there is emphasis on generating practice of enquiry - content critical thinking through gender thinking relevant to the discipline can be sustainable research projects that stimulate based thinking analysis, visual and textual reading applied to particular case studies. The disciplinary learning and personal intellectual practices, and challenges to inherited core units are particuarly useful for interests. At this level these are supported by relevant to the meanings of gender and power and the redirecting enquiry back towards staff but largely self-determined by students. discipline) meanings of embodied subjects. students' own cultural lives, while the option units directs them outward to other cultural locations and places.

Pedagogy Lectures gloss, explain and model such Tutorials and assessments offer In the core unit, students explore weekly topics critical research practices, drawing on a opportunities for students to test and through one talking circle class and one tutorial range of technologies, texts and explore theories of gender in relation to class. In the talking circle class they gain an activities which are then discussed and specific issues. This involves both understanding of their respective investments actively applied in workshops and experiential and analytical activities in in the material, and in the tutorials they tutorials. Pedagogy at this level is oral and written form based on research. engage in more traditional scholarly discussion. interested in creating learning In this way, they learn to explore what is at environments that encourage respect stake both emotionally and intellectually - a and diversity in working together and useful skill-set since both elements are being self-aware. constantly at play in any debate about gender in society.

Assessment The digital story assessment in the core Guided development of sustainable Major research projects encourage the unit is an opportunity for students to research projects is key to level 2 to synthesis of form and content as appropriate. enquire into the relevance of the unit encourage application of theories to In particular, the adoption and execution of content to their own lived experience. practice in everyday lives here and self-reflexive methodologies is encouraged. elsewhere. By working with peers, students learn to value and practice collaborative enquiry.

N7 Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element D (the Curriculum At level 1 students engage and employ At level 2 discursive conventions are Level 3 builds on discursive conventions to discourse content key concepts relating to gender, power, employed in relation to embodiment, specialise in various schools of feminist conventions of the race and culture in written and oral subjectivity, agency, heteronormativity, thought, including radical, socialist, liberal, form, and then extend their critical queering and institutional authority in postmodern, continental, psychoanalytic and discipline) vocabulary of pivotal terms and required readings. The option units queer, as they apply to digital, postfeminist, concepts to do with corporeality, gender, introduce students to discursive tools affective, transnational and transgender subjectivity, and agency. Tutorial which both reinforce and broaden representational regimes. This level of readings reflect these capacities and available concepts and conventions. discursive competence will equip students for levels. honours and other graduate research work.

Pedagogy Intellectual conventions of gender Emphasis is on the self-reflexive strengths Talking circle and tutorial classes in the core studies are modelled in lectures and of gender studies, as a discipline which unit give students practice at navigating the readings; and applied, questioned and has historically 'held the space' for complexities of gender theory in a dialogic performed in tutorials, accompanied by contested or contrasting understandings of way. Explicit attention to self-reflexivity a spirit of enquiry and safety in which gender and gendered identities. The throughout also draws attention to the students may challenge long-held communicative and discursive processes inseparability of content and discourse assumptions and attitudes. by which such debates have been conventions from process or methodology. explored within the discipline is foregrounded.

Assessment Modelling through lectures and readings Assessment is through assignments, In the core unit, the research essay requires increases students' vocabulary, as well essays, examinations and workshop students to demonstrate knowledge of prior as discussion of research that uses those activities all of which are expected to have scholarship and key developments within the concepts and conventions; group engaged with research material. field of gender studies. Extensive activities encourage peer learning, and independent reading and research is the Internship requires research to be necessary for the successful completion of applied and communicated in practice. this assignment.

Additional Information

Additional As an interdisciplinary major, the Gender Studies sequence takes advantage of existing gender-focused offerings, and yokes information them together through a sequence of core units offered at levels 1, 2 and 3. The level 1 core unit (GEND1901) introduces (detailed proposal) students to key contemporary debates about sex and gender, and places them in historical and theoretical context. The existing level 2 core unit (GEND2902) explores historical and contemporary masculinities and supports students to develop communicative strategies for discussing masculinity constructively. The level 3 unit provides students with a thorough grounding 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 as an alternate option at level 2; students would be invited to take either this unit or GEND2902. If taking Sex, Gender and Science, students would still be required (as in GEND2902) to practice communicating constructively about some challenging issues, but in this case it would be arguments about the relationship between biology and gender, and the challenges of addressing unconscious bias in science. It is anticipated that this unit would provide a desirable pathway for STEM 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 or related 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 the major along the following lines.

1. Through inclusion of an experiential and interdisciplinary capstone unit at level 3. This may also be a desirable addition for other majors in the Arts degree, and it might be worthwhile refreshing FABLE's 'Wild Card' unit as a level 3 offering to enable this. (Alternatively, a coalition of discipline groups could collaborate to develop a separate level 3 offering along similar lines). The best approach to adopt will be easier to identify once the university's approach to embedding WIL in the curriculum is clear.

2. As explained in the rationale for reviving the gender studies major, this major offers scope for cross-listing further units developed 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. If offered 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 desirable for 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. Possibilities include credit towards a gender studies major for units undertaken by exchange students moving in either direction, and online 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 and students, an undertaking was made to revisit the decision after three years. Three years on, enrolments in the Bachelor of Arts have dropped, particularly amongst female students, but enrolments in the remaining gender studies electives have remained steady at level 1 and increased at levels 2 and 3. Also, we are in the midst of a global revival of feminism, often termed '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 alongside efforts to rejuvenate enrolments in the Bachelor of Arts through – amongst other things – offering interdisciplinary second majors, the time is ripe to revive this major. Its reinstatement will also support UWA's commitment to addressing gender inequities in STEM, by a) adding one unit on 'Sex, Gender and Science' which could also be offered as an option in STEM majors; b) including certain STEM units in an identifiable sequence focused on gender, and c) offering a 'home' for any future STEM offerings focused on gender. Finally, by reviving the gender studies major, UWA will once again be able to claim its uniqueness as the only university in Western Australia to offer a major in this field. N8 History and committee endorsements/approvals

Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee, 2 April 2019, R4/19 Approval reference: EO x5542

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

N9 Proposed unit as at 06-06-2019 TRIM: F19/1246 GEND2903 Sex, Gender, Technology and Science ID: 7320

This unit is not yet approved.

Unit information

Code GEND2903

Title Sex, Gender, Technology and Science

Level 2

Unit type Undergraduate unit in major(s)

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible Humanities Organisational Entity

Coordinator Dr Chantal Bourgault du Coudray

Proposed 01/05/2019

First year of offer 2020

Credit points 6 points

Contact hours 1 x 1.5 hour lecture/workshop for 11 weeks; 1 x tutorial per week for 10 weeks

Elective? True

Broadening Broadening Category B category

Academic information

Content This unit takes as its starting point a number of observations. Firstly, there remain entrenched gender imbalances in many STEM (science,technology, engineering and maths) fields. Secondly, ideas about 'hard-wired' sex differences of body and/or brain, as well as ideas about gender fluidity, circulate freely in popular culture. Thirdly, theories of gender and scientific discourses are sometimes at odds. In all three scenarios, 'gender' and 'science' are held in some kind of relation. This unit is a 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) use feminism 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.

How outcomes will # Outcome How outcome will be assessed be assessed 1 identify and describe key ways in which gender bias can manifest in scientific dialogue and reflection; short answer test contexts

2 use feminism to inform scientific methodologies and research dialogue and reflection; short answer test; group case study

3 use scientific research to inform feminist discourse dialogue and reflection; short answer test; group case study

4 use constructive dialogue to explore differences of approach with regards to gender, group case study science and feminism

Assessment items Indicative assessments in this unit are as follows: (1) dialogue and reflection; (2) group case study; and (3) test. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 dialogue and reflection 20%

2 group case study 30%

3 test 50%

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.

Incompatibilities Nil.

Experiential Learning

Type of experiential Simulated workplace learning learning

Is experiential Component learning component?

Is experiential Compulsory learning compulsory?

Does the No experiential learning activity comprise a placement?

Description of The experiential learning will be designed to simulate STEM workplace issues related to gender, in the form of roleplays. experiential learning

Outcomes of The activity will primarily address outcome 6: 'Deploy communicative strategies that model and facilitate respect for others, experiential social inclusion, and constructive dialogue'. learning

Unit offered/shared in courses

Intended courses Gender Studies

Course Course type Status in course Role

MJD-GNDST Gender Studies Major Drafted from 2020 [course not available in 2020] Option

MJD-GNWST Gender Studies Major Proposed Option

Availabilities

Teaching period Location Mode Details

Semester 2, 2021 Crawley Face to face Expected class size: 40 Contact hours: 3

Additional information

Unit has indigenous False content?

Additional This unit is explicitly designed to support UWA's commitments to both interdisciplinary teaching and reducing gender information from inequalities in STEM. proposer Please note that I have changed the code to GEND2903 (without approval from Callista yet, as GEND2902 was previously in use and is now known as HIST2902 Masculinity, Nostalgia and Change, also in the sequence)

N11 Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in this curriculum.

History and committee endorsements/approvals

Event Date Outcome

Faculty 02-04-2019 Endorsed: FABLE Curriculum Committee, 2 April 2019 R4/19 Approval reference: EO x5542

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

N12 Proposed major (academic proposal) as at 06-06-2019 TRIM: F19/773 MJD-CRIMN Criminology ID: 4824

This major is not yet approved.

Major information

Code MJD-CRIMN

Title Criminology

Undergraduate BA degree

Area of Knowledge Society and Culture (for broadening)

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Dr Joe Clare

Proposed 29/05/2019

First year of offer 2020

Structure 2+3+3

Why non-standard We are providing students with the option of taking streams within the major that require them to take units at level 2 to structure progress to level 3.

Major type

Type of major Single

Degree-specific True major?

Second major? True

Undergraduate True Diploma (graduate- only entry)?

Name of Criminology Undergraduate Diploma (graduate- only entry)

Corequisites as Nil second major

Major has end-on True honours?

Details

About this major Criminology is an inter-disciplinary subject area that has emerged from the attention distinct disciplines have paid to offenders and offending. As such, the Criminology major draws on knowledge and perspectives from a range of disciplines including Law, Psychology, History, Anthropology and Geography. The combination of core and optional units in this major structure will expose students to the breadth of issues being addressed by contemporary Criminology. Included in this will be understanding of the practical role Criminology plays in advising governments on issues relating to criminality, crime prevention, 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 variation across time and space about the types of acts we define as crime and the ways that we respond to criminality. The Criminology major will require students to develop a broad range of employment-relevant skills, including the capacity to think critically, integrate theory and research to practice, and communicate effectively in written and oral forms.

N13 Outcomes # Outcome

1 apply criminological theoretical frameworks to analyse contemporary challenges relating to crime, victimisation, crime prevention, and the criminal justice system

2 generate evidence-based empirical and theoretical knowledge in the examination of historical and contemporary crime and justice issues, using the broad 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 of information 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 articulate manner

Rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Requirements for Nil Undergraduate Diploma (graduate- only entry)

Justifications for Nil Undergraduate Diploma (graduate- only entry)

Unit sequence

Level 1

Take all units (6 points):

LAWS1110 Crime and Society 6 points Active

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

PSYC1101 Psychology: Mind and Brain 6 points Active

PSYC1102 Psychology: Behaviour in Context 6 points Active

Level 2

Take all units (12 points):

FNSC2200 Mysteries of Forensic Science 6 points Active

LAWS2223 Criminal Justice Systems 6 points Active

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

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

Take all complementary units (6 points):

PSYC2203 Introduction to Quantitative Methods in Psychology 6 points Active

Level 3

N14 Take all units (6 points):

LAWS3374 Crime, Justice and Public Policy 6 points Active

Take unit(s) to the value of 12 points:

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

Outcomes mapping No URL provided. document URL

Rules met within True major?

Justification for The complementary unit should be undertaken by both cohorts (those taking criminology as a degree-specific major and as complementary a second major) as foundational knowledge of, and skills in, general quantitative research methods in necessary to units undertake the major by any cohort..

Educational Principles

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 1: develop disciplinary and The introductory unit lays the The level 2 core unit are set in a manner that The level 3 prerequisites are set in a manner that interdisciplinary essential theoretical and demonstrates how each level of the major builds on the demonstrates how each level of the major builds on the knowledge and intellectual foundation for previous level of study. The end result is that the logic previous level of study. The end result is that the logic subsequent study in the Major. and analytical skills necessary to question the accepted and analytical skills necessary to question the accepted skills through study wisdom are developed. wisdom are developed. and research-based enquiry

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 2: develop the skills required Introductory level Criminology Intermediate level Criminology provides the Advanced level Criminology provides the analytical and synthesis to learn from a provides a sound basis for lifelong analytical skills necessary for life long skills that enable lifelong reflection and learning on matters variety of sources learning in crime and justice reflection and learning on matters related to related to crime, criminality, justice, and society. It inspires matters. crime, criminality, justice, and society. lifelong reading on social matters and provides a sound platform and experiences for retraining or the acquisition of new skills.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 3: develop personal, social and Introduces awareness of criminological, Further develops understanding of The core level 3 Criminology unit, Crime, Justice, and Public ethical awareness in social, and philosophical issues associated crime and responses to crime. Policy, provides a basis for directing thinking on the criminal an international with crime, justice, and the criminal justice Develops a more critical understanding justice system in a policy context, within which the disconnect system. Provides the basis of analytical of crime, criminality, and the criminal between current policy/legislation/practice and research-led context skills for thinking critically on such matters justice system building on knowledge of best-practice are highlighted and reflected on. The optional and reflecting on the relationship between the relationship between individuals, level 3 units further address these issues from a broad range individuals, society, the law, and crime. society, the law, and crime. of perspectives.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 4: communicate The necessity for effectiveness in spoken and written Written communication and discussion Communication and discussion suitable for clearly, effectively communication increases with the complexity of the suitable for discussing and exploring context exploring context specific issues with high and appropriately in conceptual framework and analysis. Clarity of specific issues of intermediate levels of levels of complexity and considered with the communication and discussion is covered for complexity is covered in LAWS2223 and aid of highly abstract concepts is covered in a range of contexts introductory level Criminology in LAWS1110. PSCY2203. LAWS3374.

Embedding communication skills

How are Embedded communication skills requirements satisfied?

N15 Embedded Level 1: Beginning Level 2: Developing Level 3: Advanced communication skills Students demonstrate The necessity for clarity of writing Writing suitable for discussing Writing suitable for discussing and writing that is clear, well increases with the complexity of the and exploring issues having of exploring issues involving highly structured and conceptual framework and analysis. intermediate levels of abstract concepts and high levels of appropriate to audience Clarity of writing is covered in introductory complexity is covered in complexity is covered in LAWS3374. and purpose level Criminology in LAWS1110. LAWS2223 and PSYC2203.

Students give oral The necessity for clarity of oral discussion Oral communication and Oral communication and discussion presentations that are and/or presentation increases with the discussion suitable for suitable for exploring issues with high clear, well structured complexity of the conceptual framework discussing and exploring issues levels of complexity and considered and appropriate to and analysis. Clarity of oral having of intermediate levels of with the aid of highly abstract concepts audience and purpose communication and discussion is covered complexity is covered in is covered in LAWS3374. in introductory level Criminology in LAWS2223 and PSYC2203. LAWS1110.

Students demonstrate High order critical information and literacy In the intermediate phase of In the intermediate phase of the major, critical information skills are essential for the major. At the the major, greater breadth will greater breadth will be given to critical literacy skills that are beginning of the major, a learning and be given to critical information and information skills necessary for appropriate to context development by doing approach will be literacy skills in LAWS2223 and suitable for exploring issues with high adopted. To that end, critical and PSCY2203. levels of complexity and considered information skills are developed through with the aid of highly abstract concepts the introduction of discipline specific is covered in LAWS3374. vocabulary and associated ideas in introductory level Criminology in LAWS1110.

Students demonstrate Interpersonal skills and understanding and The interpersonal skills The increased complexity of social interpersonal skills that recognising social issues appropriate to developed in the first year of issues treated in the level 3 Criminology are sensitive and context are addressed in the core the program are reinforced in unit means that the interpersonal skills appropriate to context introductory unit. the core level 2 units. reinforced in all level 2 units are developed further as student engagement in level 3 issues for which the scope for conflicting views is enhanced.

Embedding research skills

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element A (the Curriculum LAWS1110 Crime and Society provides LAWS2223 examines the institutions, LAWS3374 covers advanced theoretical and evolution of the content a theoretical and practical activities and processes that make up the evidenced-based approaches to crime, discipline including understanding of criminal behaviour. Australian criminal justice system. PSYC2203 justice and public policy. exposes students to quantitative research its history, skills in social science. philosophy & theorizing) Pedagogy LAWS1110 provides a theoretical Students develop skills in developing Workshops and seminars focus on the framework around which students can evidence-based, theory-relevant responses formation, implementation and evaluation of better understand individual and to contemporary criminological issues. justice policy in Australia, reviewing the collective criminality in all its forms, practical problems faced in applying and integrates theory and research at criminological theory to practice. a foundational level.

Assessment The level 1 core unit requires students In LAWS2223 students are required to Students are required to develop a research to complete a research essay. develop a policy document and in PSYC2203 proposal, write a research paper and give an they undertake research-related oral presentation on their research. assessments.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element B (the Curriculum LAWS1110 introduces LAWS2223 investigates historical and contemporary LAWS3374 covers advanced theoretical and methods of enquiry content students to Criminology issues within their broader context and focuses on evidenced-based approaches to crime, justice that the discipline research including evidenced-based, theory-relevant policy and public policy. criminological methods of development. PSYC2203 exposes students to uses, including enquiry and basic principles of research ethics and a range of social sciences methods of research research ethics. research techniques and ethics) Pedagogy LAWS1110 integrates Students continue to develop skills in providing Workshops and seminars focus on addressing criminology research and criminological evidence-based, ethical and theory- practical criminological issues using research etoics with relevant responses to contemporary criminological discipline-specific research methods with an criminology theory. and other social issues. Students also have the emphasis on research ethics. Depending on potential to extend their research skills at level 2 in the combination of units selected, students qualitative research (ANTH2406), legal research also have the potential to extend their (LAWS2227), history (HIST2222), and GIS research Criminological research skills at level 3 by (GEOG2201). taking qualitative research methods (ANTH3001), legal research (LAWS3344), and GIS research (GEOG3301).

Assessment The level 1 core unit requires Students are required to adopt ethical criminological In the level 3 core unit, using ethical students to complete a research methods of enquiry in developing a policy criminological methods of enquiry, students research essay demonstrating document for LAWS2223 and demonstrate develop a research proposal, write a research an understanding of methods quantitative research methods in undertaking paper and give an oral presentation on their and ethics of criminology research-based assessments in PSYC2203. research. enquiry.

N16 Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element C (the Curriculum LAWS1110 introduces students to LAWS2223 investigates historical and LAWS3374 covers advanced theoretical and practice of enquiry - content discipline specific methods of contemporary issues within their broader evidenced-based approaches to crime, based thinking practice-based enquiry at an context and focuses on evidenced-based, justice and public policy. introductory level. theory-relevant policy development. PSYC2203 relevant to the exposes students to enquiry-based thinking discipline) relevant to social sciences.

Pedagogy LAWS1110 Crime and Society The level 2 core units employ a range of The core unit focuses on addressing introduces students to the practice discipline relevant evidence-based methods, practical criminological issues using of enquiry-based thinking upon including practice of enquiry-based methods, . discipline-specific research methods, which criminological research can be including practice of enquiry-based launched. methods.

Assessment LAWS1110 requires students to Students are required to adopt social science In the level 3 core unit, using criminological complete a research essay and criminological research methods of methods of enquiry, including practice of demonstrating an understanding of enquiry, including practice of enquiry-based enquiry-based methods, students develop a methods of criminology enquiry at methods, in undertaking research-related research proposal, write a research paper an introductory level. assessments. . and give an oral presentation on their research.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element D (the Curriculum LAWS1110 Crime and Society provides Using criminological discourse conventions, Using criminological discourse discourse content a theoretical and practical LAWS2223 investigates historical and conventions, LAWS3374 covers conventions of the understanding of criminal behaviour. contemporary issues within their broader context advanced theoretical and evidenced- and focuses on evidenced-based, theory-relevant based approaches to crime, justice and discipline) policy development. PSYC2203 requires students public policy. to undertake , interpret and discuss social science research methods and findings using discipline specific discourse conventions.

Pedagogy In the level 1 core unit, discipline- Criminological and social sciences discourse Criminological discourse conventions specific discourse conventions are used conventions are used in both the teaching of the are used in both the teaching of the in both the teaching of the content as content as well as in the learning resources content as well as in the learning well as in the learning resources students are given to supplement their learning. resources students are given to students are given to supplement their supplement their learning. learning.

Assessment The level 1 core unit requires students Students are required to adopt criminological and Using criminological methods of to complete a research essay, social science research methods of enquiry and enquiry and discourse conventions, demonstrating an understanding of discourse conventions in undertaking research students develop a research proposal, methods of criminology enquiry and assessments. write a research paper and give an oral discourse conventions at an presentation on their research. introductory level.

Additional Information

Additional The fourth core unit at Level 1 is a shared unique unit between the Criminology Major and Law and Society Major as it information provides foundational knowledge for both criminology and the relationship between law and society. It is therefore (detailed proposal) distinctive to both areas of disciplinary study.

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: FABLE Curriculum Committee, 13 May, R6.1/19 Approval reference: EO x5542

School / ROE Not yet endorsed

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

N17 Proposed unit as at 06-06-2019 TRIM: F18/1247 HIST2222 American Outlaws: Crime and Punishment in ID: 6987 the United States

This unit is not yet approved.

Unit information

Code HIST2222

Title American Outlaws: Crime and Punishment in the United States

Level 2

Unit type Undergraduate unit in major(s)

Undergraduate BA degree

Faculty Arts, Business, Law and Education

Responsible Humanities Organisational Entity

Coordinator Associate Professor Ethan Blue

Proposed 15/05/2019

First year of offer 2020

Credit points 6 points

Contact hours lecture/workshop: up to 3 hours per week for 12 weeks.

Elective? True

Unit has Work True Integrated Learning component

Broadening Broadening Category B category

Academic information

Content At the turn of the 21st century, the United States, esteemed as the “land of the free,” developed one of the most extensive prison systems in the history of the world. This unit draws on the tools of historical analysis, bolstered by criminological and sociological theories, to unpack this profound contradiction. Based on the dictum *nullem crimen sine lege* (there is no crime 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 on Terror, from fugitive slaves to unfree Indigenous labor in Spanish missions, from lynch mobs to the death penalty, from police militarization to prisoners' rights movements, and from border policing to mass immigrant deportation, students will assess the ways in which notions of crime and deviance have evolved in historical contexts to produce a massive American carceral 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 and punishment; (2) evaluate the historiographical problems posed by interrogating the histories and theories of crime and punishment in the United States; (3) demonstrate a detailed understanding of the US histories of punishment; (4) locate appropriate sources for research essays; and (5) present arguments in both written and oral assessments using the conventions of the historical discipline.

How outcomes will # Outcome How outcome will be assessed be assessed 1 assess the basic historiographical issues characteristic of US History through the research essay, peer-reviewed annotated bibliography, lens of crime and punishment participation

2 evaluate the historiographical problems posed by interrogating the histories and research essay, peer-reviewed annotated bibliography, theories of crime and punishment in the United States 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 conventions research essay; peer-reviewed annotated bibliography, of the historical discipline participation

N18 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.

# Assessment Indicative weighting Failed component

1 research essay 50%

2 peer-reviewed annotated bibliography 20%

3 participation 30%

Teaching Teaching organisation Notes % responsibilities FAC10 Arts, Business, Law and Education Coordination and teaching 100%

Unit rules

Prerequisites Completion of 12 points

Corequisites Nil

Incompatibilities Nil

Advisable prior Nil study

Unit offered/shared in courses

Intended courses History BA Criminology BA

Course Course type Status in course Role

MJD-HISTY History Major Drafted from 2020 Option

MJD-CRIMN Criminology Major Proposed Option

Availabilities

Teaching period Location Mode Details

Semester 2, 2020 Crawley Face to face Expected class size: 75 Contact hours: 2

Additional information

Unit has indigenous False content?

Additional This unit does not bring additional units to the History major. It is being offered as a replacement for HIST2003, Crises and information from Controversies in Australian History which is proposed for rescission for 2020. proposer

Consultations checklist

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 this curriculum.

History and committee endorsements/approvals

Event Date Outcome

Faculty 19-04-2018 Endorsed: FABLE Curriculum Committee R6/18 10 April 2018 Approval reference: Contact Executive Officer x5542

Curriculum Committee Not yet endorsed N19 Event Date Outcome

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

N20 Proposed major (academic proposal) as at 06-06-2019 TRIM: F19/920 MJD-IMSCP Integrated Medical Sciences and Clinical ID: 4827 Practice

This major is not yet approved.

Major information

Code MJD-IMSCP

Title Integrated Medical Sciences and Clinical Practice

Undergraduate BBiomedSc degree

Area of Knowledge Life and Health Sciences (for broadening)

Faculty Health and Medical Sciences

Responsible Faculty Office - Health and Medical Sciences Organisational Entity

Coordinator Associate Professor Liz Quail and Dr Helen Wilcox

Proposed 31/05/2019

First year of offer 2020

Structure 2+4+8

Why non-standard Non-standard structure is required to meet accreditation standards for professional courses including articulation into the structure Doctor 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 and accreditation requirements. The Introductory Medicine Specialisation is designed specifically for students entering the Doctor of Medicine course. This requires content equivalent to a double major.

It is anticipated other specialisations will be added in the future.

Degree-specific True major?

Second major? False

Corequisites as nil second major

Major has end-on False honours?

Details

About this major The double major will encompass a wide range of disciplines within the health and medical sciences. It will provide students the background knowledge across all the biomedical scientific disciplines including, anatomy, physiology, biochemistry, genetics, immunology, haematology, microbiology, pathology, pharmacology and public health. These disciplines will be integrated within level 3 units, where science, clinical and professional content will be presented longitudinally and built around the core clinical conditions and presentations.

Communication and research skills for the health professional will be presented throughout the major. The major will include studies 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 time of admission.

O1 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 and cultural differences within Australia, and develop basic research skills, including medical research design, evidence and association and statistical analyses

8 demonstrate knowledge of human embryology and development, the human genome and aetiology of disorders associated with genetic abnormalities

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

Experiential Learning

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

Experiential No learning required for accreditation?

Units in the major’s Level 3 units unit sequence that include experiential learning activities

Overview of the Clinical placements experiential learning activities included in the major

Outcomes of link to outcomes 9 and 10 experiential learning

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

Incompatibilities Nil

Requirements for NA Undergraduate Diploma (graduate- only entry)

Justifications for NA Undergraduate Diploma (graduate- only entry)

Unit sequence

Sequence notes: Students without WACE or ATAR Chemistry are required to complete CHEM1003 in first year.

O2 Level 1

Take all units (12 points):

IMED1001 Form and Function 6 points Active

IMED1002 The Facts of Life 6 points Active

Take all complementary units (12 points):

IMED1003 Cell Survival and Communication 6 points Active

IMED1004 Health and Society 6 points Active

Level 2

Take all units (24 points):

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

Take all units (48 points):

IMED3111 Integrated Medical Systems 1 24 points Proposed

IMED3112 Integrated Medical Systems 2 24 points Proposed

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Rules met within True major?

Justification for Complementary units are required to enhance level 2 core units. complementary units

Educational Principles

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 1: develop disciplinary and In Level 1 units, students are introduced to the breadth Students are exposed to the breadth of Students are presented with case-based interdisciplinary of preclinical disciplines and are encouraged to think the preclinical science disciplines and are clinical scenarios and are required to discuss knowledge and analytically through an introduction to these disciplines. required to prepare reports showing their the principles of clinical reasoning and Tutors facilitate discussion in tutorial groups and critical thinking skills. decision-making. skills through study laboratory sessions. and research-based enquiry

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 2: develop the skills required Students are required to collect and describe Students learn how to use statistical analyses and Student are capable in explaining the to learn from a data relevant to preclinical disciplines and to introductory level statistics to test hypotheses strengths, weakness and application of variety of sources draw appropriate inferences. Requirements to relevant to a given research scenario. Students are common research designs and some undertake quizzes and prepare laboratory assessed on their ability to critically appraise biostatistical concepts, and demonstrate and experiences reports aim to develop an interest in broader relevant literature and their written summaries of basic competency in statistical analysis using learning. medical research. selected software.

Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 3: develop personal, social and Students are introduced to ethics in Societal, religious, cultural and socio-economic are covered Students are exposed to major debates and ethical awareness in research and health care provision and in relation to health in Australian society. Students are controversies in health sciences and health an international are required to discuss these. required to participate in group discussions on these issues. care provision in Australia. context O3 Educational Level 1: Beginning Level 2: Developing Level 3: Advanced Principle 4: communicate Requirement to participate in laboratories and write Students are assessed on their written Students continue to develop their communication clearly, effectively reports ensures students are taught how to and oral expression and communication skills, as well as developing skills that enable them and appropriately in communicate clearly and effectively and to interact skills. to report finding to health professionals. with others. a range of contexts

Embedding communication skills

How are Unit communication skills requirements satisfied?

Communication IMED1004 (Understanding Health and Disease in People and Populations) is a Level 1 unit designed to present core concepts skills unit in communication skills utilised by health professionals. These include, effective communication, questioning and body language, understanding cultural and social components of patient perspective and illness experience. This unit needs to be approved as part of this new major.

Communication skills are also delivered in level 3 units.

Embedding research skills

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element A (the Curriculum The curriculum will cover the Each pre-clincial discipline area is covered in Analysis of historically important findings evolution of the content evolution of important theories several discrete units so that theories will be through the literature will allow in-depth analysis discipline including and concepts across the broad covered in more depth. of research skills. This will be assessed by range of pre-clinical disciplines. literature review from a relevant pre-clinical its history, discipline. philosophy & theorizing) Pedagogy Students will review scientific Students will continue to be exposed to Students will obtain laboratory training in the studies relevant to each scientific study of the pre-clinical disciplines. methodologies used in the pre-clinical sciences. discipline. They will also be exposed to variety of research literature and relevant databases.

Assessment Final exam Conceptual questions in exams and tests an Conceptual questions in exams and tests an quizzes. Laboratory assessment. quizzes. Laboratory assessment.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element B (the Curriculum Students will begin to think like a Introduction to statistical analyses, Students will begin to develop research questions and methods of enquiry content medical scientist. They will epidemiology and medical research hypotheses. They will also understand how data is that the discipline participate in laboratory design. collected and analysed. Introduction to computer based experiments, consider technologies to assist with this analysis. uses, including experimental design. methods of research ethics) Pedagogy Students will be continuously Students will be continuously Students will be continuously exposed to scientific exposed to scientific studies and exposed to scientific studies and studies and literature and have laboratory training. literature and have laboratory literature and have laboratory They will start to develop research questions. training. training.

Assessment Lab-reports and quizzes Various statistical measures and Data will be analysed in laboratory setting, research designs will be tested in Interpretation of data and communication of results will the final exams. occur both orally and in the form of laboratory reports.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element C (the Curriculum Students will be exposed to research Understanding the critical evaluation of Writing up of results from experiments practice of enquiry - content methodologies at a basic laboratory research and the limitations of laboratory based thinking level. based tools and diagnostics. relevant to the Pedagogy Students will begin to gain Level 2 will build on Level 1 with practical Develop skills in data analysis and critical discipline) knowledge in a range of practical laboratory skills thinking. laboratory skills.

Assessment Lab reports and final exam Written scientific reports in lab reports and Literature review, interpret data final exam. Critically evaluate literature in accurately, both written and orally. Written lab-based reports. summaries of scientific research in lab reports and final exam. This is at a higher level that Level 2.

Embedding Level 1: Beginning Level 2: Developing Level 3: Advanced Research Skills Element D (the Curriculum Introduction to the broad nature of pre- Analytical and critical thinking of Understanding scientific methodology discourse content clinical scientific measurement and scientific data. Participating in and literature. conventions of the diagnostics experiments discipline) Pedagogy Analysis of reference material and scientific Students will develop skills in a range Development of writing skills relevant to literature of data analysis techniques and pre-clinical disciplines. practical skills

Assessment Understand core topics in the pre-clinical Lab reports, final exam, quizzes Use of analytical and diagnostic tools and disciplines, tested in exams and quizzes writing up of results - lab reports. Able to use the language of science appropriately - quizzes, reports, exams O4 Additional Information

Additional This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine (90850) course. information (detailed proposal)

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

O5 Proposed unit as at 06-06-2019 TRIM: F19/1568 IMED3111 Integrated Medical Systems 1 ID: 7388

This unit is not yet approved.

Unit information

Code IMED3111

Title Integrated Medical Systems 1

Level 3

Unit type Undergraduate unit in major(s)

Undergraduate BBiomedSc degree

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator

Proposed 31/05/2019

First year of offer 2020

Credit points 24 points

Why not 6 credit Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits of points horizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, this unit comprises all teaching and assessment within Semester 1 of the Doctor of Medicine course and Major in Integrated Medical 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 Based Learning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.

Broadening Not broadening category

Why undergraduate This unit is only offered to the direct pathway students into Doctor of Medicine course. unit not Broadening Category B

Academic information

Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinical conditions 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 the core conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinical reasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in a structured manner, allowing development of professional behaviours and understanding of the patient perspective and of patient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced along with the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcare systems and health economics. Students have opportunities to develop their information literacy skills as applied to medicine. 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 Aboriginal health.

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 conversion requirement.

O6 Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challenges to professionalism; outline the principles of reflective practice, recognise personal abilities and difficulties and access support services when necessary; and comply with medicolegal responsibilities and outline some bioethical issues in the doctor-patient relationship; (2) outline the factors affecting team and group roles, structure, function and goals; and work effectively in a learning group; outline the benefits of interprofessional practice; and outline the organisation of the health care system and its delivery in Australia including the roles of doctors and medical students; (3) explain the impact of historical, geographical and socio-cultural factors on the health and health care of Aboriginal people and communities, and the elements of cultural security for Aboriginal people; (4) outline the basic principles of health advocacy and their application to special and specific needs of individuals, groups, communities and populations; outline the factors contributing to the health and health disparities of individuals, groups and communities including diverse and vulnerable groups, 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 the classification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, natural history, 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 to taking a medical history and performing physical examination, explain the principles of clinical reasoning; 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 the patient's perspectives of health, illness and healthcare experiences; demonstrate appropriate bioscientific vocabulary and display professional, concise and accurate oral, written and electronic biomedical communication 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 and effectively use appropriate educational resources; outline effective approaches to developing mentoring relationships from the mentee perspective; outline principles of patient health literacy and sources of health information available to patients; explain adult learning educational principles; and outline the principles of educational assessment and evaluation and effectively respond to constructive feedback; and (9) outline the principles of the scientific method, research study designs, and biostatistics; outline the principles of evidence-based practice and evidence-based processes, tools and systems; and evaluate and select reliable, efficient and authoritative sources of medical information to support learning.

How outcomes will # Outcome How outcome will be assessed be assessed 1 display professional behaviour in the educational and clinical settings and outline some challenges to professional behaviour and professionalism; outline the principles of reflective practice, recognise personal abilities and difficulties and attendance assessment; clinical access support services when necessary; and comply with medicolegal responsibilities and outline some skills assessment bioethical issues in the doctor-patient relationship

2 outline the factors affecting team and group roles, structure, function and goals; and work effectively in a professional behaviour and learning group; outline the benefits of interprofessional practice; and outline the organisation of the health attendance assessment; care system and its delivery in Australia including the roles of doctors and medical students assignments; in-semester assessment; end of semester assessment

3 explain the impact of historical, geographical and socio-cultural factors on the health and health care of professional behaviour and Aboriginal people and communities, and the elements of cultural security for Aboriginal people attendance assessment; in- semester assessment; end of semester assessment

4 outline the basic principles of health advocacy and their application to special and specific needs of in-semester assessments; clinical individuals, groups, communities and populations; outline the factors contributing to the health and health skills assessment; end of disparities of individuals, groups and communities including diverse and vulnerable groups, and underserved semester assessment 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, in-semester assessments; clinical development, responses and compensatory mechanisms to illness and injury, and outline the classification, skills assessment; end of epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, natural semester assessment history, 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 in-semester assessments; clinical approach to taking a medical history and performing physical examination, explain the principles of clinical skills assessment; end of reasoning; explain generic principles of patient management including pharmacological and non- semester assessment 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 the in-semester assessments; clinical patient's perspectives of health, illness and healthcare experiences; demonstrate appropriate bioscientific skills assessment; end of vocabulary and display professional, concise and accurate oral, written and electronic biomedical semester assessment communication 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 and assignment; in-semester effectively use appropriate educational resources; outline effective approaches to developing mentoring assessment; end of semester relationships from the mentee perspective; outline principles of patient health literacy and sources of health assessment information available to patients; explain adult learning educational principles; and outline the principles of educational assessment and evaluation and effectively respond to constructive feedback

9 outline the principles of the scientific method, research study designs, and biostatistics; outline the principles assignment; in-semester of evidence-based practice and evidence-based processes, tools and systems; and evaluate and select assessment; end of semester reliable, efficient and authoritative sources of medical information to support learning assessment

O7 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 information is available in the unit outline.

# Assessment Indicative weighting Failed component

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 than This is a 24 point unit. three assessment items

Supplementary Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment; assessment and/or; statement 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 to Students must pass both end of semester assessment and professional behaviour and attendance assessment components supplementary in this unit in order to progress. assessment policy

Teaching Teaching organisation Notes % responsibilities 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); or Enrolment 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 details IMED1001 Form and Function; IMED1002 The Facts of Life; IMED1003 Cell Survival and Communication; IMED1003 Cell and unit codes (for Survival and Communication ; IMED1004 Health and Society; IMED2001 Body Defences; IMED2002 Blood and Drugs; Callista) IMED2003 Medical Sciences Research Methodologies; IMED2004 Human Development and Genetics

Corequisites Nil.

Incompatibilities Nil.

Advisable prior Nil. study

Quota

Quota number 240

How quota is 210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD- allocated 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.

O8 Experiential Learning

Type of experiential Simulated workplace learning learning

Is experiential Component learning component?

Is experiential Compulsory learning compulsory?

Does the No experiential learning activity comprise a placement?

Description of interaction with simulated patients and patient volunteers through clinical skills teaching experiential learning

Outcomes of By learning in the simulated environment through clinical skills workshops, students will be able to demonstrate an experiential organised approach to taking a medical history and performing physical examination. learning

Unit offered/shared in courses

Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation); and Doctor of Medicine.

Course Course type Status in course Role

MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Expected class size: 240 Description: C1 Tuesday 27th January to Friday 5th June, 2020 Satisfaction of academic standards: This is a 24 point unit, comprising all the teaching and learning in first year Medicine. Start: 27-01-2020 Attendance start: 27-01-2020 Attendance end: 05-06-2020 End: 19-06-2020 Requested census: Group: C

Additional information

Unit has indigenous True content?

Additional Indigenous content is designed and delivered by CAMDH. information from proposer This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine course.

O9 Teaching collaborations with other organisation

Collaboration with Organisation Summarise collaborations Percentage other organisation in School of Biomedical Science A number of academic staff in various disciplines are part of the pre-clinical working group 20% delivering/teaching which designs outcomes, contents, delivery methods and assessments of this unit the unit Faculty of science - School of Human A number of academic staff in anatomy and physiology disciplines are part of the pre-clinical 10% Sciences working group which designs outcomes, contents, delivery methods and assessments of this unit

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in this curriculum.

History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

O10 Proposed unit as at 06-06-2019 TRIM: F19/1561 IMED3112 Integrated Medical Systems 2 ID: 7390

This unit is not yet approved.

Unit information

Code IMED3112

Title Integrated Medical Systems 2

Level 3

Unit type Undergraduate unit in major(s)

Undergraduate BBiomedSc degree

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator

Proposed 31/05/2019

First year of offer 2020

Credit points 24 points

Why not 6 credit Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits of points horizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, this unit comprises all teaching and assessment within Semester 2 of the Doctor of Medicine course and major in Medical Sciences and Clinical Practice.

Broadening Not broadening category

Why undergraduate This unit is only offered to the direct pathway students into Doctor of Medicine course. unit not Broadening Category B

Academic information

Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinical conditions and presentations.

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 conversion requirement.

O11 Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challenges to professionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being and difficulties and access support services when necessary; comply with medicolegal responsibilities and outline some ethicolegal issues in the doctor-patient relationship; (2) outline different leadership styles, team structures, group dynamics and their effects on team function; and work 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 policy development, and demonstrate knowledge of cost-effective and sustainable health care.; (3) explain current health and health care issues for Aboriginal people and communities, and explain some strategies to best meet the health and health care needs of Aboriginal people and communities; (4) outline instances of general and specific advocacy by medical professionals; outline some causes and consequences of health inequalities in specific groups and across populations locally and globally; and explain the principles of health maintenance, promotion, screening and disease prevention for specified organ 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 therapeutic principles for specified organ system medical conditions; (6) perform systematic problem-focussed history-taking and physical examination, explain the diagnostic role of some 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-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions, 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 outline the benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronic biomedical communication skills; and outline the importance of quality care systems and clinical audits in preventing medical error and improving health outcomes; (9) explain principles of learning, identify personal learning needs, implement and evaluate a personal learning plan and effectively use appropriate educational resources; apply effective approaches to mentoring relationships from the mentee perspective and outline the importance of role‐modeling; explain principles of patient education and counseling; apply adult learning educational strategies and prepare effective teaching and learning materials; and seek and effectively respond to constructive feedback and provide constructive feedback to others; and recommend changes contributing ot curriculum effectiveness; and (10) explain the strengths, weakness and application of common research designs and some biostatistical concepts, 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; and use reliable, efficient and authoritative sources of medical information to support learning.

How outcomes will # Outcome How outcome will be be assessed assessed

1 display professional behaviour in the educational and clinical settings and outline some challenges to professional behaviour and professionalism; demonstrate objective self- reflection and insight to recognise own personal values, well- attendance assessment; clinical being and difficulties and access support services when necessary; comply with medicolegal responsibilities skills assessment and outline some ethicolegal issues in the doctor-patient relationship

2 outline different leadership styles, team structures, group dynamics and their effects on team function; and professional behaviour and work effectively in a learning group; outline the clinical roles of health professionals and some health teams; attendance assessment; outline priorities of health care in developed and developing health systems and outline health policy assignments; in-semester development, and demonstrate knowledge of cost-effective and sustainable health care. assessment; end of semester assessment

3 explain current health and health care issues for Aboriginal people and communities, and explain some in-semester assessment; end of strategies to best meet the health and health care needs of Aboriginal people and communities semester assessment

4 outline instances of general and specific advocacy by medical professionals; outline some causes and assignments; in-semester consequences of health inequalities in specific groups and across populations locally and globally; and explain assessment; end of semester the principles of health maintenance, promotion, screening and disease prevention for specified organ system assessment medical conditions

5 discuss clinically relevant normal and abnormal human structure, function, behaviour, and development for in-semester assessments; clinical specified organ systems, and explain the classification, epidemiology, aetiology, anatomy, pathophysiology, skills assessment; end of common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic semester assessment principles for specified organ system medical conditions

6 perform systematic problem-focussed history-taking and physical examination, explain the diagnostic role of in-semester assessments; clinical some investigations for specified organ systems, and discuss the principles of clinical reasoning and decision- skills assessment; end of making semester assessment

7 explain generic principles of patient management including pharmacological and non-pharmacological in-semester assessments; clinical therapies, and explain the use of therapies for specified organ system medical conditions, and perform skills assessment; end of specified procedural skills semester assessment

8 explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors on in-semester assessments; clinical human behaviours, relationships, health, diseases and suffering and outline the benefits of shared decision- skills assessment; end of making with patients; display professional, concise and accurate oral, written and electronic biomedical semester assessment communication skills; and outline the importance of quality care systems and clinical audits in preventing medical error and improving health outcomes

9 explain principles of learning, identify personal learning needs, implement and evaluate a personal learning assignments; in-semester plan and effectively use appropriate educational resources; apply effective approaches to mentoring assessments; end of semester relationships from the mentee perspective and outline the importance of role‐modeling; explain principles of assessment patient education and counseling; apply adult learning educational strategies and prepare effective teaching and learning materials; and seek and effectively respond to constructive feedback and provide constructive feedback to others; and recommend changes contributing ot curriculum effectiveness

10 explain the strengths, weakness and application of common research designs and some biostatistical assignments; in-semester concepts, and demonstrate basic competency in statistical analysis using selected software; use an evidence- assessments; end of semester ‐based approach to critically evaluate scientific literature of specified organ system medical conditions; and assessment use reliable, efficient and authoritative sources of medical information to support learning

O12 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 information is available in the unit outline.

# Assessment Indicative weighting Failed component

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 than This is a 24 point unit. three assessment items

Why exemption to Students must pass both end of semester assessment and professional behaviour and attendance assessment components supplementary in this unit in order to progress. assessment policy

Teaching Teaching organisation Notes % responsibilities 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.

Incompatibilities Nil.

Advisable prior Nil. study

Quota

Quota number 240

How quota is 210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD- allocated 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.

Experiential Learning

Type of experiential Simulated workplace learning learning

Is experiential Component learning component?

Is experiential Compulsory learning compulsory?

O13 Does the No experiential learning activity comprise a placement?

Description of interaction with simulated patients and patient volunteers through clinical skills teaching experiential learning

Unit offered/shared in courses

Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation); and Doctor of Medicine.

Course Course type Status in course Role

MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities

Teaching period Location Mode Details

Non-standard, 2020 Crawley Face to face Expected class size: 240 Description: C2 Monday 6th July to Friday 13th Nov, 2020 Satisfaction of academic standards: This unit is a 24 point unit comprising all the teaching and learning for semester 1 of year 1 MD; and expanded semester is required to accommodate the content. Start: 06-07-2020 Attendance start: 06-07-2020 Attendance end: 13-11-2020 End: 27-11-2020 Requested census: Group: C

Additional information

Unit has indigenous True content?

Teaching collaborations with other organisation

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in this curriculum.

O14 History and committee endorsements/approvals

Event Date Outcome

Faculty 31-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

O15 Proposed postgraduate coursework course (academic proposal) as at 06-06-2019 TRIM: F19/774 25340 Graduate Diploma in Building Information ID: 1474 Modelling

This postgraduate coursework course is not yet approved.

Administrative details

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Rene Van Meeuwen

Details

Course code 25340

Title Graduate Diploma in Building Information Modelling

Abbreviation of GDBIM award

Type of degree Graduate Diploma course

AQF course type and Graduate Diploma — Level 8 level

Structure type Named

About this course This course is designed for a range of professionals in built environment design and associated industries. This course seeks to develop Building Information Modelling(BIM) skills with an explicit focus on practical application and problem-solving in the context of the BIM environment. Students will undertake units which focus on the philosophies, principles, techniques and possibilities of collaborative processes vital to the success of the design process within the context of BIM across multiple disciplines.

There are two main components to the course which simulate, real-time building phases that occur in the construction industries within a collaborative process.

Course has No specialisations found. specialisations

Proposed 21/05/2019

First year of offer 2020

Volume of learning

Volume of learning 24 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Admission requirements

Admission Bachelor`s pass degree (cognate) requirements: Other categories

Other For non-degree holders: Relevant Professional Experience (8 years) assessed by Faculty on the basis of Professional Portfolio and Resume, and Interview.

Course availability for students

Course offered to Domestic fee-paying; International students (student visa holders); International students (non-student visa holders); student categories

Course to be Yes registered on CRICOS? P1 Rules

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

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

Admission rules - 4. To be considered for admission to this course an applicant must have— admission requirements (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;

(b)(i) a relevant bachelor's honours degree with first or second class honours, or an equivalent qualification, as recognised by UWA; and

(ii) at least one year of relevant, documented professional experience; or

(d) at least eight years of relevant, documented professional experience considered by UWA (following an interview and assessment process) to be sufficient to permit satisfactory completion of the course.

Relevant areas are: Architecture, Engineering, Quantity Surveying, Construction Management, Building and Project Management

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6. The following courses form part of an articulated sequence: Awards • 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)

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.

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 'On Probation';

(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'

Award with 12. This rule is not applicable to this course. distinction rule P2 Course structure

Take all units (18 points):

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

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

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

Australian Qualification Framework outcomes

AQF outcomes: 1. knowledge of the concepts, some theories and methodologies applicable to digitally-based, data-rich 3D building Knowledge information models (BIM) managing the lifecycle of the building; and

2. broad knowledge of some current (BIM) technologies, software and their processes in professional practice benefitting conception, design, construction, programming and management skills;

AQF outcomes: 1. cognitive, technical and communication abilities to interrogating BIM environments in order to complete routine and non- Skills 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 and software tools in BIM environments in order to manage construction processes, outcomes and lifecycles.

AQF outcomes: 1.apply knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known or changing BIM Application of environments and within established parameters. knowledge and skills

P3 Educational principles

Educational Principles Proposer response

Educational Principle 1 Educational Principle 1 is embedded in provision of teaching and learning: To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at 1. considered, creative and logical reasoning about (BIM) technologies and the integration and internationally recognised levels of excellence. cross-disciplinary design content available via the the interface, rapidly transforming the manner - to think, reason and analyse logically and creatively - to question accepted wisdom and be open to innovation the built environment is managed by design and construction industries; - to acquire the skills needed to embrace rapidly 2. scrutiny and contribution of new knowledge to current BIM software and processes innovating changing technologies design and construction of the built environment; and 3. grounding in the essential logic of BIM environments to anticipate future developments.

Educational Principle 2 Educational Principle 2 is embedded in the provision of student: To further develop skills required to learn, and to continue through life to learn, from a variety of sources 1. understanding of the multiple roles operating in BIM environments that influence the design and and experiences. construction of the built environment which requires the ongoing cultivation of skills to manage - to develop attitudes which value learning - to acquire skills in information literacy diverse interests in thoughtful ways; and 2. acquiring a sophisticated vocabulary in digitally-based BIM environments in order too effectively navigate current and new softwares pertinent to the field.

Educational Principle 3 Educational Principle 3 is embedded in the provision of: To develop personal, social, and ethical awareness in an international context 1. awareness of the influence exerted by the design and construction of the built environment and - to acquire cultural literacy its management on communities living in them; - to respect Indigenous knowledge, values and culture - to develop ethical approaches and mature judgement 2. knowledge and skills in BIM environments in a judicious manner; thoroughly cognisant of the in practical and academic matters conduct appropriate to academia and attentive to the socio-economic realities intervening on - to develop the capacity for effective citizenship, professional practice; and leadership and teamwork 3. methodologies for operating optimally in a collaborative BIM environment.

Educational Principle 4 Education Principle 4 is embedded through the provision of: To communicate clearly, effectively and appropriately in a range of contexts 1. professional report-writing, oral and digitally-based drawing assessments testing visual and - to develop spoken and written English communication digital literacy and proficiency in English at a tertiary level; and skills at high levels - to acquire skills in critical literacy and interpersonal communication 2. analytical skills discerning the limitations and opportunities mediated by BIM representations and their transparent communication of them to a range of stakeholders aware of digital etiquette underpinning collaborative endeavour of the software.

Employment destinations

Employment Advancing the knowledge of and skills acquired in the Construction and Design Industries (as Architects, Engineers, Quantity destinations Surveyors, Construction Professionals, Project Managers or Building Surveyors), graduates of this course will become BIM specialists within their field or candidates for BIM Manager positions.

Rationale for Industry research and consultation with representatives of the Institute of Architects, Engineers Australia and the Master expected Builders Association indicated that Building Information Modelling (BIM) software has created new job opportunities. employment destinations

Course delivery

Mode of delivery Multi-mode

Location(s) Location Percentage delivered UWA (Crawley) 100%

% of units taught in 50% units in non-standard teaching periods non-standard semesters

Percentage of units 50% taught online only taught online

Duration, intake and attendance

Duration of course One Semester (12 weeks)

Duration of course One Semester (12 weeks) at maximum volume of learning

Intake periods Beginning of year and mid-year (broad)

Intake periods Semester 1, Semester 2 (specific teaching periods) P4 Attendance type Full- or part-time

Time limit 2 years

Additional Information

Additional The construction industry is made up of a diverse group of participants from varied educational background with the information pathway often beginning with an apprenticeship. This condition provides a hurdle to otherwise qualified professionals with (detailed proposal) extensive work experience. We believe that not only will this degree benefit the industry these participant but their knowledge will be valuable to the tutorials.

History and committee endorsements/approvals

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R15/19 Approval reference: EO x5542

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P5 Proposed postgraduate coursework course (academic proposal) as at 06-06-2019 TRIM: F19/854 25360 Graduate Diploma in Building Information ID: 1472 Modelling (Online)

This postgraduate coursework course is not yet approved.

Administrative details

Faculty Arts, Business, Law and Education

Responsible UWA Design School Organisational Entity

Coordinator Rene Van Meeuwen

Details

Course code 25360

Title Graduate Diploma in Building Information Modelling (Online)

Abbreviation of GDBIM award

Type of degree Graduate Diploma course

AQF course type and Graduate Diploma — Level 8 level

Structure type Named

There are two main components to the course which simulate, real-time building phases that occur in the construction industries within a collaborative process.

Course has No specialisations found. specialisations

Proposed 21/05/2019

First year of offer 2020

Volume of learning

Volume of learning 24 points

Does minimum Yes volume of learning correspond to standard admission requirements?

Admission requirements

Admission Bachelor`s pass degree (cognate) requirements: Other categories

Other For non- degree holders: Relevant Professional Experience (8 years) assessed by Faculty on the basis of Professional Portfolio and Resume, and Interview.

Course availability for students

Course offered to Domestic fee-paying; International students (student visa holders); International students (non-student visa holders); student categories

Course to be No registered on CRICOS? P6 Rules

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

(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;

(b)(i) a relevant bachelor's honours degree with first or second class honours, or an equivalent qualification, as recognised by UWA; and

(ii) at least one year of relevant, documented professional experience; or

Relevant areas are: Architecture, Engineering, Quantity Surveying, Construction Management, Building and Project Management

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6. The following courses form part of an articulated sequence: Awards • 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)

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.

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 'On Probation';

(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'

Award with 12. This rule is not applicable to this course. distinction rule P7 Course structure

Take all units (18 points):

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

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

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

Australian Qualification Framework outcomes

AQF outcomes: 1. knowledge of the concepts, theories and methodologies applicable to digitally-based, data-rich 3D building information Knowledge models (BIM) managing the lifecycle of the building; and

2. advanced knowledge of current and leading (BIM) technologies, software and their processes in professional practice benefitting conception, design, construction, programming and management skills;

AQF outcomes: 1. cognitive, technical and analytical facility generating and interrogating BIM environments to discriminate problems and Skills innovate 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 study approach as well research activity to contribute new knowledge to the scholarly field pertinent to BIM technologies and their use in professional practice;

AQF outcomes: 1. reflect high order and creative thinking and expertise in BIM directly applicable to managing the lifecycle of a building and Application of to its judicious and ethical practice. knowledge and skills

P8 Educational principles

Educational Principles Proposer response

Employment destinations

Course delivery

Mode of delivery Online

Location(s) Location Percentage delivered online 100%

% of units taught in 100% units in non-standard teaching periods non-standard semesters

Percentage of units 100% taught online only taught online

Duration, intake and attendance

Duration of course One Semester (12 weeks)

Duration of course One Semester (12 weeks) at maximum volume of learning

Intake periods Beginning of year and mid-year (broad)

Intake periods Throughout the year (specific teaching periods) P9 Attendance type Full- or part-time

Time limit 2 years

Additional Information

Additional The construction industry is made up of a diverse group of participants from a varied educational background with the information pathway often beginning with an apprenticeship. This condition provides a hurdle to otherwise qualified professionals with (detailed proposal) extensive work experience. We believe that not only will this degree benefit the industry participants but their knowledge will be valuable to the educational context.

History and committee endorsements/approvals

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R15/19 Approval reference: EO x5542

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P10 Proposed postgraduate coursework course (academic proposal) as at 06-06-2019 TRIM: F18/3718 21380 Graduate Diploma in Insurance Law ID: 1446

This postgraduate coursework course is not yet approved.

Administrative details

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Greg Pynt

Details

Course code 21380

Title Graduate Diploma in Insurance Law

Abbreviation of GradDipIL award

Type of degree Graduate Diploma course

AQF course type and Graduate Diploma — Level 8 level

Structure type Named

About this course This course aims to provide students with an understanding of the key legal frameworks in insurance law, with streams in life insurance and general insurance, and also includes units of specialised study.

Course has No specialisations found. specialisations

Proposed 29/05/2019

First year of offer 2020

Volume of learning

Volume of learning 24 points

Does minimum No volume of learning correspond to standard admission requirements?

P11 Why minimum There are three substantive grounds upon which we are seeking approval to offer this program of study with the above volume of learning admissions requirements of 24 points. These all mirror those put forward in relation to the 48 credit Masters programs, does not correspond submitted separately: to standard admission 1. The AQF specifications for a Graduate Diploma focus upon learning outcomes (knowledge and skills) for a graduate of that requirements program. The purpose of the AQF Level 8 is to ensure graduates have achieved that higher level of learning. Therefore, it is appropriate to focus upon what graduates will acquire during and from the program of study. The program of study for which approval is sought, will facilitate the acquisition of an advanced body of knowledge and skills (and their application) in the relevant sub-discipline.

2. Coursework Studies Board have already recognised the LLB as a ‘cognate' degree and granted an exemption from professional experience for students coming into the 24 credit Graduate Diploma and the 48 credit LLM. In the context of degree programs other than the LLM and its Graduate Diploma, to limit the interpretation of ‘cognate' to graduates of a qualifying law degree (eg LLB) is unduly narrow. The LLB is specifically designed for those students wishing to practice law and 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 involves integrating different bodies of knowledge the foundations of which may not be the same (eg law, politics, sociology, policy development, philosophy are all relevant foundations to this program). Therefore, the disciplines considered broadly cognate for the Grad Dip in Insurance Law include studies in Economics, Commerce, Business Law, Law & Society and other relevant studies with an emphasis on legal and commercial relations (noting that the insurance relationship is contractual in nature 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 time law related masters, as most Law related Graduate Diplomas articulate to a Law Masters. Moreover, this is in alignment with international 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 Health Care (24 credits, requiring a “bachelor's degree from the University of Sydney in law, medical science, medicine, nursing or other appropriate discipline as determined by the Faculty, or an equivalent qualification”; Grad Dip Environmental Law (24 credits, requiring a bachelor's degree in “environmental studies, law or other appropriate discipline as determined by the Faculty”); Grad Dip International Business Law (24 credits requiring a bachelor's degree in “commerce, economics, law or other appropriate discipline as determined by the Faculty, or an equivalent qualification”) ; Grad Dip International Law (24 credits, requiring a bachelor's degree in “government, international studies, law or other appropriate discipline as determined by the Faculty, or an equivalent qualification”); Grad Dip in Jurisprudence (24 credits, requiring a bachelor's degree in “in law or other appropriate discipline”); Grad Dip Public Health Law (24 credits, requiring bachelor's degree in “in law, 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 3 year 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 are required to have a year of working experience. Given the interdisciplinarity of these degrees, a wider consideration of cognate would be more ideal.

d. University of Adelaide and University of Queensland: Offer very limited options in the Law Masters space. They offer one Grad Dip in law each, both with the same duration as Law Masters which seems very inconsistent and untenable.

Admission requirements

Admission Bachelor`s pass degree (cognate) requirements: Other categories

Other A combination of relevant academic and professional qualifications which indicate to the Law Faculty that students can complete this Graduate Diploma.

Course availability for students

Course offered to Domestic fee-paying; International students (non-student visa holders); student categories

Course to be No registered on CRICOS?

Rules

P12 Academic Conduct 2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they have Essentials module previously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (the ACE module).

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

Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 6.5.

(3) Applicants presenting with the TOEFL iBT require an overall score of at least 106, a miminum score of 28 in the Speaking section, 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 of 5.0 in the Essay Rating / Test of Written English (TWE).

(5) Applicants presenting with the Pearson Test of English (PTE) (Academic) require an overall score of at least 70 and no sub-score less than 70.

(6) Applicants presenting with the UWA Centre for English Language Teaching (CELT) Bridging Course require a minimum grade of Grade A (85%) in the final CELT examination, with no band less than 80%.

Admission rules - 4. To be considered for admission to this course an applicant must have— admission requirements (a) a Juris Doctor or Bachelor of Laws, or an equivalent qualification, as recognised by UWA;

(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;

(c)(i) a 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 professional experience;

(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.

Admission rules - 5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant ranking and requirements. selection

Articulation and Exit 6. This course does not form part of an articulated sequence. Awards

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.

Progress status 10.(1) A student who makes satisfactory progress in terms of Rule 8 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 'On Probation';

(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'.

Review wording to accommodate 24 points. P13 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 progress requirements in Rule 8.

Award with 12. This rule is not applicable to this course. distinction rule

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.

Take all units (6 points):

LAWS5890 Insurance Claims and Dispute Resolution 6 points Proposed

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

LAWS5891 Principles and Practice of General Insurance Law 6 points Proposed

LAWS5892 Principles and Practice of Life Insurance Law 6 points Proposed

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

LAWS5135 Select Topics in Insurance Law 6 points Active

LAWS5227 Foundations of Law and Governance 6 points Active

LAWS5250 Foundations of International Commercial Law 6 points Active

LAWS5251 International Sales Law 6 points Active

LAWS5253 International Shipping Law 6 points Active

LAWS5694 Research Paper I 6 points Active

POLS5501 Public Policy 6 points Active

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

LAWS5135 Select Topics in Insurance Law 6 points Active

LAWS5250 Foundations of International Commercial Law 6 points Active

LAWS5251 International Sales Law 6 points Active

LAWS5253 International Shipping Law 6 points Active

LAWS5576 International Commercial Arbitration 6 points Active

LAWS5694 Research Paper I 6 points Active

POLS5501 Public Policy 6 points Active

Australian Qualification Framework outcomes

AQF outcomes: Students will develop an advanced understanding of the legal and regulatory frameworks relevant to insurance in Australia, Knowledge as well as the complexities and challenges of Insurance Law in practice.

AQF outcomes: Students will develop cognitive and technical skills in Insurance Law which will allow them to independently: Skills - analyse critically, reflect on and synthesise complex information, problems, concepts and theories as they apply to the creation, 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, and those interacting with, the industry - research and apply established principles to existing and emerging issues in the fields of general and/or life insurance

P14 AQF outcomes: Students of Insurance Law will develop the confidence and overview to apply their knowledge and skills in the field to Application of demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner in or advisor to the insurance knowledge and industry. This will be evidenced in their ability to: skills - 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/or life insurance contexts - apply principled decision making in complex claims contexts, and in drafting insurance contracts

Educational principles

Educational Principles Proposer response

Educational Principle 1 The course is scaffolded upon units establishing a fundamental understanding of insurance law principles relevant to To develop disciplinary and two specialised streams (general and life insurance), as well a a common core unit on insurance claims and dispute interdisciplinary knowledge and resolution. The remaining learning in the course will comprise a choice of units that offer in-depth exploration of skills through study and research- insurance-related topics, including by way of supervised research. based enquiry, at internationally recognised levels of excellence. - to think, reason and analyse Students will be drawn from a variety of cognate disciplines. Seminars will encourage interactive class participation, logically and creatively - to with presentation skills and independent research as part of the assessment across the course. This will develop question accepted wisdom and be reasoning and analysis, while enabling an independent perspective. Each of the streams will explore emerging open to innovation challenges and changes in the industry, including as driven by technology, and will be encouraged to explore the - to acquire the skills needed to impact this is having and will have on existing frameworks. Learning and assessment platforms will also engage embrace rapidly changing students in the use of technology through their learning. technologies

Educational Principle 2 Teaching in the units will be centred on enabling a synthesis of theory, practice and skills, in the context of the To further develop skills required dynamic legal and commercial environments impacting upon and impacted by the insurance industry. This will to learn, and to continue through facilitate future learning and appreciation of the fluidity of insurance law and the need to keep evolving in the field. life to learn, from a variety of Judicial decisions, the evidence from and recommendations from Royal Commissions relevant to insurance, and sources and experiences. - to develop attitudes which value industry-led examples will form the basis of a varied teaching platform. Across the course, students will engage in a learning range of learning techniques including class discussion and workshops, legal research and writing, and 'e-tivities'. - to acquire skills in information This will ensure that students develop an appreciation for different forms of information leading to learning, as well literacy as ensure their information literacy.

Educational Principle 3 Insurance law embeds significant normative elements, being strongly informed by the continued evolution of To develop personal, social, and concepts such as the obligation of utmost good faith, and founded in the social contract. Exploration of these ethical awareness in an concepts, the outcomes and recommendations of Royal Commissions impacting upon insurance practices, and the international context policy implications of insurance regulation will ensure that students are engaged with the social and ethical elements - to acquire cultural literacy - to respect Indigenous of this area of practice. The seminar style of teaching, as well as student presentations, will embed teamwork into knowledge, values and culture the learning framework, with students developing their ability to express balanced legal opinions in a mature and - to develop ethical approaches thoughtful way, while retaining confidence and leadership. and mature judgement in practical and academic matters - to develop the capacity for effective citizenship, leadership and teamwork

Educational Principle 4 The oral presentations, as well as the independent course essays required through the unit assessments will ensure To communicate clearly, that student develop their effective spoken and written communication skills. The majority of seminars will also be effectively and appropriately in a taught with a high degree of interaction and class exercises which will cause students to think and question issues range of contexts independently and communicate their thoughts. - to develop spoken and written English communication skills at high levels - to acquire skills in critical literacy and interpersonal communication

Employment destinations

Employment This course will be suitable for those wishing to work with Insurance Law in practice, government, international or in non- destinations governmental organisations.

Rationale for Market research (METRIX) and staff experience. expected employment destinations

Course delivery

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

% of units taught in 30% units in non-standard teaching periods non-standard semesters P15 Duration, intake and attendance

Duration of course 0.5 years

Duration of course 0.5 years at maximum volume of learning

Intake periods Beginning of year and mid-year (mid-year intake for part-time study only) (broad)

Intake periods Non-standard teaching period(s) (specific teaching periods)

Attendance type Full- or part-time

Time limit 2 years

History and committee endorsements/approvals

Event Date Outcome

Faculty 13-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R 7/19 Approval reference: EO x5542

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P16 Proposed unit as at 06-06-2019 TRIM: F19/1427 LAWS5890 Insurance Claims and Dispute Resolution ID: 7126

This unit is not yet approved.

Unit information

Code LAWS5890

Title Insurance Claims and Dispute Resolution

Level 5

Unit type Unit in postgraduate courses

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Gregory Pynt

Proposed 20/05/2019

First year of offer 2019

Credit points 6 points

Contact hours This unit is delivered intensively.

Academic information

Content This unit is a structured and comprehensive approach to insurance claims handling, from commencement of a claim on an insurance policy until its resolution. Topics covered include: claim to dispute, internal dispute resolution (IDR), external dispute resolution (EDR), litigation, civil litigation procedures relevant to insurance disputes and duties owed by a lawyer when 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 claims handling; (2) apply the required skills and employ the necessary tools to manage and resolve claims fairly, practically and strategically; and (3) exercise professional and ethical judgment in the handling of claims.

How outcomes will # Outcome How outcome will be assessed be assessed 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 and written assignments; test strategically

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 the unit outline.

# Assessment Indicative weighting Failed component

1 written assignments 60%

2 test 40%

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 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

Incompatibilities Nil P17 Unit offered/shared in courses

Intended courses Graduate Diploma in Insurance Law

Course Course type Status in course Role

21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Core

Availabilities

Teaching period Location Mode Details

Semester 1, 2019 Crawley Face to face

Teaching collaborations with other organisation

Collaboration with Organisation Summarise collaborations Percentage other organisation in Australian College of Insurance Studies Limited (ACIS) Crawley (UWA MOU with ACIS) 100% delivering/teaching the unit

Consultations checklist

Consultations - Employer, employer group, professional body and/or accreditation body

History and committee endorsements/approvals

Event Date Outcome

School / ROE 03-05-2019 Endorsed: Endorsed by Natalie Skead Approval reference: x2962

Faculty 20-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R7/19 Approval reference: EO x5542

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P18 Proposed unit as at 06-06-2019 TRIM: F19/1428 LAWS5891 Principles and Practice of General ID: 7124 Insurance Law

This unit is not yet approved.

Unit information

Code LAWS5891

Title Principles and Practice of General Insurance Law

Level 5

Unit type Unit in postgraduate courses

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Greg Pynt

Proposed 20/05/2019

First year of offer 2019

Credit points 6 points

Contact hours This unit is delivered intensively.

Academic information

Content This unit examines advanced concepts associated with general insurance as a risk transfer loss spreading arrangement. It includes analysis of the common law and relevant equitable principles and close examination of the Insurance Contracts Act 1984 (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 law and 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 ethical judgment.

How outcomes will # Outcome How outcome will be assessed be assessed 1 demonstrate an understanding of complex, controversial and topical areas of general insurance law and written assignment; examination practice

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 and written assignment; examination; ethical judgment

Assessment items Indicative assessments in this unit are as follows: (1) written assignment and (2) examination. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 written assignment 50%

2 examination 50%

Supplementary Supplementary assessment is not available in this unit. assessment statement

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School ROE Administration 100% NOFAC No faculty Australian College of Insurance Studies Limited (ACIS) Teaching 100% P19 Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Unit offered/shared in courses

Intended courses Graduate Diploma in Insurance Law

Course Course type Status in course Role

21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Semester 1, 2019 Crawley Face to face

Teaching collaborations with other organisation

Collaboration with Organisation Summarise collaborations Percentage other organisation in Australian College of Insurance Studies Limited (ACIS) MOU between ACIS and UWA 100% delivering/teaching the unit

Consultations checklist

Consultations - Employer, employer group, professional body and/or accreditation body

History and committee endorsements/approvals

Event Date Outcome

School / ROE 20-05-2019 Endorsed: Natalie Skead Approval reference: x2962

Faculty 20-05-2019 Endorsed: FABLE Curriculum Committee, 13 May 2019, R 7/19 Approval reference: EO x5542

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P20 Proposed unit as at 06-06-2019 TRIM: F19/1518 LAWS5892 Principles and Practice of Life Insurance ID: 7145 Law

This unit is not yet approved.

Unit information

Code LAWS5892

Title Principles and Practice of Life Insurance Law

Level 5

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

Faculty Arts, Business, Law and Education

Responsible UWA Law School Organisational Entity

Coordinator Greg Pynt

Proposed 29/05/2019

First year of offer 2019

Credit points 6 points

Contact hours This unit is delivered intensively.

Academic information

Content This unit examines key concepts associated with general insurance as a risk transfer loss spreading arrangement. It includes analysis 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 and contribution.

Outcomes Students are able to (1) demonstrate advanced knowledge of the nature and the purpose of the relevant laws relating to the insurance context; (2) demonstrate professional judgement and the ability to respond to ethical issues arising in the insurance context; (3) apply legal reasoning to develop arguments in resolving issues to solve hypothetical and complex problems; (4) engage in critical analysis of the legislation and the scholarship in the area of insurance law; (5) evaluate and synthesise legal problems and conflicts arising in insurance law; ; (6) recognise and articulate the complex policy issues associated with insurance law; and (7) demonstrate an ability to participate and present arguments in ways that are effective, appropriate and persuasive to legal and non-legal audiences.

How outcomes will # Outcome How outcome will be assessed be assessed 1 demonstrate advanced knowledge of the nature and the purpose of the relevant laws relating to the insurance written assignment; examination context

2 demonstrate professional judgement and the ability to respond to ethical issues arising in the insurance written assignment; examination context

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 and Oral presentation persuasive to legal and non-legal audiences

Assessment items Indicative assessments in this unit are as follows: (1) written assignment; (2) oral presentation; and (3) examination. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 written assignment 20%

2 oral presentation 20%

3 examination 60%

Supplementary Supplementary assessment is not available in this unit except in the case of a Juris Doctor student who has obtained a mark assessment of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to statement complete their course. P21 Why exemption to To bring into line with all other law option units. supplementary assessment policy

Teaching Teaching organisation Notes % responsibilities 00200 UWA Law School ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil.

Incompatibilities Nil.

Unit offered/shared in courses

Intended courses Juris Doctor Graduate Diplom in Law Masters of Law

Course Course type Status in course Role

21380 Graduate Diploma in Insurance Law Postgraduate coursework course Proposed Option

Availabilities

Teaching period Location Mode Details

Semester 1, 2020 Crawley Face to face

History and committee endorsements/approvals

Event Date Outcome

School / ROE 29-05-2019 Endorsed: Natalie Skead

Faculty 29-05-2019 Endorsed: FABLE CC, 13 May 2019, R7/19 Approval reference: extension 1835

Curriculum Committee Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.

P22 Proposed postgraduate coursework course (academic proposal) as at 06-06-2019 TRIM: F19/928 91850 Doctor of Medicine ID: 1479

This postgraduate coursework course is not yet approved.

Administrative details

Faculty Health and Medical Sciences

Responsible Medical School Organisational Entity

Coordinator Dr Brendan McQuillan

Details

Course code 91850

Title Doctor of Medicine

Abbreviation of MD award

Type of degree Professional Practice Master's Degree (Extended) course

AQF course type and Master's Extended — Level 9 level

Structure type Named

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 produce graduates 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 which reflect 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 with an introduction to the educational aspects of the course, the formation of professional identity, and team and societal aspects 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. This learning is integrated with clinical skills and other professional aspects of medical practice. Early clinical experiences, small group learning tutorials and skills workshops are included in the teaching methods together with lectures, laboratories and seminars. 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 centralised teaching 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 Rural Clinical 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, Rural General Practice, and Anaesthesia/Pain Medicine/Palliative Care/Cancer as well as elective and student selective terms where students have choice for overseas study and more in-depth study in areas of interest. The year concludes with a Preparation 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 done simultaneously with the core medical rotations in Years 3 and 4. Through selection of specially designed scholarly activity units, 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.

Course has No specialisations found. specialisations

Proposed 31/05/2019

First year of offer 2020

Volume of learning

Maximum volume of 192 points learning

Minimum volume of 144 points learning

Does minimum Yes volume of learning correspond to standard admission requirements? Q1 Admission requirements

Admission Bachelor`s pass degree (cognate) requirements: Bachelor`s pass degree (non-cognate study area) categories

Course availability for students

Course offered to Commonwealth supported; International students (student visa holders); student categories

Consultation with This is not a new proposal, previously approved for MD 90850 Strategy Planning and Performance regarding Commonwealth Supported Places

Course to be Yes registered on CRICOS?

Rules

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

Admission rules - 3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language English language competence requirement as set out in the University Policy on Admission: Coursework, except as competency otherwise indicated in the rules for this course. requirements (2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 7.0.

Admission rules - 4. To be considered for admission to this course an applicant must have— admission requirements (a) a bachelor's degree, or an equivalent qualification, as recognised by UWA;

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;

a place in a Direct Pathway into this course;

entry via an Indigenous pathway.

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.

Articulation and Exit 6. This course does not form part of an articulated sequence. Awards Q2 Course structure 7.(1) The course consists of units to a total value of 192 points (maximum value) which include conversion units to a value of 48 points.

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

(3) Students who have completed the Integrated Medical Sciences and Clinical Placement Major MJD-IMSCP are granted credit for conversion units up to a value of 48 points.

Satisfactory 8. Supplementary to the Doctor of Medicine course rules is this document governing what constitutes satisfactory progress progress rule in 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]

(4) Unless it determines otherwise in light of exceptional circumstances, the Faculty, on the recommendation of the Board of 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 the course.

[(5) is an exception to University Policy]

Award with 12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80 distinction rule per 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 percentage mark;

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 that component.

(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;

(b) fails a deferred or supplementary assessment;

Q3 14. Supplementary assessment

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

(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;

(b) fails a deferred or supplementary assessment;

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 have previously attempted in that year of the course

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 repeat the 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 a part-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 the University and at teaching hospitals and other institutions approved by the Faculty, as set out in the Faculty's Guidelines on Workplace-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, a student 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.

Experiential Learning

Experiential Yes learning required for accreditation?

List the units in the All units in years 1 to 4. course’s unit sequence that include experiential learning activities

Q4 Overview of the Clinical placements, research placements, service learning placements. experiential learning activities included in the course

How do experiential Necessary for achieving clinical and professional outcomes. learning activities contribute to achieving the learning outcomes of the course?

Course structure

Year 1

Students who have not completed the Integrated Medical Sciences and Clinical Placement Major MJD-IMSCP must complete relevant conversion units up to the value of 48 points from this group, as advised by the Faculty:

IMED3111 Integrated Medical Systems 1 24 points Proposed

IMED3112 Integrated Medical Systems 2 24 points Proposed

Year 2

1A: Take all units (48 points):

IMED4220 Integrated Medical Practice 1 Part A 24 points Active

IMED4222 Integrated Medical Practice 1 Part B 24 points Active

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:

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 Integrated Medical Practice units according to the Year 3 rule:

RMED5311 Integrated Rural Medical Practice 1 18 points Active

RMED5321 Integrated Rural Medical Practice 2 18 points Active

3C Aboriginal Health: Take units according to the Year 3 Scholarly Activity unit rule:

AHEA5801 Aboriginal Health Research and Ethics 6 points Active

PUBH4403 Epidemiology I 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

Q5 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:

IMED5801 Principles of Teaching and Learning 6 points Active

IMED5803 Introduction to Research in Health Professions Education 6 points Active

3I- Public Health: Take units according to the Year 3 Scholarly Activity unit rule:

PUBH4403 Epidemiology I 6 points Active

PUBH5749 Foundations of Public Health 6 points Active

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.

Take all units (42 points):

IMED5411 Integrated Medical Practice 3 Part 1 18 points Active

IMED5412 Integrated Medical Practice 3 Part 2 12 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 according to the Year 4 Scholarly Activity unit rule:

PUBH4401 Biostatistics I 6 points Active

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

Q6 4E Health Professions Education: Take units according to the Year 4 Scholarly Activity unit rule:

IMED5802 Principles of Assessment and Evaluation 6 points Active

IMED5804 Clinical Teaching and Supervision 6 points Active

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

4F - Public Health: Take units according to the Year 4 Scholarly Activity unit rule:

PUBH4401 Biostatistics I 6 points Active

PUBH5754 Health Promotion I 6 points Active

Mapping of outcomes

Outcomes mapping https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx document URL

Australian Qualification Framework outcomes

AQF outcomes: Throughout all 4 years of our program, students will be exposed to core knowledge in all areas of medical practice as well as Knowledge cutting edge developments in each area that will allow them perspective on the direction of medical practice. This will be presented in the form of lectures, seminars, on-line reources, workshops, tutorials and in their case-based tutorials in clinical placements. In the first Year of the course, students will have formal teaching and assessment in research methods. They will need to apply this in both their Scholarly Activity project as well as in assignments given as part of the Scholar component of their graduate outcomes.

AQF outcomes: Analysis and evaluation of knowledge will underpin the Scholarly Activity stream for all students. This will allow students to Skills embed knowledge and skills acquired from the earlier years of their training to their project to allow completion. Students who opt for the research stream in addition will have the opportunity to synthesise new information that can potentially be published in a peer reviewed journal. Students undertaking coursework Scholarly Activity will obtain higher level research skills. There will be opportunities for students to present their Scholarly Activity projects to a wider audience within the university in a number of planned student seminars and conferences. There will be both observed and reported communication exercises that will ascertain that students are progressing adequately through the different years.

AQF outcomes: The planned Scholarly Activity that will be embedded in the third to fourth years of this course will allow all students the Application of opportunities to be involved in projects that will allow them to both apply knowledge as well as analyse and evaluate this knowledge and knowledge. The output of a project report and continued input in their Scholarly Activity Portfolio will allow students to refine skills their written communication skills. Oral presentations to small and larger audiences during the course and at external conferences will also enhance their verbal communication skills.

Educational principles

Educational Principles Proposer response

Educational Principle 1 Each year of the program will have this embedded in progressively increasing levels of To develop disciplinary and interdisciplinary knowledge and skills Bloom's taxonomy. Year 1- core knowledge acquisition and comprehension, Year 2, the through study and research-based enquiry, at internationally addition of application, Year 3 the addition of analysis and evaluation, Year 4 the addition recognised levels of excellence. of synthesis. A pedagogical principles document was developed to clarify the underlying - to think, reason and analyse logically and creatively - to question accepted wisdom and be open to innovation educational values that the MD curriculum should display. The document was ratified by - to acquire the skills needed to embrace rapidly changing the MPC and formed the basis for discussions and decisions for the curriculum technologies development process, teaching and learning methods, and the assessment. Pedagogical Principles for the UWA MD Course

Educational Principle 2 See above To further develop skills required to learn, and to continue through life to learn, from a variety of sources and experiences. - to develop attitudes which value learning - to acquire skills in information literacy

Educational Principle 3 See above To develop personal, social, and ethical awareness in an international context - to acquire cultural literacy - to respect Indigenous knowledge, values and culture - to develop ethical approaches and mature judgement in practical and academic matters - to develop the capacity for effective citizenship, leadership and teamwork

Educational Principle 4 See above To communicate clearly, effectively and appropriately in a range of contexts - to develop spoken and written English communication skills at high levels - to acquire skills in critical literacy and interpersonal communication Q7 Accreditation

Accreditation body Requirements Benefits for students

Australian Medical The Doctor of Medicine (MD) is accredited by the Australian Medical Council (AMC). Eligible for registration to practice Council Graduates must complete an internship (normally one year) in an accredited intern as a doctor in Australia, New training position within an Australian hospital to be eligible for registration to Zealand, and Malaysia. practice as a doctor in Australia or New Zealand, and Malaysia.

Employment destinations

Employment Hospitals destinations

Rationale for Graduates must complete an internship (normally one year) in an accredited intern training position within an Australian expected hospital. employment destinations

Course delivery

Course delivery with Faculty Contribution other faculties FAC75 Science Biochemistry, Anatomy and Physiology teaching in the first year of the course.

Course delivery with Numerous providers with formal agreements in place. other provider(s)

Percentage of 5% course delivered by other provider(s)

Mode of delivery Internal

Location(s) Location Percentage delivered UWA (Crawley) 100%

% of units taught in 90% units in non-standard teaching periods non-standard semesters

Quota

Quota? Yes

Quota number 240

How quota is interview, GPA, GMAT allocated

Reason for quota Commonwealth Government policies and constraints

Quota consultations This is not a new quota, previously approved for MD 90850

Duration, intake and attendance

Duration of course 4 years

Duration of course 4 years at maximum volume of learning

Intake periods Beginning of year only (broad)

Intake periods Non-standard teaching period(s) (specific teaching periods)

Attendance type Full-time only

Time limit 10 years

Q8 History and committee endorsements/approvals

Event Date Outcome

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19 Approval reference: Heather Morton 6457 2284

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 06/06/2019. Report generated 06/06/19 10:06.