members of the curriculum committee · 2016-09-08 · file ref: f68752 2 welcome the chair will...

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8th September 2016

MEMBERS OF THE CURRICULUM COMMITTEE

Dean of Coursework Studies as Chair (Professor Grady Venville) Chair of Academic Board (Associate Professor Cara MacNish) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Ms Narelle Molloy) Associate Director, Admissions (Ms Zoe Morrison) Associate Director, Student Administration (Ms Di Regan-Roots) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the Guild of Undergraduates (Ms Emma Boogaerdt) Nominee of the President of the Postgraduate Students’ Association (Mr Nevin Jayawardena) Chair of each Faculty and School of Indigenous Studies Teaching and Learning/Education Committee, or nominee of the Dean:

Faculty of Architecture, Landscape and Visual Arts (Ms Sophie Giles) (Deputy Chair) Faculty of Arts (Professor Hélène Jaccomard) Faculty of Business (Dr Nick Letch) Faculty of Education (Associate Professor Grace Oakley) (Associate Chair) Faculty of Engineering, Computing and Mathematics (Professor Michael Johns) Faculty of Law (Associate Professor Natalie Skead) Faculty of Medicine, Dentistry and Health Sciences (Professor Sandra Carr) Faculty of Science (Professor Brendan Waddell) School of Indigenous Studies (Associate Professor Grant Revell)

INVITEE Mr Rick Ackerman, Manager, Admissions Assessment (for Item 6)

IN ATTENDANCE Ms Kath Williams, Academic Policy Services (Deputy Executive Officer) APOLOGIES Associate Professor Cara MacNish, Chair of Academic Board

CURRICULUM COMMITTEE MEETING – WEDNESDAY 14TH SEPTEMBER 2016

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 14th September 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 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 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]).

Mr Maxwell Keeble Executive Officer, Academic Policy Services

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

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

mailto:[email protected]

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WELCOME

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

APOLOGIES

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 a meeting of the Curriculum Committee held on 10th August 2016; and

• noting of decisions taken on 30th August 2016.

Minutes are available from the Committee’s web page.

PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

No items.

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

2. CHANGES TO POSTGRADUATE CURRICULUM FROM 2017

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 Architecture, Landscape and Visual Arts 2.1.

Item TRIM Curriculum item Change summary Att 2.1.1. F19489

F81435, F81437, F81436, F81434

25520 Master of Architecture • Change to structure • 4 new units

A

The Chair recommends that the Curriculum Committee approve the proposed changes to 25520 Master of Architecture, and associated new unit proposals (ARCT5012, ARCT5595, ARCT5518 and ARCT5519), for offering from 2017.

Faculty of Science 2.2.


F80291, F80945, F80810, F80811, F80814, F80812, F80813, F80309, F80285, F80294, F80288, F80289, F80290, F80284, F80298, F80815

72520 Master of Biological Science (coursework or coursework and dissertation)

• Change to additional rules

• Change to structure • 16 new units

B1


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

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

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP15%2F7


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F81243, F81245, F81246, F81244, F80831, F80930, F80931, F80932, F80933, F81226

71520 Master of Biomedical Science (coursework or coursework and dissertation)


B10

2.2.3. F58909 F80926, F80927, F80831, F81226

71540 Master of Health Science (coursework) • Change to structure • 4 new units

B17

2.2.4. F35153 F81310, F81311, F81312

72560 Master of Urban and Regional Planning (coursework or coursework and dissertation)


B23

2.2.5. F41170 F81378, F81379

53560 Master of Physics (coursework and dissertation)

• Change to admission requirements


B26

The Chair recommends that the Curriculum Committee approve the proposed changes to 72520 Master of Biological Science (coursework or coursework and dissertation), 71520 Master of Biomedical Science (coursework or coursework and dissertation), 71540 Master of Health Science (coursework), 72560 Master of Urban and Regional Planning (coursework or coursework and dissertation) and 53560 Master of Physics (coursework and dissertation), and associated new unit proposals, for offering from 2017.

3. RESCISSION OF UNIT IN UWA COURSES FROM 2017

TRIM Unit Previous curriculum F36654 BIOL4403 Plant Ecophysiology HON-CONBI Conservation Biology as option;

HON-ENVSC Environmental Science as option

Members will note that the unit listed above is no longer required in any course. The Chair recommends that the Curriculum Committee approve that BIOL4403 Plant Ecophysiology be rescinded from 2017.

4. RESCISSION OF PRE-2012 COURSE FROM 2017

TRIM Curriculum item Faculty resolution

F6545-01 31500 Master of Education R16/16

Members will note that this Pre-2012 course has been taught out and no students remain to re-enrol. The Chair recommends that the Curriculum Committee recommend to the Academic Council that the Pre-2012 course listed above be rescinded immediately with no students eligible to re-enrol, with effect from 2017.

5. RESCISSION OF PRE-2012 UNITS FROM 2017

Code Title LAWS3319 International Trade Law

LAWS3339 Intellectual Property: Creative Rights

LAWS3376 Introduction to Family Law

LAWS3358 Indigenous Peoples and the Law

The Chair recommends that the Curriculum Committee approve the rescission of the pre-2012 units listed above, effective from 2017.

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PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. INTERNATIONAL BACCALAUREATE COMPARABLE ATAR ADJUSTMENT – REF: F12716-01

The International Baccalaureate (IB) Diploma is a Secondary Education qualification taught in over 140 countries worldwide. Currently, IB Diploma scores are converted into an ATAR for the purpose of admission to UWA.

It is proposed (Attachment C) to implement a new approach for admission to UWA for International Baccalaureate (IB) Diploma students from 2018, including:

• closer alignment between the entry standards for IB students with the performance of IB students when they study at UWA;

• an adjustment commensurate with the language bonus currently afforded to students with an Australian Tertiary Admissions Rank (ATAR);

• an adjustment commensurate with the mathematics bonuses that are proposed for University entry in 2018; and

• clarification and communication of the indicative IB score for all UWA courses.

The changes are proposed in order to better recognise the language and mathematics study that an IB student may have undertaken, in line with the current recognition of these subjects for students admitted by ATAR. This reflects the tendency for IB students to perform better than other UWA students admitted at equivalent ATARs under the current method of conversion.

For discussion, endorsement and referral to the Education Committee for consideration.

7. EDUCATIONAL PRINCIPLES – REF: F27505

The University of Western Australia is committed to those educational values which imbue student learning at all levels, summarised within its Educational Principles.

The University’s Educational Principles have recently been considered and revised in light of Recommendation 10 of the 2015 Review of Courses (undergraduate degrees), which recommended that:

“… the University amends its Educational Principles to include digital literacy to the list of educational values which imbue student learning at all levels, and that major coordinators investigate embedding digital literacy in their major where feasible and appropriate.”

By R9/15, the Education Futures Strategy Group resolved to recommend that:

• the Curriculum Committee consider the implications of the addition of the statement ‘to acquire skills in numeracy’ to the University’s Educational Principles; and

• the University undertake a wider review of the Educational Principles.

Attached for members’ consideration are the revised Educational Principles and an extract from the minutes of that meeting (Attachment D).

For discussion, endorsement and referral to the Education Committee for consideration.

8. EXISTING UNITS PROPOSED AS BROADENING CATEGORY A FROM 2017

Members will recall that the University Policy on: Undergraduate Degree Courses currently states that a Category A broadening unit:

(a) is a broadening unit that has as its main focus some aspects of the globalised and culturally diverse environment; or

(b) is a Language Other Than English (LOTE) unit; or

(c) is a unit offered by the School of Indigenous Studies: or

http://www.governance.uwa.edu.au/_nocache/?a=2857089


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(d) is a unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution.

The Committee is asked to consider the change proposals to recognise the following existing units as Broadening Category A:

Item TRIM Curriculum item Degree Att 8.1.1. F31632 ARCY2004 The Archaeology of Rock Art BA E1

8.1.2. F59349 HART3361 The Dutch Golden Age and the Art of Exploration BA E4

8.1.3. F59251 HIST2015 Australian Public History: the Uses of the Past Looking for Australia: From the Deep Past to Federation

BA E7

8.1.4. F71485 HIST3016 Eyewitness to the Past: Photography and History BA E10

8.1.5. F79250 IMED1004 Understanding Health and Disease in People and Populations BSc E13

For discussion, endorsement and referral to the Academic Council for consideration of the status of Broadening Category A for the units listed above.

9. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2017

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, University Policy on Changes to Approved Majors and Changes to Approved Honours specialisation. To this end, the Committee are asked to consider the following change proposals:

Bachelor of Arts 9.1.


F81550

MJD-POLSC Political Science and International Relations

POLS2204 The Politics of Gender [Broadening Category A]

• Change to sequence • One new unit

F

For discussion and approval of the change to the unit sequence for MJD-POLSC Political Science and International Relations and associated new unit POLS2204.

For discussion, endorsement and referral to the Academic Council for consideration of the status of Broadening Category A for POLS2204 The Politics of Gender.

Item TRIM Curriculum item Change summary Att 9.1.2. F31448 HON-POLSC Political Science and

International Relations • Change to sequence G

Due to staffing availability in the discipline, the Faculty of Arts has proposed changes to HON-POLSC Political Science and International Relations for 2017 only, introducing two option groups containing Level 5 units. Members will note that the proposed change would be an exemption to section 4.1.2 of the University Policy on: Changes to Approved Honours Specialisations (UP12/9), which states:

“The four standard units may involve advanced level coursework within the discipline or structured research training provided that:

• the units offered are at Level 4 or Level 5; and • at least 50% of the coursework units undertaken are at Level 4; and • no student be required to undertake any Level 5 unit(s)”.

For discussion, endorsement and referral to the Academic Council for consideration.







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10. CHANGES TO POSTGRADUATE ADMISSIONS REQUIREMENTS FROM 2017

The Faculty of Arts has proposed a change of the admission requirements for the following Graduate Certificates:

Item TRIM Curriculum item Att 10.1.1 F80226 F58436 F27498 F58939 F56984 F73302

13280 Graduate Certificate in Asian Studies 12230 Graduate Certificate in Heritage Studies 12280 Graduate Certificate in International Relations 12260 Graduate Certificate in Social Research Methods 12240 Graduate Certificate in Strategic Communication 12220 Graduate Certificate in Translation Studies

H

Members will note that the Faculty undertook consultations with Admissions prior to submission.

For discussion and approval of the proposed changes to the courses listed above, effective from 2017.

11. INTRODUCTION OF NEW POSTGRADUATE COURSEWORK COURSES FROM 2017

Members are asked to consider the Phase 2 detailed proposals for the offering of the following new courses. Members are encouraged to consider the proposals in light of the Phase 2 curriculum development criteria and the University Policy on: Courses – Postgraduate Coursework.

Faculty of Science 11.1.

Item TRIM Curriculum item Att 11.1.1. F81419

F81367, F80828, F80829

72580 Master of Forensic Anthropology (coursework or coursework and dissertation)

I1

11.1.2. F81420 72380 Graduate Diploma in Forensic Anthropology I7

11.1.3. F81421 72280 Graduate Certificate in Forensic Anthropology I12

Members will note that the proposed named courses are drawn from the Forensic Anthropology specialisation previously offered as part of the generic Master of Forensic Science. The Master of Forensic Science and articulating Graduate Diploma and Graduate Certificate are no longer available for new enrolment and will be rescinded in the near future. For discussion, endorsement and referral to the Academic Council for consideration.

12. NEXT MEETING

The next meeting of the Curriculum Committee will be held on Wednesday 12th October at 2pm in the Senate Room. The cut-off date for submission of items for the committee’s agenda is Wednesday 28th September. Please refer any issues for discussion to the Executive Officer, Mr Maxwell Keeble ([email protected]).

http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0009/2840490/Postgraduate-coursework-course-proposals.pdf



A1

Proposed changes for postgraduate coursework course as at 01/01/2017

Annual changes to 25520 Master of ArchitectureTRIM: F19489

ID: 6

Showing proposed annual changes for 2017

Course structure

Rationale and impactassessment for change

to Unit sequence

Rationalisation and streamlining of Independent Research (Design or Dissertation) units reinforcing and strengthening the focus on theresearch component of the degree.

ARCT5010/5011 6 point units have been retained for 2017 whilst the new ARCT5012 12 point is introduced mitigating impact on currentstudents enrolled in the 6 point units. (These units will be removed from the sequence in 2018)

ARCT5502 is reintroduced to allow students to undertake Independent Research by both dissertation and design within the degree.Currently students are unable to enrol in both because they have the same code.

ARCT4470 is reintroduced as a preparation unit for the 12 point Independent Research units, to equip students with the necessary skillsand knowledge to undertake Independent Research. This is an option unit so there is not anticipated impact on current students.

ARCT5591 introducing as a Group C option unit that is currently taught under the generic code ARCT5590 as demanded by the industry.This is an option unit so there is not anticipated impact on current students.

ARCT5595 is a new Group C option unit proposal created in response to university focus on digital literacy. This is an option unit so thereis not anticipated impact on current students.

Introduced units:+ ARCT5502 Independent Design Research [as option] [Active]+ ARCT5012 Independent Research by Dissertation [as option] [Proposed]+ ARCT4470 Architectural Research Seminar [as option] [Active]+ ARCT5595 Digital Design Journal [as option] [Proposed]+ ARCT5519 Independent Design Development [as option] [Proposed]+ ARCT5518 BIM Workflows [as option] [Proposed]

Sequence showing changes

Students who have not completed a Bachelor of Design with majors in Architecture and Integrated Design, or equivalent as recognised by thefaculty, must complete relevant conversion units up to the value of 72 points.

Take all units (18 points):

ARCT4430 Architectural Technology, Structures and Services 6 points Active

ARCT4440 Project Implementation and Documentation 6 points Active

ARCT4461 Architectural Practice 6 points Active

Group A: Take unit(s) to the value of at least 36 points to a maximum of 60 points from this group. Total units completed from option groups A,B and C must equal 78 points:

ARCT5001 Architectural Design 5a 12 points Active

ARCT5002 Architectural Design 5b 12 points Active

ARCT5003 Architectural Design 5c 12 points Active

ARCT5004 Architectural Design 5d 12 points Active

ARCT5005 Architectural Studio 5e 12 points Active

ARCT5010 Independent Research Part 1 6 points Active


ARCT5502 Independent Design Research 12 points Active Addition

to sequence

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A2

Group B: Take unit(s) to the value of at least 12 points to a maximum of 30 points from this group. Total units completed from option groups A,B and C must equal 78 points:

ARCT4470 Architectural Research Seminar 6 points Active Addition

to sequence



ARCT5012 Independent Research by Dissertation 12 points Proposed Addition

to sequence

ARCT5505 Conservation in Cultural Landscapes, Historic Towns and Urban Precincts 6 points Active

ARCT5511 Utopia/Disaster and Imagining the City 6 points Active

ARCT5513 Operating Systems for a New Architectural Era 6 points Active

ARCT5514 Practical and Theoretical Problems in Global Design Practice (B): History/Theory Stream 6 points Active

ARCT5516 Daguerre to Digital 6 points Active

ARCT5517 Architecture and the Posthumanist Subject 6 points Active

ARCT5528 Delivering Good Design 6 points Active

ARCT5529 Forensic Architecture 6 points Active

ARCT5530 The Single Family House as a Bourgeois Manifesto 6 points Active

ARCT5531 Suburban Cultures 6 points Active

ARCT5583 Introduction to Architectural Conservation 6 points Active

ARCT5585 City as Site 6 points Active

ARCT5586 Australian Architecture in a global setting 6 points Active

ARCT5587 Urban Design 6 points Active

ARCT5595 Digital Design Journal 6 points Proposed Addition

to sequence

LACH4505 Critical Theory: 'isms and 'ologies in Landscape Architecture 6 points Active

URBD5805 Contemporary Urbanism (Twentieth and Twenty-first Century) 6 points Active

URBD5807 The Forces that Shape Cities 6 points Active

URBD5808 Case Studies in Urban Design 6 points Active

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A3

Group C: Take unit(s) to the value of at least 6 points to a maximum of 24 points from this group. Total units completed from option groups A, Band C must equal 78 points:



ARCT5012 Independent Research by Dissertation 12 points Proposed Addition

to sequence

ARCT5503 Built Work: Architecture in Construction 6 points Active

ARCT5508 Practical Building Conservation 6 points Active

ARCT5510 Housing 6 points Active

ARCT5512 Architectural Technical Resolution 6 points Active

ARCT5515 High Density: the Urban Model 6 points Active

ARCT5518 BIM Workflows 6 points Proposed Addition

to sequence

ARCT5519 Independent Design Development 6 points Proposed Addition

to sequence

ARCT5532 Practical and Theoretical Problems in Global Design Practice (A): Professional and Technical Stream 6 points Active

ARCT5533 Studies in Complex Structures 6 points Active

ARCT5534 Innovations in Thermal Performance and Natural Ventilation Systems in Complex Buildings 6 points Active

ARCT5535 Generative Fabrication 6 points Active

ARCT5536 Photo Real Rendering 6 points Active

ARCT5580 Key Texts—Virtual 6 points Active

ARCT5581 Key Texts 6 points Active

ARCT5584 Publications 6 points Active

ARCT5589 Architecture of Furniture 6 points Active

ARCT5590 Architectural Studies 6 points Active

ARCT5592 Timber in Architecture 6 points Active

ARCT5593 The Architecture of Furniture in Production 6 points Active

ARCT5595 Digital Design Journal 6 points Proposed Addition

to sequence

History of endorsements/approvals for changes

Event Date Outcome Notes

Faculty 24-08-2016 Endorsed: R5/16

Curriculum Committee Not yet approved

Comparing current approved data to the data as it will be on 01/01/2017 if changes are approved. Report generated 08/09/16 05:09.

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B1


Annual changes to 72520 Master of Biological Science(coursework or coursework and dissertation)

TRIM: F59351ID: 165


Rules

Applicability of theStudent Rules,policies andprocedures

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

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

Academic ConductEssentials module

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

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

Admissions 3. To be considered for admission to this course an applicant must have—a relevant bachelor's degree, that aligns with oneof the specialisations of this course, or an equivalent qualification, as recognised by UWA.

Articulation and ExitAwards

4.(1) This course has the following exit awards:• 72220 Graduate Certificate in Biological Science (24 points)• 72320 Graduate Diploma in Biological Science (48 points)

(2) A student who withdraws from the Master of Biological Science course before completing it, but after completing 24points at Level 4 or Level 5, which includes the course core units, may apply to the Faculty to be awarded the GraduateCertificate in Biological Science.

(3) A student who withdraws from the Master of Biological Science course before completing it, but after completing 48points at Level 4 or Level 5, which includes the course core units, may apply to the Faculty to be awarded the GraduateDiploma in Biological Science.

Course structure 5.(1) The course consists of units to a total value of 96 points (maximum value) which includes conversion units to a valueof 24 points, course core units and specialisation units. The course comprises the following specialisations:

SP-ECLGY EcologySP-MRBIO Marine BiologySP-PLCBI Conservation BiologySP-ZOOLY Zoology

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

(3) Students who have completed a bachelor's degree that aligns with the chosen specialisation in the course are grantedcredit for conversion units up to a value of 24 points.

Satisfactoryprogress rule

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

7. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 6.

Progress status 8. A student who fails to make satisfactory progress under Rule 6 is assigned a progress status of 'Excluded' unless theFaculty decides otherwise in light of exceptional circumstances.

9. A student who does not make satisfactory progress in terms of Rule 7 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 6.

Award withdistinction rule

10. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent in—

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

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

and

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

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Additional rule(s) 11. Research project

Students who request approval to undertake a research project as an optional unitoptions in this course must—;

(i) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3 units in their UWA undergraduatemajor. These units must be relevant to the Masters Specialisation; or

(ii) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3, 4 and 5 units completed within thecourse; oriii) equivalent as recognised by the Faculty; and a supervisor, approved by the Faculty, must have confirmed theirwillingness and availability to supervise the research project.


to Additional rule(s)

Confirmation of a supervisor not required

Course structure


to Unit sequence

It was decided after wide consultation that students at the Masters by Coursework and Dissertation level required a deeper researchexperience than is afforded by the equivalent of about 12 points of actual research in the current degree, after taking into considerationthe time needed for research preparation and research presentation. Thus, the actual research experience was increased to 24 pointswith the creation of separate 6-point units for research preparation and research presentation. It is felt that this balance will allowstudents to better assess the quality, meaning and impact of their research results.

The anticipated impact of this change is primarily to give students a deeper, more exciting and more fulfilling research experience. Inaddition, it is anticipated that there will be a decrease in enrolments in the optional coursework units in each specialisation; however, thisshould be more than compensated by other initiatives aimed at increasing enrolments in the degree. Enrolment numbers will be assessedover time, with the further reduction in the number of optional units remaining a possibility.

Introduced units:+ ENVT5513 Decision Strategies for Biodiversity Conservation [as core] [Proposed]+ ANIM5511 Zoology Masters Research Project Development [as core] [Proposed]+ ANIM5551 Zoology Masters Research Dissertation Part 1 [as core] [Proposed]+ ANIM5552 Zoology Masters Research Dissertation Part 2 [as core] [Proposed]+ ANIM5553 Zoology Masters Research Dissertation Part 3 [as core] [Proposed]+ ANIM5554 Zoology Masters Research Dissertation Part 4 [as core] [Proposed]+ ANIM5512 Zoology Masters Research Presentation [as core] [Proposed]+ PLNT5511 Plant Biology Masters Research Project Development [as option] [Proposed]+ PLNT5551 Plant Biology Masters Research Dissertation Part 1 [as option] [Proposed]+ PLNT5512 Plant Biology Masters Research Presentation [as option] [Proposed]+ PLNT5552 Plant Biology Masters Research Dissertation Part 2 [as option] [Proposed]+ PLNT5553 Plant Biology Masters Research Dissertation Part 3 [as option] [Proposed]+ PLNT5554 Plant Biology Masters Research Dissertation Part 4 [as option] [Proposed]+ ENVT5509 Global Ecological Challenges [as core] [Proposed]+ BIOL5504 Sex in the Sea [as core] [Proposed]+ ANIM4007 Marine Megafauna [as option] [Proposed]Removed units:- SCIE5590 Literature Review and Research Proposal [was option]- SCIE5511 Science Research Project Part 1 [was option]- SCIE5512 Science Research Project Part 2 [was option]- SCIE5513 Science Research Project Part 3 [was option]Specialisation details have been modified.


Students may be required to take conversion units up to a value of 24 points based on an assessment of prior learning by the Faculty.


BIOL4409 Ecological Field Methods 6 points Active

SCIE4402 Data Management and Analysis in the Natural Sciences 6 points Active

For student in course by coursework and dissertation only, take all units (24 points):

SCIE5511 Science Research Project Part 1 6 points Active



SCIE5590 Literature Review and Research Proposal 6 points Active

Conservation Biology specialisation

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BIOL5501 Origins, Evolution and Conservation of Biodiversity 6 points Active

BIOL5502 Animal Resource Management Managing Threatened Species 6 points Active

BIOL5542 Conservation Genetics 6 points Active

ENVT5512ENVT5513

EcosystemDecision BiogeochemistryStrategies for Biodiversity Conservation 6 pointsActiveProposed

Additionto sequence

ForGroup studentsA: Students in course by coursework only, take units to the value of 36 points from Group A and/or Group B, of which 2 unitsmust be at Level 5. For student in course by coursework and dissertation, take units to the value of 12 points.

ANIM5501 Evolution and Development 6 points Active:

ANIM5502 Evolutionary Biology 6 points Active

BIOL4406 Vertebrate Zoology 6 points Active

BIOL4407 Marine Conservation and Fisheries Management 6 points Active

BIOL4408 Marine Ecology 6 points Active

BIOL5503 Sampling Techniques in Wildlife Research 6 points Active

ENVT4411 Geographic Information Systems Applications 6 points Active

SCIE4403 The Conduct, Ethics and Communication of Science 6 points Active

SCIE5500 Modelling Natural Systems 6 points Active

Group B: Students in course by coursework only, take unit(s) according to the rule for Group A:

ANIM5501 Evolution and Development 6 points Active



BIOL5505 Marine Neuroecology and Behaviour 6 points Active

ENVT4406 Catchment and River Processes 6 points Active


ENVT5510 Soil Dynamics 6 points Active

ENVT5511 Advanced Geographic Information Systems for Environmental Management 6 points Active

PLNG5511 Climate Change Policy and Planning 6 points Active

PLNT5511 Plant Biology Masters Research Project Development 6 points Proposed Addition

to sequence

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Group C: Students in course by coursework and dissertation, take all units from either Group C or Group D.

ANIM5511 Zoology Masters Research Project Development 6 points Proposed Addition

to sequence

ANIM5512 Zoology Masters Research Presentation 6 points Proposed Addition

to sequence

ANIM5551 Zoology Masters Research Dissertation Part 1 6 points Proposed Addition

to sequence


to sequence


to sequence


to sequence

Group D: Students in course by coursework and dissertation, take unit(s) according to rule for Group C:


to sequence

PLNT5512 Plant Biology Masters Research Presentation 6 points Proposed Addition

to sequence

PLNT5551 Plant Biology Masters Research Dissertation Part 1 6 points Proposed Addition

to sequence


to sequence


to sequence


to sequence

Ecology specialisation Take all units (24 points):

BIOL5501 Origins, Evolution and Conservation of Biodiversity 6 points Active

ENVT5509 Global Ecological Challenges 6 points Proposed Addition

to sequence

ENVT5512 Ecosystem Biogeochemistry 6 points Active


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B5

Group A: Students in course by coursework only, take units to the value of 36 points from Group A and/or Group B, of which 2 units must be atLevel 5:





SCIE5500SCIE5505

ModellingGlobal NaturalChange Systemsand the Marine Environment 6 points Active



ENVT4406 Catchment and River Processes 6 points Active

ENVT5502 Marine and Coastal Planning and Management 6 points Active





to sequence


to sequence


to sequence


to sequence


to sequence


to sequence

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B6



to sequence


to sequence


to sequence


to sequence


to sequence


to sequence

Marine Biology specialisation Take all units (24 points):



ENVT5502BIOL5504

MarineSex andin Coastalthe PlanningSea and Management 6 pointsActiveProposed

Additionto sequence

SCIE5505 Global Change and the Marine Environment 6 points Active

ForGroup studentsA: Students in course by coursework only, take units to the value of 36 points from Group A and/or Group B, of which 42units must be at Level 5. For student in course by coursework and dissertation, take units to the value of 12 points.:

ANIM5502ANIM4007

EvolutionaryMarine BiologyMegafauna 6 pointsActiveProposed

BIOL4405Invertebrate Zoology 6 points Active

BIOL4406Additiontosequence

Vertebrate Zoology 6 points Active







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B7



BIOL4405 Invertebrate Zoology 6 points Active




to sequence




to sequence


to sequence


to sequence


to sequence


to sequence


to sequence



to sequence


to sequence


to sequence


to sequence


to sequence


to sequence

Zoology specialisation

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B8



BIOL4405 Invertebrate Zoology 6 points Active



ForStudents studentsin course by coursework and dissertation, take all units (36 points).


to sequence


to sequence


to sequence


to sequence


to sequence


to sequence

Group A: Students in course by coursework only, take units to the value of 36 points from Group A and/or Group B, of which 42 units must be atLevel 5.:

ANIM4007 Marine Megafauna 6 points Proposed Forstudent incourse bycourseworkanddissertation,takeunitsAddition tothe value of12points.sequence




BIOL5502 Animal Resource Management Managing Threatened Species 6 points Active



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B9









SCIE5505 Global Change and the Marine Environment 6 points Active

marks a unique unit.



Faculty 28-04-2016 Endorsed: Science Executive Resolved 31/2016



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B10


Annual changes to 71520 Master of Biomedical Science(coursework or coursework and dissertation)

TRIM: F58908ID: 359


Course structure


to Unit sequence

• Introduction of a Physiology Specialisation. This specialisation would align the Masters specialisations in Biomedical Science with theundergraduate majors offered in the school and create a clear pathway to postgraduate study for UWA students. Due to the introductionof this specialisation the physiology content currently in the Human Biology Specialisation would be removed, resulting in the HumanBiology Specialisation becoming more focused. It was noted that a Physiology stream would also be introduced in the Master of HealthScience.• Addition of new unit APHB5504 Advanced Techniques in Physiology for inclusion in the Physiology Specialisation.• Change to the structure of the Human Biology Specialisation, removal of the choice in specialisation core units and an increase to 6 coreunits. Removal of specialisation core units; APHB4003 Advanced Experimental Techniques, APHB5505 Advanced studies in Physiology andANIM5501Vertebrate Development, and addition of; GENE4001 Advanced Studies in Genetics and Genomics, and a new unit APHB5500Advanced Research Techniques to the core.• Change to the structure of the Neuroscience Specialisation, removal of specialisation core unit NEUR4001 Research in Context –Neuroscience Literature Review and addition of new unit APHB5500 Advanced Research Techniques and one option unit.• Change in dissertation units from SCIE5511, SCIE5512, SCIE5513, and SCIE5590 to units with a MSCI prefix for the Biochemistry andMolecular Biology Specialisation and units with an APHB prefix for all other specialisations.

Introduced units:+ MSCI5560 Biochemistry and Molecular Biology Literature Review and Research Proposal [as option] [Proposed]+ MSCI5561 Biochemistry and Molecular Biology Research Project Part 1 [as option] [Proposed]+ MSCI5562 Biochemistry and Molecular Biology Research Project Part 2 [as option] [Proposed]+ MSCI5563 Biochemistry and Molecular Biology Research Project Part 3 [as option] [Proposed]+ BIOC3001 Molecular Biology [as conversion] [Active]+ BIOC3002 Structural and Functional Biochemistry [as conversion] [Active]+ BIOC3003 Omics—Global Approaches to Cell Function [as conversion] [Active]+ BIOC3005 Cellular Biochemistry [as conversion] [Active]+ ANHB3315 Human Evolutionary Ecology [as conversion] [Active]+ ANHB3322 Human/Primate Social Organisation [as conversion] [Active]+ ANHB3321 Biological Anthropology: Genes and Society [as conversion] [Active]+ APHB5500 Advanced Research Techniques [as core] [Proposed]+ APHB5520 Literature Review and Research Proposal [as core] [Proposed]+ APHB5521 Science Research Project Part 1 [as core] [Proposed]+ APHB5522 Science Research Project Part 2 [as core] [Proposed]+ APHB5523 Science Research Project Part 3 [as core] [Proposed]+ ANHB2217 Human Neurobiology [as conversion] [Active]+ NEUR3301 Advanced Neuroscience 1 [as conversion] [Active]+ ANIM3320 Comparative Neurobiology [as conversion] [Active]+ PHYL2002 Physiology of Cells [as conversion] [Active]+ PHYL2001 Physiology of Human Body Systems [as conversion] [Active]+ PHYL3003 Physiology of Nutrition and Metabolism [as conversion] [Active]+ PHYL3004 Physiology of Integrated Organ Function [as conversion] [Active]+ PHYL3001 Physiology of Membranes, Muscles and Signalling [as conversion] [Active]+ PHYL3002 Physiology of Cardiovascular and Respiratory Systems [as conversion] [Active]+ APHB5504 Advanced Techniques in Physiology [as core] [Proposed]+ FNSC5622 Expert Testimony (Anthropology) Part 1 [as option] [Active]Removed units:- SCIE5511 Science Research Project Part 1 [was option]- SCIE5512 Science Research Project Part 2 [was option]- SCIE5513 Science Research Project Part 3 [was option]- SCIE5590 Literature Review and Research Proposal [was option]- APHB4003 Advanced Experimental Techniques [was core]- NEUR4001 Research in Context—Neuroscience Literature Review [was core]- PUBH5754 Health Promotion I [was option]Specialisation details have been modified.


Students who have not completed a bachelor's degree with a major in biomedical or health that does not align with their chosen specialisation,or equivalent as recognised by the Faculty, must complete relevant conversion unit(s) up to the value of 24 points, as advised by the Faculty.


SCIE5510 Biomedical Science Research in Context—Literature Review 6 points Active

SCIE5515 Global Challenges in Biomedical Science 6 points Active

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B11

For students in course by coursework and dissertation only, take all units (24 points):




SCIE5590 Literature Review and Research Proposal 6 points Active

Biochemistry and Molecular Biology specialisation Students may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty, including

but not limited to the following units:

BIOC3001 Molecular Biology 6 points Active Addition

to sequence

BIOC3002 Structural and Functional Biochemistry 6 points Active Addition

to sequence

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active Addition

to sequence

BIOC3005 Cellular Biochemistry 6 points Active Addition

to sequence


BIOC4001 Advanced Studies in Biochemistry and Molecular Biology 6 points Active

BIOC5001 Advanced Biochemistry and Molecular Biology Techniques 6 points Active

GENE4001 Advanced Studies in Genetics and Genomics 6 points Active

MSCI4006 Advanced Techniques in Molecular Sciences 6 points Active

SCIE4001 The Objectives and Applications of Genomics 6 points Active

SCIE4002 Bioinformatics and Data Analysis for Genomics 6 points Active

For students in course by coursework only, take unit(s) to the value of 24 points of which at least 18 points (three units) must be taken at Level5.

APHB5501 Developmental Origins of Health and Disease 6 points Active

APHB5503 Neuroendocrinology 6 points Active

GENE5001 Advanced Genomics Techniques 6 points Active

PUBH4403 Epidemiology I 6 points Active

SCIE4481 Good, Bogus and Corrupted Science 6 points Active

SSEH5685 Work Site Health Promotion 6 points Active

SSEH5688 Introduction to Work Health and Safety 6 points Active

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B12


MSCI5560 Biochemistry and Molecular Biology Literature Review and Research Proposal 6 points Proposed Addition

to sequence

MSCI5561 Biochemistry and Molecular Biology Research Project Part 1 6 points Proposed Addition

to sequence


to sequence


to sequence

Human Biology specialisation Students may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty, including


Note: To enrol in APHB5502, students must have completed ANHB3315 or ANHB3322 or ANHB3321 or equivalent with approval from unit or coursecoordinator.

ANHB3315 Human Evolutionary Ecology 6 points Active Addition

to sequence

ANHB3321 Biological Anthropology: Genes and Society 6 points Active Addition

to sequence

ANHB3322 Human/Primate Social Organisation 6 points Active Addition

to sequence


Note: To enrol in APHB5502, students must have completed ANHB3315 or ANHB3322 or ANHB3321 or equivalent with approval from unit or coursecoordinator.

ANHB5432 Fundamentals of Sleep Biology 6 points Active

APHB4003APHB5500

Advanced Research Design and Analysis Part 2 Techniques 6 pointsActiveProposed

Additionto sequence


APHB5502 Human Ecology 6 points Active


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

ANIM5501GENE4001

Evolution and Development 6 points Active


APHB5505 Advanced Studies in PhysiologyGenetics and Genomics 6 points Active

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B13

For students in course by coursework and dissertation only, take all units (24 points).

APHB5520 Literature Review and Research Proposal 6 points Proposed Addition

to sequence

APHB5521 Science Research Project Part 1 6 points Proposed Addition

to sequence


to sequence


to sequence

For students in course by coursework only, take unit(s) to the value of 30 points. Students in course by coursework only may be required to take6 points (one unit) at Level 5. Students in course by coursework and dissertation take unit (s) to the value of 624 points.


APHB5502PUBH4403

HumanEpidemiology EcologyI 6 points Active

APHB5505 Advanced Studies in Physiology 6 points Active





Neuroscience specialisation Students may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty, including


Note: Students must do ANHB2217 (Sem1) AND PHYL2002 (Sem2). Students can choose to do either NEUR3301 (Sem2) or ANIM3320 (Sem1).

ANHB2217 Human Neurobiology 6 points Active Addition

to sequence

ANIM3320 Comparative Neurobiology 6 points Active Addition

to sequence

NEUR3301 Advanced Neuroscience 1 6 points Active Addition

to sequence

PHYL2002 Physiology of Cells 6 points Active Addition

to sequence

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B14


ANIM5501APHB5500

EvolutionAdvanced andResearch DevelopmentTechniques 6 pointsActiveProposed

Additionto sequence



NEUR4001 Research in Context—Neuroscience Literature Review 6 points Active

NEUR4010 Modern Research Tools in Neuroscience 6 points Active

NEUR5011 Neurodevelopment and its Disorders 6 points Active



to sequence


to sequence


to sequence


to sequence

For students in course by coursework only, take unit(s) to the value of 2430 points. ofStudents whichin atcourse leastby coursework only may berequired to take 6 points (one unit) must be taken at Level 5.

Students in course by coursework and dissertation, take unit(s) to the value of 6 points.



PUBH5754BIOC4001

HealthAdvanced PromotionStudies Iin Biochemistry and Molecular Biology 6 points Active

SCIE4001PUBH4403

TheEpidemiology Objectives and Applications of GenomicsI 6 points Active



SSEH4664 Exercise and Health Psychology 6 points Active

Physiology specialisationEF

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B15

Students may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty, includingbut not limited to the following units:

PHYL2001 Physiology of Human Body Systems 6 points Active Addition

to sequence


to sequence

PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active Addition

to sequence

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active Addition

to sequence

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active Addition

to sequence

PHYL3004 Physiology of Integrated Organ Function 6 points Active Addition

to sequence



APHB5500 Advanced Research Techniques 6 points Proposed Addition

to sequence


APHB5504 Advanced Techniques in Physiology 6 points Proposed Addition

to sequence




to sequence


to sequence


to sequence


to sequence

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B16

For students in course by coursework only, take unit(s) to the value of 30 points. Students in course by coursework only may be required to take6 points at level 5.

Students in course by coursework and dissertation, take unit(s) to the value of 6 points.


BIOC4001 Advanced Studies in Biochemistry and Molecular Biology 6 points Active

BIOC5001 Advanced Biochemistry and Molecular Biology Techniques 6 points Active

FNSC5622 Scientific Expert Testimony 6 points Active Addition

to sequence







Faculty 04-05-2016 Endorsed: Science Executive R33/2016



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B17


Annual changes to 71540 Master of Health Science(coursework)

TRIM: F58909ID: 384


ID Field Change Rationale

157630 Consultation regardinginclusion of units from otherfaculties

The Faulty Medicine, Dentistry and Health Sciences have been consulted.Assistant Professor Julie Saunders from the faculty shares the coursecoordinator responsibilities and is responsible for the public health units inthis course

Notes: Change made onannual change revisionform.

Course structure


to Unit sequence

Introduction of a Physiology Specialisation, in line with the proposed changes to the Master of Biomedical Science. The introduction of thePhysiology specialisation will enable the Human Biology specialisation to become more specific.

Addition of conversion units

The two 6 point SSEH practicum units were replaced

Introduced units:+ SSEH5003 Health Science Industry Practicum I [as option] [Proposed]+ SSEH5004 Health Science Industry Practicum II [as option] [Proposed]+ SSEH3301 Exercise Prescription and Nutrition for Health and Fitness [as conversion] [Active]+ SSEH3345 Lifespan Motor Development [as conversion] [Active]+ SSEH3365 Sport Physiology [as conversion] [Active]+ SSEH3375 Psychology of Sport [as conversion] [Active]+ SSEH3376 Coaching Psychology [as conversion] [Active]+ SSEH3385 Motor Development and Dysfunction [as conversion] [Active]+ ANHB3322 Human/Primate Social Organisation [as conversion] [Active]+ ANHB3321 Biological Anthropology: Genes and Society [as conversion] [Active]+ ANHB3315 Human Evolutionary Ecology [as conversion] [Active]+ APHB5500 Advanced Research Techniques [as core] [Proposed]+ GENE4001 Advanced Studies in Genetics and Genomics [as option] [Active]+ PHYL2002 Physiology of Cells [as conversion] [Active]+ NEUR3301 Advanced Neuroscience 1 [as conversion] [Active]+ ANIM3320 Comparative Neurobiology [as conversion] [Active]+ ANHB2217 Human Neurobiology [as conversion] [Active]+ BIOC4001 Advanced Studies in Biochemistry and Molecular Biology [as option] [Active]+ BIOL5505 Marine Neuroecology and Behaviour [as option] [Active]+ PHYL2001 Physiology of Human Body Systems [as conversion] [Active]+ PHYL3001 Physiology of Membranes, Muscles and Signalling [as conversion] [Active]+ PHYL3002 Physiology of Cardiovascular and Respiratory Systems [as conversion] [Active]+ PHYL3003 Physiology of Nutrition and Metabolism [as conversion] [Active]+ PHYL3004 Physiology of Integrated Organ Function [as conversion] [Active]+ APHB5504 Advanced Techniques in Physiology [as core] [Proposed]+ BIOC5001 Advanced Biochemistry and Molecular Biology Techniques [as option] [Active]+ FNSC5622 Expert Testimony (Anthropology) Part 1 [as option] [Active]Removed units:- SSEH5691 Industry Practicum I [was option]- SSEH5692 Industry Practicum II [was option]- APHB4003 Advanced Experimental Techniques [was core]- NEUR4001 Research in Context—Neuroscience Literature Review [was core]Specialisation details have been modified.


Students who have not completed a bachelor's degree with a biomedical or health major that aligns with their chosen specialisation in thecourse, or equivalent as recognised by the Faculty, must complete relevant conversion unit(s) to the value of 24 points, as advised by the Faculty.

Take theall following unitunits (6 points):

PUBH5749 Foundations of Public Health 6 points Active

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PUBH4401 Biostatistics I 6 points Active

PUBH4403 Epidemiology I 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: Take unit(s) to the value of either 12 points or 24 points:

PUBH5758 Public Health Practicum 24 points Active

SSEH5691SSEH5003

Health Science Industry Practicum I 6 pointsActiveProposed

Additionto sequence

SSEH5692SSEH5004

Health Science Industry Practicum II 6 pointsActiveProposed

Additionto sequence

Exercise and Health specialisation Students may be required to take conversion units, up to a value of 24 points, from this group, based on an assessment of prior learning by the

Faculty.

SSEH3301 Exercise Prescription and Nutrition for Health and Fitness 6 points Active Addition

to sequence

SSEH3345 Lifespan Motor Development 6 points Active Addition

to sequence

SSEH3365 Sport Physiology 6 points Active Addition

to sequence

SSEH3375 Psychology of Sport 6 points Active Addition

to sequence

SSEH3376 Coaching Psychology 6 points Active Addition

to sequence

SSEH3385 Motor Development and Dysfunction 6 points Active Addition

to sequence


SSEH5677 Sport and Recreation Marketing 6 points Active

SSEH5685 Work Site Health Promotion 6 points Active

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B19



SSEH5678 Sport and Recreation Management 6 points Active

SSEH5687 Physical Ergonomics 6 points Active


Only for students electing SSEH5691SSEH5003 Practicum I and SSEH5692SSEH5004 Practicum II in Group A, take unit(s) to the value of 12points from this group:



SSEH5678 Sport and Recreation Management 6 points Active

SSEH5687 Physical Ergonomics 6 points Active


Human Biology specialisation TakeStudents may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty,

including but not limited to the valuefollowing ofunits.

Note: 6For points:students to enrol in APHB5502, students must have completed either ANHB3315 or ANHB3322 or ANHB3321 or equivalent as approvedby unit or course coordinator.

ANIM5501ANHB3315

EvolutionHuman andEvolutionary Development Ecology 6 points Active Addition

to sequence

APHB5502ANHB3321

HumanBiological EcologyAnthropology: Genes and Society 6 points Active Addition

to sequence

APHB5505ANHB3322

AdvancedHuman/Primate StudiesSocial in Physiology Organisation 6 points Active Addition

to sequence

Take unitsunit(s) to the value of 1824 points:

ANHB5432APHB5500

FundamentalsAdvanced ofResearch Sleep BiologyTechniques 6 pointsActiveProposed

APHB4003Research Design and Analysis Part 2 6 points

ActiveAdditionto sequence




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B20




APHB5502GENE4001

Human Ecology 6 points Active

APHB5505 Advanced Studies in PhysiologyGenetics and Genomics 6 points Active Addition

to sequence




Neuroscience specialisation Students to take units to the value of up to 18 points from this group

Note: Students required to take conversion units must ordinarily take ANHB2217 and PHYL2002 and either NEUR3301 OR ANIM3301.

SSEH5688ANHB2217

IntroductionHuman to Work Health and SafetyNeurobiology 6 points Active Addition

to sequence

ANIM3320 Comparative Neurobiology 6 points Active Addition

to sequence

NEUR3301 Advanced Neuroscience 1 6 points Active Addition

to sequence


to sequence

Neuroscience specialisation Take all units (24 points):


to sequence


NEUR4001 Research in Context—Neuroscience Literature Review 6 points Active

NEUR4010 Modern Research Tools in Neuroscience 6 points Active

NEUR5011 Neurodevelopment and its Disorders 6 points Active

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B21




SCIE4001BIOC4001

TheAdvanced ObjectivesStudies in Biochemistry and ApplicationsMolecular of GenomicsBiology 6 points Active Addition

to sequence

SCIE4002BIOL5505

BioinformaticsMarine Neuroecology and Data Analysis for GenomicsBehaviour 6 points Active Addition

to sequence



Physiology specialisation Students may be required to take conversion units, up to a value of 24 points based on an assessment of prior learning by the Faculty, including

but not limited to the following units.

Note: Students required to take conversion units must ordinarily take 2 units, either PHYL2001 and (PHYL3003 or PHYL3004); orPHYL2002 and (PHYL3001 or PHYL3002).

PHYL2001 Physiology of Human Body Systems 6 points Active Addition

to sequence


to sequence

PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active Addition

to sequence

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active Addition

to sequence

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active Addition

to sequence

PHYL3004 Physiology of Integrated Organ Function 6 points Active Addition

to sequence



to sequence


APHB5504 Advanced Techniques in Physiology 6 points Proposed Addition

to sequence


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B22

Only for students electing SSEH5003 Practicum I and SSEH5004 Practicum II in Group A, take unit(s) to the value of 12 points from this group:



BIOC4001 Advanced Studies in Biochemistry and Molecular Biology 6 points Active Addition

to sequence

BIOC5001 Advanced Biochemistry and Molecular Biology Techniques 6 points Active Addition

to sequence

FNSC5622 Scientific Expert Testimony 6 points Active Addition

to sequence




Faculty 04-05-2016 Endorsed: Science Executive R36/2016



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B23


Annual changes to 72560 Master of Urban and RegionalPlanning (coursework or coursework and dissertation)

TRIM:F35153ID: 169


Course structure


to Unit sequence

The number of core units in this degree hasbeen increased in response to feedback from students who find the process of selectingoptions confusing and then have to seek guidance from advisers about the best options. A larger number of core units assists inscheduling course plans and ensuring that theyare viable. Grouping options in pathways also assists students when they are selectingoptions.

Two level four core units are being replaced by level 5 versions of the same unit. It is expected that students will take these units havingtaken PLNG4401 and PLNG4402 and increasing the number of core level 5 units reduces the requirement of students to select options onthe basis of level in order to comply the rules of the degree. The practicum unit is also being replaced with a level 5 version of the sameunit, students are required to have completed a number of core units prior to undertaking the practicum.

Introduced units:+ PLNG5403 Planning and Governance [as core] [Proposed]+ PLNG5411 Urban and Regional Analysis [as core] [Proposed]+ PLNG5410 Geography and Planning Practicum [as option] [Proposed]+ ENVT4404 Environmental Planning and Management [as option] [Active]+ ENVT5502 Marine and Coastal Planning and Management [as option] [Active]+ GEOG5003 Mining and Regional Development [as option] [Active]+ ENVT5504 GIS and the Built Environment [as option] [Active]+ ENVT4409 Remote Sensing of the Environment [as option] [Active]+ ENVT5508 Advanced Spatial Analytics [as option] [Active]Removed units:- PLNG4411 Urban and Regional Analysis [was core]- PLNG4403 Planning and Governance [was core]- PLNG4410 Geography and Planning Practicum [was option]- GEOG5002 Case Studies in Development Practice [was option]- URBD5807 The Forces that Shape Cities [was option]- URBD5805 Contemporary Urbanism (Twentieth and Twenty-first Century) [was option]


Students may be required to take conversion units, up to a value of 24 points, based on an assessment of prior learning by the Faculty.



PLNG4401 Planning Theory and Practice 6 points Active

PLNG4402 Planning Law 6 points Active

PLNG4403 Planning and Governance 6 points Active

PLNG4404 Statutory Planning 6 points Active

PLNG4411PLNG5403

Planning and Governance 6 points Proposed Addition

to sequence

PLNG5411 Urban and Regional Analysis 6 points Proposed Addition

to sequence

PLNG5510 Advanced Studies in Geography and Planning 6 points Active

PLNG5512 Regional Planning 6 points Active


GEOG5011 Master's Research Project in Geography, Environment and Planning Part 1 6 points Active




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B24

ForGroup studentsA (Environmental and Development Planning): Students in course by coursework only, take unit(s)units to the value of4224 points from Group A and/or Group B, of which 612 unitspoints must be at Level 5.

For students in course by coursework and dissertation, take unit(s) to the value of 18 points, of which 2 units must be at Level 5.:

ENVT4411ENVT4404

GeographicEnvironmental InformationPlanning Systemsand ApplicationsManagement 6 points Active Addition

to sequence

ENVT5502 Marine and Coastal Planning and Management 6 points Active Addition

to sequence

GEOG4001 Population, Migration and Development 6 points Active

GEOG5003 Mining and Regional Development 6 points Active Addition

to sequence

GEOG5004 Place-based Development 6 points Active

PLNG5410 Geography and Planning Practicum 6 points Proposed Addition

to sequence


Group B (Urban and Regional Analytics): Take units according to the rule for Group A:

ENVT4409 Remote Sensing of the Environment 6 points Active Addition

to sequence

ENVT5504 GIS and the Built Environment 6 points Active Addition

to sequence

ENVT5508 Advanced Spatial Analytics 6 points Active Addition

to sequence


GEOG4001PLNG5410

Population, Migration and Development 6 points Active

GEOG5002 Case Studies in Development Practice 6 points Active

GEOG5004 Place-based Development 6 points Active

PLNG4410 Geography and Planning Practicum 6 pointsActiveProposed

PLNG5510Advanced Studies in Geography and Planning 6 points Active

PLNG5511Additiontosequence

Climate Change Policy and Planning 6 points Active

PLNG5512 Regional Planning 6 points Active

URBD5805 Contemporary Urbanism (Twentieth and Twenty-first Century) 6 points Active

URBD5807 The Forces that Shape Cities 6 points Active


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B25






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B26


Annual changes to 53560 Master of Physics(coursework and dissertation)

TRIM: F41170ID: 14


Rules







Admissions 3. To be considered for admission to this course an applicant must have—

(a)(i) a relevant bachelor's degree in physics, or an equivalent qualification, as recognised by UWA; and

(ii) the equivalent of a UWA weighted average mark of at least 65 per cent;

or

(b) a relevantan honours degree in physics, or an equivalent qualification, as recognised by UWA.


to Admission

Applicants for this program imagine that a wide range of bachelor degrees are relevant. However, without having completed a major inphysics, along with the complementary maths, it is not possible to undertake the Master of Physics without additional study, over andabove that possible via conversion units.


4.(1) This course has the following exit award:• 52360 Graduate Diploma in Physics (48 points)

(2) A student who withdraws from the Master of Physics course before completing it, but after completion of 36 points ofcore units from within a single specialisation and 12 points of option units, may apply to the Faculty to be awarded theGraduate Diploma in Physics.

Course structure 5.(1) The course consists of units to a total value of 96 points (maximum value) which includes conversion units to a valueof 24 points, course core units and specialisation units. The course comprises the following specialisations:

SP-ASTPH Astronomy and AstrophysicsSP-CMPPH Computational PhysicsSP-EXPPH Experimental PhysicsSP-MEDPH Medical PhysicsSP-THEPH Theoretical Physics


(3) Students who have completed a bachelors degree with a major in Physics and Mathematics or equivalent are grantedcredit for conversion units up to a value of 24 points.










and


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B27

Additional rule(s) 11. Substitution

The Faculty, on the recommendation of the Head of the School of Physics, may permit a student to substitute a relevant unitoutside the School for one of the Level 4 Special Topics units in Group A of the Master of Physical Science core units.

Course structure


to Unit sequence

PHYS4030 is being rescinded and has been replaced by SHPC4001 (already on the list of options).

GEOP4001 has been added as it is a relevant option, especially for the computational stream (coordinated by a joint Physics and Earthand Environment appointment).

The optional units are compatible with Physics Honours, with which this course articulates.

It is proposed to change the dissertation structure of the Master of Physics sequence, adding 2 new units—a research projectdevelopment unit (for the literature review and research proposal) and a research presentation unit (for the research seminar andpresentation)—and, correspondingly, removing Parts 5 and 6 from each specialisation. Parts 5 and 6 to be retained for 2017 and beyond ifrequired.The revision to the structure requires students to formallyundertake research training . The research training components would be independently assessed and usefully provide two additionalcheckpoints at which feedback could be provided to students. If necessary students not making good progress could repeat a single unit,currently the only the assessment mechanism is only attributed to part 6 of the project.

Introduced units:+ GEOP4001 Exploration Seismology [as option] [Active]+ PHYS5001 Physics Research Project Development [as core] [Proposed]+ PHYS5002 Physics Research Presentation [as core] [Proposed]Removed units:- PHYS4030 Special Topics in Computational Physics [was option] [rescission drafted for 2017]- PHYS5562 Master's Dissertation—Astronomy and Astrophysics Part 5 [was core]- PHYS5563 Master's Dissertation—Astronomy and Astrophysics Part 6 [was core]- PHYS5035 Master's Dissertation—Computational Physics Part 5 [was core]- PHYS5036 Master's Dissertation—Computational Physics Part 6 [was core]- PHYS5025 Master's Dissertation—Experimental Physics Part 5 [was core]- PHYS5026 Master's Dissertation—Experimental Physics Part 6 [was core]- PHYS5435 Master's Dissertation—Medical Physics Part 5 [was core]- PHYS5436 Master's Dissertation—Medical Physics Part 6 [was core]- PHYS5015 Master's Dissertation—Theoretical Physics Part 5 [was core]- PHYS5016 Master's Dissertation—Theoretical Physics Part 6 [was core]



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CITS4402 Computer Vision 6 points Active

GENG4405 Numerical Methods and Modelling 6 points Active

GENG5507 Risk, Reliability and Safety 6 points Active

GEOP4001 Exploration Seismology 6 points Active Addition

to sequence

MATH4403 Advanced Mathematics 1 6 points Active

MATH5540 Advanced Mathematics 2 6 points Active

MECH4424 Measurement and Noise 6 points Active

PHYS4010 Special Topics in Theoretical Physics 6 points Active

PHYS4020 Special Topics in Experimental Physics 6 points Active

PHYS4030 Special Topics in Computational Physics 6 points Active

PHYS4415 Special Topics in Physics I 6 points Active

PHYS4417 Special Topics in Physics III 6 points Active

PHYS4418 Special Topics in Astrophysics 6 points Active

PHYS5010 Advanced Topics in Theoretical Physics 6 points Active

PHYS5401 Medical Imaging Physics 6 points Active

PHYS5402 Radiation Biology and Protection 6 points Active

PHYS5404 Radiation Physics 6 points Active

PHYS5513 Advanced Topics in Astrophysics 6 points Active

PUBH4401 Biostatistics I 6 points Active

PUBH5769 Biostatistics II 6 points Active


SHPC4001 Principles of Scientific Computation 6 points Active

SHPC4002 High Performance Computing 6 points Active

Astronomy and Astrophysics specialisation

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PHYS4418 Special Topics in Astrophysics 6 points Active

PHYS5001 Physics Research Project Development 6 points Proposed Addition

to sequence

PHYS5002 Physics Research Presentation 6 points Proposed Addition

to sequence

PHYS5513 Advanced Topics in Astrophysics 6 points Active

PHYS5558 Master's Dissertation—Astronomy and Astrophysics Part 1 6 points Active






Computational Physics specialisation Take all units (48 points):


to sequence


to sequence

PHYS5031 Master's Dissertation—Computational Physics Part 1 6 points Active






SHPC4001 Principles of Scientific Computation 6 points Active

SHPC4002 High Performance Computing 6 points Active

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to sequence


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PHYS5020 Advanced Topics in Experimental Physics 6 points Active

PHYS5021 Master's Dissertation—Experimental Physics Part 1 6 points Active






Medical Physics specialisation Take all units (48 points):

ANHB5451 Human Biology for Medical Physicists 6 points Active


to sequence


to sequence

PHYS5403 Radiotherapy Physics 6 points Active

PHYS5431 Master's Dissertation—Medical Physics Part 1 6 points Active






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International Baccalaureate (IB) Diploma and Admission to UWA


TRIM FILE REFERENCE: F12716-01

FILE PATH ON SERVER: X:\COMMITTEES\CURRICULUM COMMITTEE\MEETINGS\2016\2016-09-14 SEPTEMBER\IB\INTERNATIONAL BACCALAUREATE (IB) DIPLOMA AND ADMISSION TO UWA.DOC

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International Baccalaureate (IB) Diploma and Admission to UWA Proposal Summary The purpose of this paper is to propose a new approach for admission to UWA for International Baccalaureate (IB) Diploma students from 2018 as set out in Appendix A including:

• Closer alignment between the entry standards for IB students with the performance of IB students when they study at UWA

• An adjustment commensurate with the language bonus currently afforded to students with an Australian Tertiary Admissions Rank (ATAR)

• An adjustment commensurate with the mathematics bonuses that are proposed for University entry in 2018

• Clarification and communication of the indicative IB score for all UWA courses Currently IB Diploma scores are converted into an ATAR for the purpose of admission to UWA. A Combined Conversion Table, prepared annually by the Australasian Conference of Tertiary Admissions Centres (ATAC) is used for this purpose. The South Australian Tertiary Admissions Centre (SATAC) also prepares a conversion table, however, this table will not be prepared by SATAC from 2016 onwards. The rationale for the change is based on a study conducted at UWA that shows that once at UWA, IB students tend to perform better than other UWA students with similar ATARs calculated on the current method of conversion. All IB students study language and the majority study mathematics subjects at either the standard level or the higher level. It is fair and reasonable to adjust the IB score in a similar way to the bonuses in languages and mathematics currently, or soon to be, afforded to students with an Australian Tertiary Admissions Rank (ATAR). Feedback also has been provided by schools in Western Australia that teach the IB Diploma that the conversion approach is confusing for their students. They just want to know what IB score they need to get into any particular course at UWA. Background Information about the IB Diploma Curriculum

The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable about inquiry, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view (IB Diploma Programme, 2013, p. 2) Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts (p. 2)… Normally three subjects are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied at greater depth and breadth than SL. (IB Diploma Programme, 2013 p. 2) All Diploma Programme students participate in three course requirements [including]… a theory of knowledge course [that] encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay is a substantial piece of writing of up to 4,000 words, that enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service involves students in experiential learning through a range of artistic, sporting, physical and service activities (IB Diploma Programme, 2013 p. 3)

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Schools that Teach the IB Diploma in WA and Australia In Western Australia, five schools currently offer the IB Diploma; Scotch College, Presbyterian Ladies’ College (PLC), The Montessori School, Treetops Montessori School, and The International School of Western Australia. Other states also have schools that offer the IB Diploma including New South Wales (14 schools), ACT (3 schools), Queensland (10 schools) and South Australia (8 schools). The IB Diploma is highly regarded internationally. For example, the University of British Columbia (UBC, ARWU ranked 40 in 2015) state on their website that they are “committed to helping IB students find the best way to qualify for admission, scholarships, and first-year credit. We understand the IB program and we value the experience you’ve had as an IB student” (http://you.ubc.ca/admissions/international-baccalaureate/). General admission into UBC for IB Diploma students is a minimum score of 24 points. Background Information on the Current Conversion Tables In order to rank IB students alongside other Year 12 students, The Western Australian Tertiary Institution Centre (TISC) currently uses a Combined Conversion Table prepared annually by the Australasian Conference of Tertiary Admission Centres (ATAC) to convert IB scores to the Australasian Tertiary Admissions Ranks (ATARs) (Figure 1). This table is also used in the ACT, NSW, Queensland and Victoria. The universities in South Australia, the Northern Territory and Tasmania use a table prepared by the South Australian Tertiary Admissions Centre (SATAC) (Figure 1). The Combined Conversion Table is developed on data provided from NSW, Victoria and South Australian admissions centres. The Victorian component of the conversion uses the General Achievement Test (GAT) undertaken by all school students (details in the Appendix B – Australian Conference of Tertiary Admissions Centres, June 2015) but does not take into consideration the students’ performance when at university. The South Australian conversion table is developed based on correlations between ATAR, IB Diploma score and students GPA when at university (details provided in Appendix B – Australasian Conference of Tertiary Admissions Centres, June 2015 and http://www.satac.edu.au/documents/ibb_2016.pdf – SATAC International Baccalaureate). The SATAC Conversion Table is more generous to IB students in the conversion to ATARs when compared with the Combined Conversion Table (see Figure 1 below).

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http://you.ubc.ca/admissions/international-baccalaureate/

http://www.satac.edu.au/documents/ibb_2016.pdf


Figure 1: The Combined Conversion Table (left) is currently used by UWA and other Western Australian universities for converting IB Diploma scores to ATARs. The conversion table on the right

is constructed by SATAC and is used in South Australia and Northern Territory. IB Diploma Student Achievement at UWA A study conducted at UWA in 2013 examined the results of new, first year, full time IB students who entered UWA in the period 2007 to 2012 (n=134) with other UWA first year students (Appendix C). Over the period 2007 to 2011, IB students average WAM in first year was 64.7 and the percentage pass rate (i.e. the percentage who passed all units attempted in their first year) was 72.3%. This can be compared with the first year WA school leavers 2007-2011 with an average WAM of 64.5 and percentage pass rate of 76.2%. In 2012, IB students’ average WAM in first year was 65.9 and the percentage pass rate was 72.7%. This can be compared with the first year WA school leavers in 2012 with an average WAM of 64.3 and percentage pass rate of 63.7% (Appendix C). Both these comparisons, prior to and during the first year of the introduction of UWA Courses, indicate that when at UWA, IB Diploma students outperform students who were ranked at a similar ATAR level. The data suggest that the Combined Conversion Table that we have been using underestimates the scholastic achievement of the IB Diploma students. The data from the study at UWA only include small numbers of IB students, however, the patterns are reasonably consistent.

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Proposed Indicative IB Scores Including LOTE and Mathematics Adjustments for Entry to UWA Courses The nature of the IB Diploma is rigorous, integrated and demanding. The curriculum focuses on inquiry, inter-cultural understanding, creativity, action, service and open-mindedness. All students study six subjects and complete an extended essay of 4,000 words. Given this curriculum, IB students are well prepared for university study and will already be on an educational pathway consistent with UWA educational principles. Hence it is important to accurately reflect appropriate IB scores in UWA admissions standards and here we propose some adjustments to the current standards including adjustments for a language other than English and higher level mathematics study. The UWA admissions team have provided a technical paper that creates a new model of conversion and comparison between the IB and the ATAR that takes into consideration IB Diploma students’ performance when they arrive at UWA and that all IB students study a language for which ATAR students currently receive a TEA bonus (Appendix D). Moreover, the technical paper suggests further adjustments for IB Diploma students who study mathematics at the standard level and achieve a score of 4 or higher and mathematics at the higher level and achieve a score of 3 or higher. The admissions technical paper was used to create Appendix A, that lists in a simple format: each of UWA’s courses, an indicative IB Diploma score including an adjustment for their LOTE and an indicative IB Diploma score for students who study mathematics at the standard level and higher level and reach threshold scores of 3+ or or 4+ respectively. If students study standard level or higher level mathematics and do not meet the threshold scores, then their indicative IB Score for their chosen course will revert back to the IB score with the LOTE adjustment. The indicative IB scores with LOTE adjustment set out in in Appendix A are more consistent with the SATAC conversion table (Figure 1) that is more closely aligned with students’ performance when they attend university, than the combined conversion table that is more closely aligned with students’ performance at high school. References International Baccalaureate Organization (2013). International Baccalaureate Diploma Programme

Economics Guide First Examinations. Cardiff: Author.

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Appendix A: Proposed Indicative IB Scores Including LOTE and Mathematics Adjustments for Entry to UWA Courses

Course (indicative ATAR)

TISC Course Code Indicative IB Score With LOTE IB Score

With LOTE & Maths Standard Level (Score 4+)

With LOTE & Maths Higher Level (Score 3+)

Bachelor of Arts (80.00) BP001 27 26 26 Bachelor of Commerce (80.00)

BP002 27 26 26

Bachelor of Design (80.00) BP003 27 26 26 Bachelor of Science (80.00) BP004 27 26 26 Bachelor of Philosophy (Honours) (99.75)

BH005 43 42 42

DIRECT PATHWAYS Doctor of Medicine (99.00) UWMDA (via B Arts)

UWMDC (via B Commerce) UWMDS (Via B Science)

41 40 40

Doctor of Dental Medicine (99.00)

UWMDA (via B Arts) UWMDC (via B Commerce) UWMDS (via B Science)

41 40 40

Juris Doctor (97.00) UWLWA (via B Arts) UWLWC (via B Commerce) UWLWS (via B Science)

37 36 36

Master of Professional Engineering (92.00)

UWMEA (via B Arts) UWMEC (via B Commerce) UWMES (via B Science)

33 32 32

Master of Architecture (92.00)

UWARD (via B Design) 33 32 32

Master of Landscape Architecture (92.00)

UWLSD (via B Design) UWLSA (via B Arts) UWLSC (via B Commerce) UWLSS (via B Science)

33 32 32

Master of Translation Studies (90.00)

UWTRA (via B Arts) 31 30 30

Master of Pharmacy (94.00) UWPHA (via B Arts) UWPHC (via B Commerce) UWPHS (via B Science)

34 33 33

Master of Podiatric Medicine (94.00)

UWPMA (via B Arts) UWPMC (via B Commerce) UWPMS (via B Science)

34 33 33

Master of Social Work (92.00)

UWSWA (via B Arts) UWSWC (via B Commerce) UWSWS (via B Science)

33 32 32

Psychology Honours (95.00) UWPYA (via B Arts) UWPYS (via B Science)

35 34 34

Master of Teaching (early childhood) (92.00)

UWTEA (via B Arts) UWTEC (via B Commerce) UWTES (via B Science)

33 32 32

Master of Teaching (primary) (92.00)

UWTPA (via B Arts) UWTPC (via B Commerce) UWTPS (via B Science)

33 32 32

Master of Teaching (secondary) (92.00)

UWTSA (via B Arts) UWTSC (via B Commerce) UWTSS (via B Science)

33 32 32

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Determining ATAR equivalents

for International Baccalaureate students

This document has been prepared by the Australasian Conference of Tertiary Admissions Centres (ACTAC) to explain the procedures used by tertiary admissions centres in Australia to determine tertiary entrance rankings for students who have completed the Diploma of the International Baccalaureate (hereafter referred to as the ‘IB Diploma’).

Background Before 2004, separate methodologies were used across Australia for assigning tertiary entrance ranks to the completed IB Diploma scores.

In 2004, in the interest of national consistency, ACTAC agreed to develop a national schedule for the IB Diploma and established a working party of state technical experts to undertake this work.

The working party recommended that the best way was to establish national conversion as a weighted average of the three methods used in New South Wales, Victoria and South Australia (these states having the largest cohorts of local IB students at that time). As noted below, each of these states had different data available to them when deriving their local conversion tables.

In July 2005 ACTAC advised the International Baccalaureate Organisation (IBO) and IB schools that a combined rank table would be used to convert IB Diploma results in 2007 for 2008 admissions and circulated a combined table showing how the conversion would apply to 2004 data.

The combined rank table is determined annually (in February), and is based on:

the IB population weightings of the year prior to the current year as provided by the IBDevelopment Manager – Australasia, with NT and SA treated as a single entity

the latest rank table from each of NSW, SA and Victoria, with the contribution for each stateweighted according to the size of its IB candidature.

The Victorian and New South Wales rank tables are reviewed annually according to the appropriate state methodology. The South Australian rank table contributing to the combined rank is reviewed every five years.

In recent years there has been significant growth in the number of IB students in Queensland. When sufficient numbers of Queensland IB Diploma students have progressed to tertiary study to enable comparative analysis, Queensland data will be included and contribute to the combined rank calculation.

Australasian Conference of

Tertiary Admissions Centres

AUSTRALASIAN CONFERENCE OF TERTIARY

ADMISSIONS CENTRES

June 2015

Appendix B

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Determining ATAR equivalents for International Baccalaureate students June 2015

2

The combined rank table is used to convert IB Diploma scores to tertiary entrance ranks in New South Wales, the Australian Capital Territory, Queensland, Victoria and Western Australia.

The combined table is not used in Tasmania, South Australia or the Northern Territory. These jurisdictions use the South Australian table.

Methodology used in each state

New South Wales

Until 2013 the NSW methodology converted Year 12 ranks to age cohort ranks using an observed score equating technique with the School Certificate Examination (SCE), which all NSW HSC and IB students completed in Year 10, used as the anchor variable. The purpose of the equating exercise was to determine the ranks of ATAR-eligible students with respect to their age cohort, which in NSW, is closely approximated by their Year 7 cohort.

From 2014, in the absence of School Certificate data, the conversion from Year 12 ranks to age cohort ranks utilised an equipercentile observed score equating method, using first year university achievement (GPA) as an anchor variable.

The underlying premise of the previous method was that students with similar SCE achievement would be expected to demonstrate a similar level of achievement two years later at the end of Year 12. The premise underpinning the new method is that students with similar levels of achievement ina university course would be expected to have achieved at a similar level in their Year 12 examinations. A 2011 cohort study demonstrated that the schedule determined by this method was very close to the schedule determined by the previous method.

The new method was phased in gradually from 2014 onwards, with the NSW contribution to the combined schedule being the average of the schedule based on the SCE and that based on GPA. Thus, the new method constituted 50% of the NSW schedule in 2014. In 2015, the new method constituted 75% (with the previous method based on SCE constituting 25%). Following this projection, the NSW contribution to the combined schedule will entirely be based on the new method in 2016. The NSW contribution to the combined schedule will be updated annually.

South Australia

The approach used in South Australia is based on the following premise:

A fair and equitable conversion table will convert an IB result to an ATAR equivalent where the IB student (on average) will perform at the same level in higher education as a SACE student (on average) with a corresponding ATAR.

To create an equivalence table, a research database is maintained by SATAC. Every IB school leaver who has gained entry to a SA university via SATAC’s university undergraduate admissions service in the last 10 years is added to the database.

In addition, as a control group, Year 12 SACE school leavers are included where:

they had gained entry to the same courses as the IB students in the database; and

they are within a 10 rank ATAR band surrounding the converted rank (using whatever hasbeen the current conversion of the IB students in the course, providing a wide enough rangeof students in the control group to allow for data modelling).

The database typically includes in the order of 130 IB Diploma candidates and 1000 SACE candidates from each year. Contemporary research databases contain 10 years of students.

Higher education results are added to this database and converted to Grade Point Averages (GPA) using the methodology required by SATAC's participating universities.

Appendix B

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Determining ATAR equivalents for International Baccalaureate students June 2015

3

Correlations between ATAR, IB Diploma score and GPA are tested to confirm that:

there is an appreciable relationship between ATAR and first year higher education performance

performance at the higher education level is a valid point of comparison of achievements for SACE and IB students and the basis for the ATAR/IB conversion

the relationship between ATAR and GPA and mapped ATAR for IB Diploma students and GPA using the current SATAC equivalence table is very similar, indicating a level of confidence in the existing conversion.

The basic methodology used to model the conversion table involves an iterative process to produce a “best fit” table of equivalences.

The resulting equivalence table is forwarded to the universities for approval through the SATAC University Procedures Committee.

Victoria

The Victorian methodology uses the General Achievement Test (GAT) which is undertaken by all VCE completing students and Victorian IB Diploma students in June each year.

Analysis shows that there is a linear relationship between the scaled VCE aggregate and the GAT result and also a linear relationship between the GAT result and IB Diploma score.

Equipercentile matching is used with VCE data to produce a lookup table to convert from GAT aggregate to VCE aggregate. Similarly, equipercentile matching and loess smoothing is used with IB data to produce a lookup table to convert from IB Diploma score to maximum GAT aggregate for that IB Diploma score.

For all IB Diploma scores from 24 to 45, the second table is used to produce a corresponding value of GAT, and then the first table is used to produce a corresponding value of VCE aggregate.

Scaled aggregates are then converted to Notional ATARs using the scaled aggregate to ATAR table for that year.

To ensure robustness of the process, both VCE and IB data are amalgamated over three years.

IB subject scores and state and territory Year 12 subject scores In 2009 ACTAC established an expert group to consider methodologies for mapping Year 12 subject scores/grades across each jurisdiction, including the IB.

The expert group developed grade mapping tables for subject prerequisites and subject bonus purposes. ACTAC agreed that the use of these tables would be determined by each tertiary admissions centre.

Further information on the mappings used by each state/territory is available from the relevant tertiary admissions centre.

Appendix B

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Report No. 13/02 Performance of IB students at UWA, 2007-2012 1. Institutional Research Unit, The University of Western Australia, October 2013

The academic performance of International Baccalaureate (IB) students and WA School Leavers in their first year at UWA (2007-2012)

Background

The Institutional Research Unit (IRU) reports annually on the academic performance of students admitted to UWA on the basis of the International Baccalaureate (IB).

This report examines the academic results of new, first year, full time IB students who entered UWA in the period 2007 to 2012 (n=134). IB students’ results are benchmarked against the results of new, first year, full time WA School Leaving students (i.e. students with a current Australian Tertiary Admission Rank (ATAR) and less than 20 years of age) who entered UWA in the same period (n=11705).

Method

The list of students who had been admitted to UWA during 2007-2012 on the basis of their International Baccalaureate was sourced from Callista SMS.

Students’ first year weighted average marks (WAMs) were obtained directly from Callista SMS.

The UWA Records and Electronic Document Management System (TRIM) and the Tertiary Institutions Service Centre (TISC) Database System (QTISC) were used to source the overall IB score for each student of interest. This score was converted to an ATAR Equivalent using a conversion table. The Selection Rank which is the ATAR Equivalent of the IB score plus a LOTE bonus of between zero and 3 (depending on the IB score and IB LOTE grade) was then calculated. Conversion tables were obtained from TISC (see Appendix 1).

ATARs for WA School Leavers were obtained from IRU TISC extracts.

Results

IB students’ performance in their first year at UWA, 2007-2012.

Over the period 2007-2011, IB students’ average WAM in first year was 64.7 and the percentage pass rate (i.e. the percentage who passed all units attempted in their first year) was 72.3%. This can be benchmarked against the first year WA School Leavers 2007-2011 with an average WAM of 64.5 and percentage pass rate of 67.2% (see Table 1).

In 2012, IB students’ average WAM in first year was 65.9 and the percentage pass rate (i.e. the percentage who passed all units attempted in their first year) was 72.7%. This can be benchmarked against the first year WA School Leavers in 2012 with an average WAM of 64.3 and percentage pass rate of 63.7% (see Table 1).

Table 1: WAM and % Pass Rate, by group and year

Year

IB students WA School Leavers

N

Average

WAM

% Passed

all units N

Average

WAM

% Passed

all units

2007-2011 1 101 64.7 72.3 9323 64.5 67.2

2012 2

33 65.9 72.7 2382 64.3 63.7

1 Prior to the 2012 undergraduate course restructure and the introduction of the LOTE bonus

2 New undergraduate course structure and LOTE bonus available

Tests of statistical significance showed no difference between the IB students and WA School Leavers, in terms of both average WAM and the percentage of students who passed all units they attempted, over the whole period 2007-2011 and also in the most recent year, 2012.

Appendix C

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Results by course: IB students’ performance in their first year at UWA, 2012 only. The first year WAMs and percentage pass rates of IB students and WA School Leavers in 2012, by course, are shown in Table 2.

Table 2: WAM and % Pass Rate, by group and course, for 2012

IB students 2012

(n=33) WA School Leavers 2012

(n=2382)

N

Average WAM

% Passed all units N

Average WAM

% Passed all units

Bachelor of Arts .................................................. 5 69.7 100.0 485 64.5 65.4

Bachelor of Commerce ....................................... 8 64.7 75.0 428 63.0 58.9

Bachelor of Design ............................................. 1 75.8 100.0 67 62.2 56.7

Bachelor of Science............................................ 19 64.9 63.2 1402 64.7 65.0

The relationship between IB students’ IB score and first year WAM at UWA, 2007-2012

IB performance is measured by the overall IB score on a scale of 1 to 45. First year performance is measured by the first year WAM.

The chart below plots students’ average WAMs against students’ IB scores for the period 2007-2012. The number of students is shown in brackets.

It can be seen that, on average, an IB score of 30 or more is associated with satisfactory performance in first year at UWA. IB scores in the range 30-39 do not appear to provide a sound basis for ranking students as students across this range perform similarly in first year at UWA. A plot of average WAM against students’ IB scores for 2012 is shown below. Care should be exercised in drawing conclusions as very small numbers of students are involved.

Appendix C

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Selection Rank (ATAR Equivalent plus LOTE bonus) and actual ATAR as predictors of first year WAM

Starting with admissions to UWA in 2012, IB students are selected on the basis of their Selection Rank rather than their ATAR Equivalent. The Selection Rank is the ATAR Equivalent of the IB score plus a LOTE bonus of between zero and 3 (depending on the IB score and IB LOTE grade). Only LOTE subjects completed in 2011 or beyond attract the LOTE bonus. The first chart below shows IB students’ average first year WAMs for 2012 plotted against Selection Ranks derived from the students’ IB scores using the ‘UWA Selection Rank – LOTE studies at Higher Level’ table or the ‘UWA Selection Rank – LOTE studies at Standard Level’ table (see Appendix 1). The Selection Ranks have been grouped in bands corresponding to eleven 15-point Tertiary Entrance Aggregate (TEA) intervals between 235 and 400 so that the academic performance scale is linear. As expected from the above plots of average WAM against IB score, the association between WAM and Selection Rank is weak in the mid-range of the Selection Rank. UWA also offers an ATAR bonus to WACE students. 10% of a student’s final scaled score in a Curriculum Council approved LOTE course is added to that student’s TEA. A UWA selection rank (ATAR) is then calculated based on the improved TEA. (The TEA is the sum of a student’s best four scaled scores in WACE courses.) This rank will be used for entry to UWA courses. By contrast, analysis of the first year WAMs of WA School Leavers at UWA in 2012 shows the association between WAM and actual ATAR to be strong (see second chart below). In the IB score range 30-39 (Selection Rank range approximately 83-98), therefore, the Selection Rank (ATAR Equivalent plus LOTE bonus) is not as reliable a predictor of first year performance at UWA as the actual ATAR.

Appendix C

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Appendix C

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The WAM data in the above two charts is shown numerically in Table 3. As in the charts, IB students’ ATAR band in the table is determined by their Selection Rank (ATAR Equivalent plus LOTE bonus).

Table 3: IB students’ WAMs (2012) and WA School Leavers’ WAMs (2012) by ATAR band

ATAR band

IB students (2012)

WA School Leavers (2012)

N

Average

WAM N

Average

WAM

76.50 - 81.80 2 67.4 137 55.5

81.80 - 86.60 10 57.2 438 56.9

86.60 - 90.70 5 66.0 426 59.8

90.70 - 93.85 11 68.6 393 63.0

93.85 - 96.10 1 78.1 314 66.0

96.10 - 97.75 2 76.4 266 70.1

97.75 - 98.75 1 69.9 184 73.6

98.75 - 99.40 1 84.4 138 76.0

99.40 - 99.70 54 80.6

99.70 - 99.90 21 80.1

99.90 - 99.95 11 83.8

Comments Overall, the data presented here on the performance of IB students in first year at UWA over the period 2007-2012 suggest that to be confident that an IB student will perform at a satisfactory level in first year at UWA they should have an IB score of at least 30. Applications for admission to UWA by IB students with marginal Selection Ranks should receive careful scrutiny To be considered for admission to UWA’s flagship degree course, the BPhil(Honours), applicants must have an ATAR of at least 98, corresponding to an IB score of at least 40. The ATAR cutoff for admission of BPhil students in 2012 was considerably higher than 98. Marks available for 2012 indicate that students will need to be of this very high calibre to succeed in the BPhil program. It is possible that IB students may need IB scores of at least 44 or 45 to be competitive in selection and to be successful in the BPhil course (at this level, the LOTE bonus for IB students is virtually zero).

Appendix C

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APPENDIX 1 To allow a direct comparison of students for the purpose of selection, IB scores are first converted to ATAR Equivalents. TISC uses a combined rank conversion table prepared annually by the Australasian Conference of Tertiary Admission Centres (ACTAC) to convert IB scores to ATAR Equivalents. The table below gives the ATAR Equivalents corresponding to the various IB scores for 2011 (for entry in 2012).

IB Score ATAR Equivalent

45 99.95

44 99.80

43 99.55

42 99.20

41 98.70

40 98.05

39 97.40

38 96.60

37 95.60

36 94.15

35 92.75

34 91.10

33 89.35

32 87.30

31 85.35

30 82.40

29 79.75

28 77.70

27 75.35

26 73.00

25 70.40

24 67.25

Source: TISC University Admissions 2012 - Information for IB students

UWA LOTE Bonus As an incentive for students to study a Language Other Than English (LOTE), UWA provides a bonus, dependent on a student’s IB score and performance in their LOTE course. This results in a Selection Rank higher than their ATAR Equivalent based on IB score alone. This Selection Rank is then used, in place of the lower ATAR Equivalent, for admission to all courses at UWA where selection is based on rank. Only LOTE subjects completed in 2011 or beyond attract the LOTE bonus. UWA used the following tables to assign Selection Ranks for 2012 admission. Any LOTE subject taken at Higher Level (HL) or Standard Level (SL) may contribute to the bonus, but if a student has results in more than one LOTE, the LOTE with the highest grade will be used for the bonus.

Appendix C

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Table A: UWA Selection Rank – LOTE studies at Higher Level

IB score ATAR (2011)

UWA Selection Rank with LOTE bonus

IB LOTE subject score (Higher Level)

1 2 3 4 5 6 7

45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95

44 99.80 99.80 99.85 99.85 99.85 99.85 99.90 99.90

43 99.55 99.60 99.65 99.65 99.65 99.70 99.70 99.70

42 99.20 99.30 99.35 99.40 99.45 99.45 99.50 99.50

41 98.70 98.90 98.95 99.00 99.05 99.10 99.15 99.20

40 98.05 98.25 98.35 98.40 98.45 98.50 98.60 98.65

39 97.40 97.70 97.80 97.85 97.90 97.95 98.05 98.10

38 96.60 96.95 97.05 97.15 97.25 97.30 97.40 97.45

37 95.60 96.05 96.20 96.30 96.40 96.45 96.60 96.65

36 94.15 94.70 94.90 95.10 95.25 95.35 95.55 95.65

35 92.75 93.40 93.65 93.85 94.00 94.15 94.35 94.45

34 91.10 91.85 92.15 92.40 92.60 92.75 93.00 93.10

33 89.35 90.20 90.50 90.75 91.00 91.15 91.45 91.60

32 87.30 88.25 88.55 88.85 89.15 89.30 89.65 89.80

31 85.35 86.35 86.65 86.95 87.30 87.50 87.85 88.05

30 82.40 83.55 83.95 84.35 84.60 84.80 85.20 85.35

29 79.75 81.00 81.35 81.75 82.10 82.40 82.80 83.00

28 77.70 79.00 79.35 79.75 80.10 80.40 80.85 81.15

Table B: UWA Selection Rank – LOTE studies at Standard Level

IB score ATAR (2011)

UWA Selection Rank with LOTE bonus

IB LOTE subject score (Standard Level)

1 2 3 4 5 6 7

45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95

44 99.80 99.80 99.80 99.85 99.85 99.85 99.85 99.90

43 99.55 99.60 99.60 99.65 99.65 99.65 99.70 99.70

42 99.20 99.25 99.30 99.35 99.40 99.45 99.45 99.50

41 98.70 98.85 98.90 98.95 99.00 99.10 99.10 99.15

40 98.05 98.20 98.25 98.35 98.40 98.50 98.55 98.60

39 97.40 97.60 97.70 97.80 97.85 97.95 97.95 98.10

38 96.60 96.80 96.95 97.05 97.15 97.25 97.30 97.45

37 95.60 95.90 96.05 96.20 96.30 96.40 96.45 96.65

36 94.15 94.50 94.70 94.90 95.10 95.30 95.40 95.60

35 92.75 93.20 93.40 93.65 93.85 94.10 94.15 94.40

34 91.10 91.60 91.85 92.15 92.40 92.65 92.80 93.05

33 89.35 89.95 90.20 90.50 90.75 91.05 91.15 91.55

32 87.30 87.90 88.25 88.55 88.85 89.20 89.35 89.80

31 85.35 86.00 86.35 86.65 86.95 87.35 87.70 87.95

30 82.40 83.15 83.55 83.95 84.35 84.70 84.85 85.30

29 79.75 80.55 81.00 81.35 81.75 82.25 82.45 82.95

28 77.70 78.55 79.00 79.35 79.75 80.20 80.45 81.05

Source: TISC University Admissions 2012 - Information for IB students

Appendix C

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To: Professor Grady Venville, Dean; Coursework Studies

Date: August 15, 2016

Re: International Baccalaureate ATAR (Comparable ATAR) Adjustment and Mathematics Bonus

Memorandum

Dear Grady,

The following proposal is for your consideration and for approval through the appropriate channel: Recommendation

Granting International Baccalaureate (IB) Diploma graduates a 10% bonus to be applied to the comparable WACE Selection Rank in recognition of the previous performances of International Baccalaureate (IB) Graduates once at UWA and; Granting IB Diploma graduates a further 10% bonus to be applied to the comparable WACE Selection Rank for completion of a Language other than English (LOTE) subject and; Recognising an adjusted base Selection Rank and granting a 10% bonus to that Selection Rank for the completion of Mathematics or Further Mathematics within the IB Diploma.

Background The IB Diploma is a very highly rated Secondary Education system taught in over 140 countries worldwide. Because of its depth, breadth and rigour, IB graduates are a cohort of students the University is seeking as part of the strategic goal to attract students of the highest calibre. To complete the IB Diploma, students must complete six subjects, one from each subject group (Language and Literature, Language Acquisition, Individuals and Society, Sciences, Mathematics and The Arts) where a result from 1-7 is awarded (7 being the highest). A further three points can be awarded upon completion of the subject Theory of Knowledge and an Extended Essay. In total a maximum of 45 points may be given on completion of the Diploma program. To obtain the Diploma students must achieve a minimum of 24 points, as well as a number of technical requirements such as limiting the number of Standard Level and Higher Level subjects and limitations on the number of subjects graded at level 1, 2 & 3. This document has been written to propose that the University grant International Baccalaureate (IB) Diploma graduates a Mathematics bonus in line with the bonus that will be awarded from 2017 to Western Australian Certificate of Education (WACE) students who complete the higher level Mathematics units, Mathematics Methods (ATAR) or Mathematics Specialist (ATAR) in their final year. As a result of the incoming Mathematics bonus, additional adjustments to IB comparable ATAR tables are also required. In late 2013 the University conducted research to analyse the performance of IB students against Western Australian Certificate of Education (WACE) students within their first year at the University. Although the IB cohort is significantly smaller than that of those completing WACE, students that have completed the IB Diploma on average perform marginally better than the WACE cohort. Overall, the Weighted Average Mark (WAM) for an IB graduate between 2007 and 2011 was

Appendix D

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64.7 compared to a WACE student’s WAM of 64.5; in 2012 the WAM for an IB student was 65.9 compared to a WACE student’s WAM of 64.3. The percentage of units passed over this period was also stronger for IB students with the Percentage Pass Rate (PPR) for an IB student between 2007 and 2011 was 72.3 % compared to a WACE student’s PPR of 67.2 and in 2012 the PPR for an IB student was 72.7 compared to a WACE student’s PPR of 63.7. Each year the Australian Conference of Tertiary Admission Centres (ACTAC) calculates a comparable Australian Tertiary Admissions Rank (ATAR) for IB Diploma graduates based on data provided by the International Baccalaureate Organisation (IBO) and state secondary education students from New South Wales, South Australia and Victoria. Further information on how the comparable ATAR is generated can be found at Appendix 1. (Determining ATAR Equivalents for International Baccalaureate Students) The South Australian Tertiary Admission Centre (SATAC) creates a separate comparable ATAR chart to the one created by ACTAC, the SATAC chart uses data of IB graduates from South Australia and the correlation to South Australian Certificate of Education graduates. As a result, the SATAC conversion is more favourable for IB students than that of the conversion table created by ACTAC. The comparison between ACTAC and SATAC’s comparable ATAR’s can be seen in Table 1 below.

Universities in South Australia and the Northern Territory grant additional bonus points for Equity and for Languages and Mathematics. Eligible students will receive a 5 bonus points based on equity grounds such as geographical location and the schools Index of Community Socio-Educational Advantage (ICSEA). Students may also receive 2 bonus points for the completion of a group 2 Language subject and a further 2 points after completing Mathematics or Further Mathematics. Each bonus is added to an aggregate and a new ATAR is derived. Based on the performance of IB graduates who attend UWA and in order to bring comparable IB ATAR’s to a similar level to that awarded in South Australia, an initial bonus is proposed.

Currently, at UWA a LOTE bonus is granted to IB graduates, the bonus has been in place since 2012 and uses the same rationale as the LOTE bonus awarded to WACE students where 10% of the final scaled mark is added to a student’s Tertiary Entrance Aggregate (TEA). Analysis undertaken by ACTAC found the following equivalence of grades between WACE scaled marks and final IB subject scores.

Table 1 IB

Points 2016 ACTAC

Comparable ATAR 2016 SATAC

Comparable ATAR 45 99.95 99.95 44 99.85 99.95 43 99.70 99.95 42 99.45 99.80 41 98.90 99.10 40 98.30 98.75 39 97.60 98.25 38 96.80 97.90 37 95.90 97.35 36 94.60 95.85 35 93.45 95.15 34 92.30 94.80 33 90.95 94.05 32 89.30 92.65 31 87.40 90.90 30 84.70 86.50 29 82.30 83.45 28 80.30 82.30 27 78.15 80.80 26 75.70 78.60 25 72.70 74.75 24 69.30 69.90

Appendix D

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Table 2 – IB Marks and WACE Scaled Marks Equivalence - 2015 IB Higher Level

Grades Final WACE

Scaled Marks 10% Adjustment

to TEA IB Standard

Level Grades Final WACE

Scaled Marks 10% Adjustment

to TEA 7 84 8.4 7 82 8.2 6 78 7.8 6 76 7.6 5 68 6.8 5 63 6.3 4 59 5.9 4 50 5.0 3 50 5.0 3 35 3.5 2 35 3.5 2 20 2.0 1 20 2.0 1 0 0

Using the data in Table 2 above, 10% of the corresponding Final WACE Scaled Mark is added to the IB students comparable TEA based on the result obtained in their LOTE subject, the adjusted TEA then generates a new Comparable ATAR for the IB student. Tables 3 & 4 below have been generated using this formula and is currently being used for admission to UWA in 2017.

Table 3: UWA selection rank with 10% bonus – Higher Level

IB score

2016 ACTAC Comparable

ATAR

Initial 10% Bonus (Higher Level)

1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.85 99.85 99.85 99.85 99.90 99.90 99.90 99.90 43 99.70 99.75 99.75 99.75 99.75 99.80 99.80 99.80 42 99.45 99.50 99.55 99.55 99.55 99.60 99.60 99.65 41 98.90 99.00 99.05 99.10 99.15 99.20 99.20 99.25 40 98.30 98.45 98.50 98.55 98.60 98.65 98.75 98.80 39 97.60 97.85 97.95 98.05 98.10 98.15 98.20 98.25 38 96.80 97.10 97.20 97.25 97.35 97.40 97.55 97.60 37 95.90 96.30 96.40 96.55 96.65 96.75 96.90 96.95 36 94.60 95.10 95.25 95.40 95.50 95.65 95.85 95.90 35 93.45 93.95 94.15 94.25 94.45 94.55 94.75 94.85 34 92.30 92.85 93.05 93.20 93.45 93.55 93.75 93.85 33 90.95 91.60 91.85 92.10 92.30 92.45 92.65 92.75 32 89.30 90.05 90.25 90.55 90.75 90.90 91.15 91.30 31 87.40 88.30 88.60 88.80 89.05 89.25 89.50 89.70 30 84.70 85.65 85.95 86.20 86.45 86.65 86.95 87.10 29 82.30 83.30 83.60 83.90 84.20 84.40 84.75 84.95 28 80.30 81.45 81.85 82.20 82.55 82.80 83.15 83.30 27 78.15 79.35 79.70 80.05 80.40 80.65 81.15 81.35 26 75.70 76.80 77.20 77.55 77.95 78.25 78.65 78.90 25 72.70 73.80 74.25 74.70 75.00 75.30 75.75 76.00 24 69.30 70.50 70.95 71.35 71.75 72.10 72.55 72.80

Table 4: UWA selection rank with 10% bonus – Standard Level

IB score


ATAR

Initial 10% Bonus (Standard Level)

1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.85 99.85 99.85 99.85 99.85 99.90 99.90 99.90 43 99.70 99.70 99.75 99.75 99.75 99.80 99.80 99.80 42 99.45 99.50 99.50 99.55 99.55 99.55 99.60 99.65 41 98.90 99.00 99.00 99.05 99.10 99.15 99.20 99.25 40 98.30 98.40 98.45 98.50 98.55 98.65 98.65 98.75 39 97.60 97.80 97.85 97.95 98.05 98.10 98.15 98.25 38 96.80 97.00 97.10 97.20 97.25 97.35 97.40 97.60

Appendix D

C19

37 95.90 96.20 96.30 96.40 96.55 96.70 96.80 96.95 36 94.60 94.95 95.10 95.25 95.40 95.55 95.65 95.90 35 93.45 93.75 93.95 94.15 94.25 94.50 94.55 94.80 34 92.30 92.70 92.85 93.05 93.20 93.50 93.60 93.85 33 90.95 91.40 91.60 91.85 92.10 92.35 92.45 92.75 32 89.30 89.80 90.05 90.25 90.55 90.80 90.95 91.20 31 87.40 88.00 88.30 88.60 88.80 89.15 89.30 89.65 30 84.70 85.35 85.65 85.95 86.20 86.55 86.70 87.05 29 82.30 83.05 83.30 83.60 83.90 84.30 84.45 84.90 28 80.30 81.10 81.45 81.85 82.20 82.65 82.85 83.25 27 78.15 78.95 79.35 79.70 80.05 80.50 80.70 81.30 26 75.70 76.45 76.80 77.20 77.55 78.10 78.25 78.80 25 72.70 73.45 73.80 74.25 74.70 75.15 75.35 75.90 24 69.30 70.10 70.50 70.95 71.35 71.90 72.10 72.75

However, in recognition of the performance of IB students once at UWA and to bring the UWA comparable ATAR up to a similar level to that given in South Australia, it is proposed that the initial 10% bonus become the starting point for IB students and a further 10% bonus be added for completing a LOTE subject. Tables 5 & 6 below shows the adjusted Comparable ATAR’s after giving a second bonus to the TEA.

Table 5: UWA selection rank with additional LOTE bonus – Higher Level

IB score


ATAR

IB LOTE subject score (Higher Level)

1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.85 99.85 99.90 99.90 99.90 99.95 99.95 99.95 43 99.70 99.75 99.80 99.85 99.85 99.85 99.90 99.90 42 99.45 99.55 99.60 99.65 9.70 99.70 99.75 99.75 41 98.90 99.05 99.20 99.30 99.35 99.40 99.45 99.50 40 98.30 98.50 98.70 98.90 98.95 99.05 99.15 99.20 39 97.60 97.95 98.20 98.35 98.45 98.55 98.70 98.80 38 96.80 97.20 97.45 97.75 97.90 98.05 98.20 98.30 37 95.90 96.40 96.80 97.15 97.30 97.45 97.70 97.80 36 94.60 95.25 95.70 96.15 96.35 96.60 96.85 97.00 35 93.45 94.15 94.60 95.10 95.40 95.65 96.00 96.15 34 92.30 93.05 93.60 94.15 94.45 94.75 95.05 95.25 33 90.95 91.85 92.50 93.05 93.45 93.75 94.10 94.25 32 89.30 90.25 91.00 91.70 92.10 92.50 92.85 93.05 31 87.40 88.60 89.35 90.10 90.55 90.95 91.45 91.70 30 84.70 85.95 86.75 87.60 88.15 88.65 89.20 89.50 29 82.30 83.60 84.55 85.50 86.05 86.55 87.05 87.40 28 80.30 81.85 82.95 83.80 84.35 84.95 85.55 85.95 27 78.15 79.70 80.85 81.95 82.65 83.20 83.80 84.20 26 75.70 77.20 78.40 79.55 80.20 80.95 81.65 82.10 25 72.70 74.25 75.45 76.55 77.25 78.00 78.80 79.25 24 69.30 70.95 72.25 73.45 74.15 74.90 75.70 76.15

Appendix D

C20

Table 6: UWA selection rank with additional LOTE bonus – Standard Level

IB score


ATAR


1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.85 99.85 99.85 99.90 99.90 99.95 99.95 99.95 43 99.70 99.70 99.75 99.80 99.85 99.85 99.90 99.90 42 99.45 99.45 99.55 99.60 99.65 99.70 99.75 99.75 41 98.90 98.90 99.05 99.20 99.30 99.40 99.45 99.50 40 98.30 98.30 98.50 98.70 98.90 99.00 99.10 99.20 39 97.60 97.60 97.95 98.20 98.35 98.50 98.65 98.75 38 96.80 96.80 97.20 97.45 97.75 97.95 98.20 98.25 37 95.90 95.90 96.40 96.80 97.15 97.35 97.60 97.75 36 94.60 94.60 95.25 95.70 96.15 96.50 96.80 96.95 35 93.45 93.45 94.15 94.60 95.10 95.50 95.90 96.10 34 92.30 92.30 93.05 93.60 94.15 94.55 95.00 95.15 33 90.95 90.95 91.85 92.50 93.05 93.60 94.05 94.20 32 89.30 89.30 90.25 91.00 91.70 92.30 92.80 93.00 31 87.40 87.40 88.60 89.35 90.10 90.75 91.35 91.60 30 84.70 84.70 85.95 86.75 87.60 88.40 89.05 89.40 29 82.30 82.30 83.6 84.55 85.50 86.25 86.95 87.25 28 80.30 80.30 81.85 82.95 83.80 84.65 85.50 85.80 27 78.15 78.15 79.70 80.85 81.95 82.95 83.70 84.05 26 75.70 75.70 77.20 78.40 79.55 80.50 81.50 81.95 25 72.70 72.70 74.25 75.45 76.55 77.55 78.60 79.10 24 69.30 69.30 70.95 72.25 73.45 74.50 75.50 76.00

Once the LOTE bonus has been established, an additional 10% needs to be granted for a Mathematics bonus however; in order to apply a Mathematics bonus a single point for the Base ATAR is required. Using the IBO’s data on student numbers per subject and the grades achieved from 2014 Appendix 2 (The IB Diploma Statistical Bulletin; Group 2 subjects) we can see the majority of IB student’s complete a LOTE subject (Group 2) within their Diploma with more students completing this subject at the Standard Level (38,956) compared with Higher Level (25,120); however the mean grade is better when completed at the Higher Level (5.9 compared to 5.5 at the Standard Level). Given this, using the grade of 3 at the Higher Level from Table 5 above, the base ATAR would be at the high end of any middle ground between both Higher and Standard Level. Using Grade 3 of the Higher Level (Highlighted in Table 5 above) with the subsequent bonuses applied, a further 10% bonus is to be added for students completing Mathematics or Further Mathematics within the IB Diploma.

Table 7: UWA selection rank with Mathematics Bonus – Higher Level

IB score Base ATAR from Grade 3 at Higher

Level

IB Mathematics subject score (Higher Level)

1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.90 99.90 99.90 99.90 99.90 99.90 99.95 99.95 43 99.85 99.85 99.85 99.85 99.90 99.90 99.90 99.90

Appendix D

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42 99.65 99.65 99.70 99.70 99.75 99.75 99.75 99.75 41 99.30 99.30 99.40 99.40 99.45 99.45 99.50 99.50 40 98.90 99.00 99.05 99.10 99.15 99.20 99.20 99.25 39 98.35 98.45 98.50 98.60 98.65 98.75 98.80 98.85 38 97.75 97.90 98.05 98.15 98.20 98.25 98.35 98.35 37 97.15 97.30 97.45 97.60 97.70 97.80 97.85 97.90 36 96.15 96.35 96.55 96.75 96.85 96.95 97.05 97.15 35 95.10 95.40 95.60 95.85 96.00 96.15 96.25 96.30 34 94.15 94.45 94.70 94.95 95.10 95.20 95.40 95.45 33 93.05 93.45 93.70 93.95 94.10 94.25 94.40 94.50 32 91.70 92.15 92.50 92.75 92.90 93.05 93.25 93.40 31 90.10 90.60 90.95 91.25 91.50 91.70 91.95 92.05 30 87.60 88.20 88.65 89.00 89.25 89.50 89.75 89.90 29 85.50 86.05 86.45 86.85 87.10 87.35 87.65 87.90 28 83.80 84.40 84.90 85.40 85.65 85.90 86.20 86.35 27 81.95 82.70 83.15 83.60 83.85 84.15 84.50 84.65 26 79.55 80.30 80.90 81.45 81.80 82.10 82.50 82.75 25 76.55 77.30 77.95 78.55 78.90 79.25 79.60 79.85 24 73.45 74.25 74.85 75.45 75.85 76.15 76.50 76.75

Table 8: UWA selection rank with Mathematics Bonus – Standard Level

IB score Base ATAR from Grade 3 at Higher

Level


1 2 3 4 5 6 7 45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.90 99.90 99.90 99.90 99.90 99.90 99.95 99.95 43 99.85 99.85 99.85 99.85 99.85 99.90 99.90 99.90 42 99.65 99.65 99.65 99.70 99.70 99.75 99.75 99.75 41 99.30 99.30 99.30 99.40 99.40 99.45 99.50 99.50 40 98.90 98.90 99.00 99.05 99.10 99.20 99.20 99.25 39 98.35 98.35 98.45 98.50 98.60 98.70 98.80 98.80 38 97.75 97.75 97.90 98.05 98.15 98.20 98.30 98.35 37 97.15 97.15 97.30 97.45 97.60 97.75 97.85 97.85 36 96.15 96.15 96.35 96.55 96.75 96.90 97.05 97.10 35 95.10 95.10 95.40 95.60 95.85 96.05 96.25 96.30 34 94.15 94.15 94.45 94.70 94.95 95.15 95.40 95.45 33 93.05 93.05 93.45 93.70 93.95 94.15 94.40 94.50 32 91.70 91.70 92.15 92.50 92.75 93.00 93.20 93.35 31 90.10 90.10 90.60 90.95 91.25 91.60 91.90 92.00 30 87.60 87.60 88.20 88.65 89.00 89.35 89.70 89.85 29 85.50 85.50 86.05 86.45 86.85 87.20 87.60 87.80 28 83.80 83.80 84.40 84.90 85.40 85.75 86.15 86.30 27 81.95 81.95 82.70 83.15 83.60 84.00 84.40 84.60 26 79.55 79.55 80.30 80.90 81.45 81.95 82.45 82.65 25 76.55 76.55 77.30 77.95 78.55 79.05 79.55 79.75 24 73.45 73.45 74.25 74.85 75.45 76.00 76.45 76.65

Appendix D

C22

With the Mathematics bonus put in place, some manual amendments are required at the entry level and Direct Pathway entry points. Using the tables 7 & 8 above, grades of 1 & 2 at the Higher Level and 1, 2 & 3 at the Standard Level have been manually altered to be below the key entry points once the Mathematics bonus is applied as these are not considered passing grades and does not purport a good impression for the University. With these amendments made the final IB comparable tables are shown below as table 9 & 10.

Table 9: Final UWA selection rank with Mathematics Bonus – Higher Level

IB score UWA Base ATAR with LOTE Bonus

IB Mathematics subject score (Higher Level) 1 2 3 4 5 6 7

45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.90 99.90 99.90 99.90 99.90 99.90 99.95 99.95 43 99.85 99.85 99.85 99.85 99.90 99.90 99.90 99.90 42 99.65 99.65 99.70 99.75 99.75 99.75 99.75 99.75 41 99.30 99.30 99.40 99.40 99.45 99.45 99.50 99.50 40 98.90 98.95 98.95 99.00 99.15 99.20 99.20 99.25 39 98.35 98.45 98.50 98.60 98.65 98.75 98.80 98.85 38 97.75 97.90 98.05 98.15 98.20 98.25 98.35 98.35 37 97.15 97.30 97.45 97.60 97.70 97.80 97.85 97.90 36 96.15 96.35 96.55 97.00 97.00 97.05 97.10 97.15 35 95.10 95.40 95.60 95.85 96.00 96.15 96.25 96.30 34 94.15 94.45 94.70 95.00 95.10 95.20 95.40 95.45 33 93.05 93.45 93.70 94.00 94.10 94.25 94.40 94.50 32 91.70 91.80 91.90 92.30 92.90 93.05 93.25 93.40 31 90.10 90.60 90.95 91.25 91.50 91.70 91.85 91.95 30 87.60 88.80 89.65 90.00 90.15 90.25 90.35 90.45 29 85.50 86.05 86.45 86.85 87.10 87.35 87.65 87.90 28 83.80 84.40 84.90 85.40 85.65 85.90 86.20 86.35 27 81.95 82.70 83.15 83.60 83.85 84.15 84.50 84.65 26 79.55 79.75 79.95 80.90 81.80 82.10 82.50 82.75 25 76.55 77.30 77.95 78.55 78.90 79.25 79.60 79.85 24 73.45 74.25 74.85 75.45 75.85 76.15 76.50 76.75

** Cells highlighted in grey have been manually adjusted, the cells in bold are the key entry points with the Mathematics bonus

Table 10: Final UWA selection rank with Mathematics Bonus – Standard Level

IB score UWA Base ATAR with LOTE Bonus

IB Mathematics subject score (Standard Level) 1 2 3 4 5 6 7

45 99.95 99.95 99.95 99.95 99.95 99.95 99.95 99.95 44 99.90 99.90 99.90 99.90 99.90 99.90 99.95 99.95 43 99.85 99.85 99.85 99.85 99.85 99.90 99.90 99.90 42 99.65 99.65 99.65 99.70 99.75 99.75 99.75 99.75 41 99.30 99.30 99.30 99.40 99.40 99.45 99.50 99.50 40 98.90 98.90 98.95 98.95 99.00 99.20 99.20 99.25 39 98.35 98.35 98.45 98.50 98.60 98.70 98.80 98.80 38 97.75 97.75 97.90 98.05 98.15 98.20 98.30 98.35 37 97.15 97.15 97.30 97.45 97.60 97.75 97.85 97.85 36 96.15 96.15 96.40 96.75 97.00 97.00 97.05 97.10 35 95.10 95.10 95.40 95.60 95.85 96.05 96.25 96.30 34 94.15 94.15 94.45 94.70 95.00 95.15 95.40 95.45

Appendix D

C23

33 93.05 93.05 93.45 93.70 94.00 94.15 94.40 94.50 32 91.70 91.70 91.80 91.90 92.35 93.00 93.20 93.35 31 90.10 90.10 90.60 90.95 91.25 91.60 91.90 92.00 30 87.60 87.60 88.80 89.50 90.00 90.15 90.25 90.35 29 85.50 85.50 86.05 86.45 86.85 87.20 87.60 87.80 28 83.80 83.80 84.40 84.90 85.40 85.75 86.15 86.30 27 81.95 81.95 82.70 83.15 83.60 84.00 84.40 84.60 26 79.55 79.55 79.75 79.95 80.90 81.95 82.45 82.65 25 76.55 76.55 77.30 77.95 78.55 79.05 79.55 79.75 24 73.45 73.45 74.25 74.85 75.45 76.00 76.45 76.65

** Cells highlighted in grey have been manually adjusted, the cells in bold are the key entry points with the Mathematics bonus

It is proposed that the final table be used for the Admissions intake of 2018 through to 2020, a review of the performance of IB graduates should be undertaken in conjunction of a review of the above tables. As a side note, once approved, the new IB Base ATAR will be implemented for comparisons to other Secondary Education systems which are currently benchmarked against the IB, these systems are the German Abitur, Norwegian Vitnemal and the Swedish Slutbetyg. Once approved, Admissions will update Schedule B of the University Policy on Admission: Coursework to reflect these changes.

Regards

Rick Ackerman Manager, Student Assessment (Admissions)

Appendix D

C24

1

EXTRACT FROM THE MIINUTES OF A MEETING OF THE EDUCATION FUTURES STRATEGY GROUP HELD ON MONDAY 29th AUGUST 2016

3. EDUCATIONAL PRINCIPLES – REF: F27505 Members noted that the University’s Educational Principles had recently been reviewed (ATTACHMENT A) in light of recommendation 10 of the Review of Courses which stated the following: “It is recommended that the University amends its Educational Principles to include digital literacy to the list of educational values which imbue student learning at all levels, and that major coordinators investigate embedding digital literacy in their major where feasible and appropriate.” Members agreed that the Educational Principles already addressed digital literacy through the statement; ‘To acquire the skills needed to embrace rapidly changing technologies’. As a consequence of discussion however members recommended that it would be opportune for the University’s Educational Principles to undergo a wider review. It was recommended that the review should take into account the availability and current presentation of the Educational Principles, the inclusion of a statement addressing academic integrity and measures of success and linkage to curriculum and student outcomes. In addition, members questioned the implications of the addition of the statement; ‘to acquire skills in numeracy’ and it was agreed that this issue should be considered in more depth by the Curriculum Committee. In conclusion; it was RESOLVED – 9/16

• that the revised Educational Principles be noted and referred to the Curriculum Committee for its consideration;

• that the implications of the addition of the statement; ‘to acquire skills in numeracy’ be considered by the Curriculum Committee,

• to recommend a wider review of UWA’s Educational Principles be undertaken, in light of the above minuted discussion.

7th September 2016

D1

Educational principles Endorsed by Academic Council R125/09

The University of Western Australia (UWA) is committed to those educational values which imbue student learning at all levels, summarised within its Educational Principles. The University seeks to nurture excellence, enable creativity and intellectual exploration, and promote effective citizenship among its students and graduates in the Australian community and beyond. In pursuit of these values, and to support a distinctive UWA education, the University will promote among its students the ability and desire to promote the following actions: To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at internationally recognised levels of excellence • to think, reason and analyse logically and creatively • to question accepted wisdom and be open to innovation • to acquire the skills needed to embrace rapidly changing technologies To further develop the 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 • to acquire skills in numeracy 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 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 Correct as at 19 July 2016

D2

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Active unit as at 01-01-2017

ARCY2004 Archaeology of Rock ArtTRIM: F31632

ID: 542


Unit information

Code ARCY2004

Title Archaeology of Rock Art

Level 2

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BA

Faculty Arts

ResponsibleOrganisationalEntity

Social Sciences

Unit coordinator Professor Benjamin Smith

Approved date unknown

First year of offer 2012

Credit points 6 points

Contact hours 2 hours per week.

Broadeningcategory

Broadening Category BA


to Broadeningcategory

No impact on progression within the major.

Why BroadeningCategory A

This change is being made under rationale a) this unit has as its main focus, aspects of the globalised and culturally diverseenvironment in which graduates will be living or working.

The unit addresses rock art as a global but culturally diverse phenomenon of the last 40,000 years that provides insight towhat it means to be human. The unit cross-cuts historical periods, disciplinary boundaries and discrete geographies andaims to provide students with the skill to understand visual communication cross-culturally and the ethics of suchinteractions, as well as providing an informed evaluation of a cultural heritage that defines what it means to be a ‘modern'human.

Academic information

Content This unit examines howaddresses rock art is used to learn more about the human past through investigations into topicssuch as methodsa ofglobal dating,but interpretations,culturally relationshipsdiverse to landscapes and seascapes,conservation and Indigenous perspectives. The objectivesphenomenon of the unitlast are40,000 years that provides insightto (1)what developit means to be human. The unit cross-cuts historical periods, disciplinary boundaries and discretegeographies and aims to provide students with the skill to understand visual communication cross-culturally and the ethicsof such interactions, as well as providing an understandinginformed andevaluation appreciationof a cultural heritage thatdefines what it means to be a ‘modern' human.

Topics include rock art dating, pigment analysis, interpretation of rock art, theIndigenous antiquity of rock artperspectives,and its cultural heritage value in a global context; (2) understand the waysrole archaeologists identify and recordof rock artin asymbolic culturally appropriate manner, as well as recognise the emerging role of digital technology in this process; (3)describe ethical considerationsbehaviour and behaviourmaking involvedus in'human', the archaeological study of rock art;(4) identifyconservation and critically analyse the range of methods used to date rock art; (5) develop an awareness of thevarious techniques archaeologists use to analysemanagement, and interpretintellectual rockproperty art assemblages; (6)describe, compare and contrast the various theoretical frameworks used to interpret rock art; and (7) understand currentconservation practices used in the management of rock art and their implications for archaeologyissues. The unit has beennominated as a Category A broadening unit because it examines one of the most significant parts of the archaeologicalrecord—rock art, which is not only of particular importance for Australia, but also provides valuable insights into the variousways humans across the globe lived and related to their environment.


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Outcomes Students are able to (1) understand,demonstrate evaluatean understanding and compare archaeological theories in theirhistorical context; (2) understand and evaluate how evidence is used in archaeological research as well as the limitationsand potentialsappreciation of the principles and methods used to analyse them; (3) demonstrate a comprehension of therelationship between archaeological research questions and the principles, methods and broader setting of archaeologicalresearch; (4) comprehend archaeological literature, specialised terminology and data, and communicate this in anappropriate manner both orally and through written expression; (5) understand and appreciate rock art as an archaeologicalsource, the antiquity of rock art, and its cultural heritage value in a global context; (62) understandUnderstand the waysarchaeologists identify and record rock art in a culturally appropriate manner, as well as recognise the emerging role ofdigital technology in this processprocesu; (73) understand basicdescribe ethical considerations and behaviour involved inthe archaeological study of rock art; (84) expandidentify knowledgeand ofcritically analyse the range of methods used todate rock art; (95) develop an awareness of the various techniques archaeologists use to analyse and interpret rock artassemblages; (106) bedescribe, awarecompare ofand contrast the various theoretical frameworks used to interpret rock art;(117) understand the current conservation practices used in the management of rock art and their implications forarchaeology; (128) developcomprehend archaeological literature, specialised terminology and data, and communicate thisin an appropriate manner both orally and through written expression; (9) demonstrate presentation skills by preparing atutorial presentation and concomitant group communication skills in discussing the presentation; and (1310) demonstratecritical reading skills; and (14)source develop communication skills in group discussionscriticism.


to Outcomes

Change to outcomes to align to the current assessment to the outcomes.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 understand,demonstrate evaluatean understanding and compareappreciationarchaeologicalof theoriesrock art, the antiquity of rock art, and its cultural heritage value intheira historicalglobal context

Tutorial presentationstest, examination, majoressay, tutorial paperassignments

2 understandUnderstand the ways archaeologists identify and evaluaterecord howrockevidence is usedart in archaeologicala researchculturally appropriate manner, as well asrecognise the limitationsemerging role of digital technology in this procesu

test, essay, tutorial assignments

3 describe ethical considerations and potentialsbehaviour involved in the archaeologicalstudy of rock art


4 identify and critically analyse the principlesrange andof methods used to analysedatethemrock art


35 demonstratedevelop aan comprehensionawareness of the relationshipvariousbetweentechniques archaeologicalarchaeologists researchuse questionsto analyse andtheinterpret principles,rock methodsart and broader setting of archaeologicalresearchassemblages


46 describe, compare and contrast the various theoretical frameworks used to interpret rockart


7 understand current conservation practices used in the management of rock art and theirimplications for archaeology


8 comprehend archaeological literature, specialised terminology and data, and communicatethis in an appropriate manner both orally and through written expression

Tutorial presentations, examination, major essay,tutorial paper

5 understand and appreciate rock art as an archaeological source, the antiquity of rock art,and its cultural heritage value in a global context


6 understand the ways archaeologists identify and record rock art in a culturally appropriatemanner, as well as recognise the emerging role of digital technology in this process


7 understand basic ethical considerations involved in the archaeological study of rock art Tutorial presentations, examination, major essay,tutorial paper

8 expand knowledge of the range of methods used to date rock art Tutorial presentations, examination, major essay,tutorial paper

9 develop awareness of the various techniques archaeologists use to analyse and interpretrock art assemblages


10 be aware of various theoretical frameworks used to interpret rock art Tutorial presentations, examination, major essay,tutorial paper

11 understand the current conservation practices used in the management of rock art andtheir implications for archaeology


12 develop and demonstrate presentation skills by preparing a tutorial presentation andconcomitant group communication skills in discussing the presentation

Tutorial presentations, major essay, tutorialpaperassignments

1310 demonstrate critical reading skills and source criticism Tutorial presentationstest, examinationessay,tutorial paper

14 develop communication skills in group discussions Tutorial presentations, tutorial paperassignments


to How outcomes willbe assessed

Change to outcomes to align to the current assessment to the outcomes.

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Assessment items Typically this unit is assessed in the following ways: (1) essay; (2) test; and (3) tutorial assignments. Further information isavailable in the unit outline.

# Assessment Likely weighting Failed component

1 essay 40%

2 test 35%

3 tutorial assignments 25%

Supplementaryassessmentstatement

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

Teachingresponsibilities

Teaching organisation Notes %

00125 Social Sciences ROE 100%

Unit rules

Prerequisites any Level 1 Archaeology unit or VISA1001 Art Technology and Society or VISA1000 Great Moments in Art or ANTH1001Being Human: Culture, Identity and Society or ANTH1002 Global Change, Local Responses

Corequisites Nil.

Incompatibilities Nil.

Unit offered/shared in courses

Course Course type Status in course Role

MJD-ARCGY Archaeology Major Active Option

Availabilities

Teaching period Location Mode Details

Semester 1, 2017 Crawley Face to face

Additional information

Unit has indigenouscontent?

True



Faculty 13-04-2016 Endorsed: Associate Dean (Education) Associate Professor HélèneJaccomard x2173

Curriculum Committee Not yet endorsed

Academic Council Not yet approved


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HART3361 The Dutch Golden Age and the Art ofExploration

TRIM: F59349ID: 5126


Unit information

Code HART3361

Title The Dutch Golden Age and the Art of Exploration

Level 3


Undergraduatedegree

BA

Faculty Architecture, Landscape and Visual Arts


ALVA

Unit coordinator Arvi Wattel

Approved 11/08/2014



Contact hours Lectures: 2 hours per week; seminars: 2 hours per week

Broadeningcategory




Reflection of current teaching.


The exchange of goods and ideas on a global scale first occurred in the seventeenth century and was primarily driven by theDutch explorations of the Americas, Africa and Asia. This unit discusses how our current globalised and culturally diverseenvironment is rooted in the globalised cultures of the seventeenth and eighteenth centuries. Topics discussed include, butare not limited to, the encounter of different cultures, Eurocentricity and (Western) cultural domination, the differencesbetween cultural exchange and acculturation, the commodification of ethnographic or cultural artefacts, and the tensionbetween ethnographic interests and racism.


Content This unit focuses on the art of the Dutch Golden Age and early explorations. What were the effects on art and culture ofDutch explorations at home and abroad? How does the work of artists like Rembrandt and Vermeer reflect globalisation? Inthe seventeenth century, the world was changing rapidly. Since the end of the fifteenth century, it had been mostly theSpanish and Portuguese who set sail to the Americas, Africa and Asia. But when the Dutch entered the scene at the turn ofthe seventeenth century, they very soon became the most dominant power in the overseas trade. The establishments ofpermanent trading posts and settlements in Asia, Africa and America not only brought the Dutch in contact with localcultures, they permanently changed them. At the same time, trade with far-away lands brought unknown wealth to theNetherlands. A new class of wealthy merchants developed a taste for paintings, prints, shells, tulips, porcelain, and exoticobjects for their new houses. The question is whether the overseas trade, the import of foreign artefacts and the encounterwith 'the other' not only profoundly changed Dutch art but also had a lasting effect on the culture and society of the DutchRepublic. In this unit we discuss the encounters with foreign cultures and the impact of cultural exchange, the view of 'theother' (visual ethnography versus exoticism and its racist undercurrents), and the phenomenon of transculturation andglobalisation.

Outcomes Students are able to (1) analyseunderstand formalthe historical and technicalcultural qualitiescontexts of artworks(the artof) the Dutch Golden Age; (2) locateapply artworkskey withintheoretical broaderapproaches historical,to cultural,thereligious,discourses economic,around the art of the Dutch Golden Age and artisticits frameworksglobal at work in the latesixteenth, seventeenth and eighteenth centuriesimpact; (3) employactively skillsparticipate in research,expressiondiscussions and criticalprovoke thought including the use of library resources, essay writing and the critical use ofprimary and secondary materialsdebate; (4) buildunderstand upthe ahistory well-structuredof argumentthe inart aofwrittenthe paperDutch Golden Age and its relationships to other areas of art history; (5) integrate visual and aestheticanalyses of artworks into historical and theoretical arguments; and (56) demonstratemake oral communicationclear andinterpersonallogical skillsargument with theoretical underpinning and critical evaluation of the literature.


to Outcomes

To standardise outcomes terminology across the History of Art major. No major impact.

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1 analyseunderstand formalthe historical and technicalcultural qualitiescontexts ofartworks(the art of) the Dutch Golden Age

tutorialresearch presentationproposal,WIKIresearch paper, finaloralessayassessment

2 locateapply artworkskey withintheoretical broaderapproaches historical,tocultural,the religious,discourses economic,around the art of the Dutch GoldenAge and artisticits frameworksglobal atimpact

research work in the late sixteenthproposal,seventeenthresearch and eighteenthcenturies

WIKIpaper,finaloralessayassessment

3 employactively skillsparticipate in research, expressiondiscussions andcriticalprovoke thought including the use of library resources, essay writing andthe critical use of primary and secondary materialsdebate

tutorialoral participation, WIKI, finalessayassessment

4 buildunderstand upthe ahistory well-structuredof argumentthe inart aofwrittenthe Dutch Golden Age and its relationships to other areas of art history

research paper final essay

5 demonstrateintegrate visual and aesthetic analyses of artworks into historicaland theoretical arguments

research paper, oralcommunicationassessment

6 make clear and interpersonallogical skillsargument with theoretical underpinningand critical evaluation of the literature

tutorialresearch presentationproposal,tutorialresearch participationpaper



To standardise outcomes terminology across the History of Art major. No major impact.

Assessment items Typically this unit is assessed in the following ways: (1) Research proposal; (2) Research paper; and (3) Oral assessment.Further information is available in the unit outline.


1 Research proposal 25%

2 Research paper 50%

3 Oral assessment 25%





00250 ALVA ROE 100%

Unit rules

Prerequisites at least one Level 2 unit from the History of Art major sequence ORMEMS2001 Classical Traditions and Transformations in Medieval and Early Modern Europe

Corequisites Nil

Incompatibilities VISA2208 Art of the ReformationVISA3320 Art of the ReformationVISA3361 The Dutch Golden Age and the Art of Exploration

Advisable priorstudy

Nil



MJD-MDEMS Medieval and Early Modern Studies Major Active [course not available in 2016] Option

MJD-HYART History of Art Major Active Option

Availabilities



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Not yet endorsed



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HIST2015 Australian Public History: the Uses of thePast Looking for Australia: From the Deep Past toFederation

TRIM:F59251

ID: 4856


Unit information

Code HIST2015

Title Australian Public History: the Uses of the Past Looking for Australia: From the Deep Past to Federation


to Title

This title reflects the changed content and approach proposed. Based on feedback from students in 2015, this title signals a shift inemphasis from the self-reflection of history's public uses, to a more substantive exploration of key themes in long-term Australian history.

Level 2


Undergraduatedegree

BA

Faculty Arts


Humanities

Unit coordinator Professor Jane Lydon

Approved 11/08/2014



Contact hours lectures: 1 hour per week; tutorials: 1 hour per week from week 2.

Broadeningcategory




The unit focus has been widened to address the long-term history of Australia in regional and global context, across disciplines, culturesand historical periods. The unit aims to give students skills in historical and cultural evaluation and analysis in our own globalising anddiverse society.


The unit focus has been widened to address the long-term history of Australia in regional and global context, acrossdisciplines, cultures and historical periods. The unit aims to give students skills in historical and cultural evaluation andanalysis in our own globalising and diverse society.


Content PublicWhat Historyis refersAustralia? This unit critically interrogates the national framework for Australian history, aiming toexplore the manycontinent's wayslong-term history in whichregional historyand isglobal putcontext. toStarting workwith theconcept of ‘deep time', we explore cosmopolitan networks and European ‘discovery' from the 17th century onwards, Britishsettlement and colonization, and key themes in the worldAustralian imaginary over the following century, ending withFederation in 1901. Through documentary, material and visual sources the unit aims to develop an informed and criticallyengaged citizenship, and the diverse ways that history is consumed by the general public. Over the last two decades, therehas been an enormously increased public interest in history and the democratisation of heritage, creating excitingpossibilities for public engagement. This unit begins from the premise that all history should be 'public' history, and that thedistinction often made between academic and public history is overdrawn. History should be more than the study of thepast, but serve also as a crucial tool for understanding the present. As public intellectual Edward Said argued in 1993, "Theissue is whether [the historian's] audience is there to begive satisfied,students and hence a client to be kept happy, orwhether it is there to be challenged, and hence stirred into outright opposition or mobilised into greater democraticparticipationskills in the society."historical (Reithand lectures).cultural Through an engaged teaching program featuring off-campus trips this unit introduces students to the historiographical debates that shape the workanalysis of museumAustraliaprofessionals,in governmentits historians,global archivists, historical consultants, oral historians, cultural resourcemanagers, curators, film and media producers, historical interpreters, heritage managers, policy advisers, local historiansand community activistsrelationships.


to Content

Based on feedback from students in 2015, this content description signals a shift in emphasis from the self-reflection of history's publicuses, to a more substantive exploration of key themes in long-term Australian history. This unit will provide a long-term and globalizedperspective on the modern Australian nation, appropriate for delivery as a broadening unit A. There will be no impact upon the Historymajor.

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Outcomes Students are able to (1) understand and use the key historiographicalconcepts, issues and practices in publicAustralianhistory; (2) identify and evaluate some of the major debates and key historiographical challengesissues in publicAustralianhistory, including the range of theoretical and disciplinary approaches to this field; (3) demonstrateevaluate athe thoroughunderstandingauthority of thedifferent rangearguments ofmade uses ofabout the past in the present, and key issues facingprofessional historians in diverse settings; (4) gainexpress ideas and arguments cogently in written and spoken forums; (5)deploy the bibliographical skills necessary to find appropriate sources and produce a viable research proposal in order toundertake a research essay; and (56) developdemonstrate an awareness of the skillsways necessarythe topast informspresent argumentsdebates reflectingand key historiographical issues in public history in significance assessmentsideas.


to Outcomes

These outcomes have been tailored to the unit's global and culturally diverse perspective. Students will become adept in engaging withkey historical concepts and approaches.



1 understand and use the key historiographicalconcepts, issues and practices inpublicAustralian history

Workshop attendance, participation and organisation;significance assessmentassignment; essay

2 identify and evaluate some of the major debates and key historiographicalchallengesissues in publicAustralian history, including the range of theoretical anddisciplinary approaches to this field

Workshop attendance, participation and organisation;significance assessmentassignment; essay

3 demonstrateevaluate athe thorough understandingauthority of thedifferentrangearguments ofmade uses ofabout the past in the present, and key issues facingprofessional historians in diverse settings

Workshop attendance, participation and organisation;reflective journalassignment; essay

4 gainexpress ideas and arguments cogently in written and spoken forums Workshop attendance, participation and organisation;assignment; essay

5 deploy the bibliographical skills necessary to find appropriate sources and produce aviable research proposal in order to undertake a research essay

Workshop attendance, participation andorganisationAssignment; significance assessmentessay

56 developdemonstrate an awareness of the skillsways necessarythe topast informspresent argumentsdebates reflectingand key historiographical issues in public historyin significance assessmentsideas

Workshop attendance, participation and organisation;reflective journalassignment; essay



These outcomes have been tailored to the unit's global and culturally diverse perspective. Students will become adept in engaging withkey historical concepts and approaches.

Assessment items Typically this unit is assessed in the following ways: (1) an assignment; (2) an essay; and (3) workshopparticipation—assessed throughout the unit. Further information is available in the unit outline.


1 an assignment 30%

2 an essay 50%

3 workshop participation—assessed throughout the unit 20%





00120 Humanities ROE 100%

Unit rules

Prerequisites a Level 1 HIST unit or EURO1101 Europe Now: Cultures and Identities or GEND1901 Days of our Lives: Gender in AustraliaNil


to Prerequisites

The unit is interdisciplinary and offers a global view to key historical concepts and approaches. The change in prerequisites are beingmade to reflect the change to Cat A broadening unit.

Corequisites Nil

Incompatibilities Nil


24 points of study



MJD-HISTY History Major Active Option

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Semester 1, 2017 Albany Face to face



True



Faculty 27-03-2014 Endorsed: TLC 11/16




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HIST3016 Eyewitness to the Past: Photography andHistory

TRIM: F71485ID: 5373


Unit information

Code HIST3016

Title Eyewitness to the Past: Photography and History

Level 3


Undergraduatedegree

BA

Faculty Arts


Humanities

Unit coordinator Professor Jane Lydon

Approved 31/08/2015



Contact hours lectures: 2 hours per week; tutorials: 1 hour per week for 10 weeks from week 2

Broadeningcategory




The unit addresses the emergence, dissemination and legacies of photography, a globalised and culturally diverse technology and socialforce, across disciplines, places and historical periods. The unit aims to give students skills in visual literacy and analysis in our own ever-more visual and internationalised society.


The unit addresses the emergence, dissemination and legacies of photography, a globalised and culturally diversetechnology and social force, across disciplines, places and historical periods. The unit aims to give students skills in visualliteracy and analysis in our own ever-more visual and internationalised society. This unit has been updated in consultationwith ALVA as it's content is complementary with their level 2 unit HART2041 The Art of Photography, which is also anapproved Category A Broadening unit.


Content This unit considers the way that photography has contributed to new ways of seeing andacross the impactglobe since itsinvention in 1839. It addresses the emergence, dissemination and legacies of thephotography, visuala globalised andculturally diverse technology and social force, within a range of historical and social processes since its invention in 1839.TheWe unit exploresexplore how historians draw on photography to understand the past., Theapplying unitthisinvestigatesdisciplinary photographyfocus asto adiverse technologycultural settings - including industrializing and war-timeEurope, colonial sites in South Africa, Canada and south-east Asia, international conflicts from Europe to the Middle East, theapplication of the apparatus of Human Rights to diverse contexts, and a socialmyriad forceof local, vernacular uses aroundthe world.

Through investigating photography across disciplines, places and historical periods, and inglobal doingsettings, so,the unitexplores a range of debates about the status of photographs as a historical source. The unit considers photography's natureand purposes up to the present, including its promise to represent the 'real' world, and practices in which the real ismanipulated; the ‘pre-history' of photography and the desire to fix the image; and its usespotential to monitor and control,but also to communicate across social boundaries and argue for human rights.


to Content

Providing updated unit outline that addressed the global and cultural diverse nature of this unit.

Outcomes Students are able to (1) demonstrate a thorough understanding of the historical impact of photography overupon thediverselast 175 yearscultures and significantglobal historical debates about new visual technology and its usesprocesses; (2)understand how historians have used photography to understand and interpret the past through diverse case studies drawnfrom a range of global and cultural settings; (3) develop an understanding of the personal, social and ethical framework that guides learning and analysis in a culturallydiverse world; (4) identify and evaluate the key historiographical issues in this field;; (45) gain the bibliographical skills necessary to find appropriate sources and produce a viable research proposal in order toundertake a research essay; and (56) develop critical skills in visual analysis and argument..

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Providing updated assessment items and revised learning outcomes to reflect the global and culturally diverse skill set achieved in thisunit.



1 demonstrate a thorough understanding of the historical impact of photographyoverupon thediverse last 175 yearscultures and significantglobal historicaldebates about new visual technology and its usesprocesses

reflective journal,(1) research essay, based on course reading;(2) visual project report; and (3) participation.

2 understand how historians have used photography to understand andinterpret the past through diverse case studies drawn from a range of globaland cultural settings

reflective journal,(1) research essay, based on course reading;(2) visual project report,; and (3) participation.

3 develop an understanding of the personal, social and ethical framework thatguides learning and analysis in a culturally diverse world

(1) research essay based on course reading; (2) visual projectreport; and (3) participation.

4 identify and evaluate the key historiographical issues in this field; reflective journal,(1) research essay, based on course reading;(2) visual project report, ; and (3) participation.

45 gain the bibliographical skills necessary to find appropriate sources andproduce a viable research proposal in order to undertake a research essay

reflective journal ,(1) research essay, participationbased oncourse reading; (2) visual project report

56 develop critical skills in visual analysis and argument. reflective(1) journal,research essay based on course reading; (2)visual project report,; and (3) participation.



Providing updated assessment items and revised learning outcomes to reflect the global and culturally diverse skill set achieved in thisunit.

Assessment items Typically this unit is assessed in the following ways: (1) research essay based on course reading; (2) visual project report;and (3) participation. Further information is available in the unit outline.


1 research essay based on course reading 50%

2 visual project report 35%

3 participation 15%





00120 Humanities ROE 100%

Unit rules

Prerequisites any Level 2 History or History of Art unitNil


to Prerequisites

The unit is interdisciplinary and offers a global view to key historical concepts and approaches.

Corequisites Nil.

Incompatibilities Nil.


at least 12 points of Level 2 or Level 3 units



MJD-HISTY History Major Active Option

Availabilities


Semester 1, 2018 Crawley Multimode

Semester 1, 2018 Albany Multimode

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IMED1004 Understanding Health and Disease in Peopleand Populations

TRIM: F79250ID: 5968


Unit information

Code IMED1004

Title Understanding Health and Disease in People and Populations

Level 1


Undergraduatedegree

BSc

Faculty Medicine, Dentistry and Health Sciences


MDHS

Unit coordinator Helena Iredell

Approved 20/07/2016



Contact hours lectures: 3 hours per week; tutorials/practical workshops: 26 hours per semester

Broadeningcategory




As outlined in 'Why Broadening Category A'.


NotIn applicablethis unit, students gain an understanding of health, disease and wellbeing in individuals and populations.Students have the opportunity to discuss the main issues surrounding the determinants of health and disease, including thesocial, economic and political forces and the interaction of these factors on the burden of disease, the allocation ofresources and the delivery of health care. Students also have the opportunity to explore the current issues relating to thehealth of people and populations, including global health and social injustice, culture, diversity and migrant/refugee health,disease outbreaks and communicable disease control and mental health.Students explore the impact of historical and sociocultural factors on Aboriginal and Torres Strait Islander peoples' healthand health care.

This unit qualifies for Category A Broadening because the unit has a global health and indigenous health perspective.


Content In this unit, students gain an understanding of health, disease and wellbeing in individuals and populations. Students havethe opportunity to discuss the main issues surrounding the determinants of health and disease, including the social,economic and political forces and the interaction of these factors on the burden of disease, the allocation of resources andthe delivery of health care. Students also have the opportunity to explore the current issues relating to the health of peopleand populations, including global health and social injustice, culture, diversity and migrant/refugee health, diseaseoutbreaks and communicable disease control and mental health. Discussions focus on strategies health professionals, whowork both within and outside the traditional health and clinical setting, use to advocate for their patients, implement healthpromotion and disease prevention programs, improve access to health care, address the social determinants of health, andalleviate disparities. Students explore the impact of historical and sociocultural factors on Aboriginal and Torres StraitIslander peoples' health and health care. The unit introduces students to communication skills and history-taking and beginto apply these skills to assessing risk factors relevant to socioeconomic determinants of health. Students have opportunitiesto develop their information literacy skills as applied in the health professions.

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Outcomes Students are able to (1) describe the concepts of health, disease and illness in individuals and populations including thepatient's perspectives of health, illness and healthcare experiences; (2) describe the burden and population patterns ofmajor diseases, injuries and risk factors in Australian and globally; (3) describe the determinants of health, disease andinjury (biological, sociocultural, economic, political, behavioural, environmental, access to health care, quality of health care)and how they relate to and impact the health of individuals and populations; (4) discuss the issues surrounding humanrights and social justice including the role of health inequalities in relation to health and disease; (5) describe the influenceand impact of culture and diversity on health, illness and health care in individuals and communities; (6) describe theinfluence and impact of belonging to a vulnerable population group (i.e. migrant/refugee, having mental health issues, orliving in a rural location) on health, illness and health care; (7) explain the impact of historical and sociocultural factors onAboriginal and Torres Strait Islander peoples' health and health care; (8) describe the burden and population patterns ofmajor infectious diseases in Australia and globally and the strategies to prevent and control them including surveillance,screening, control of outbreaks, epidemics and pandemics, notification, immunisation and hygiene/sanitation controls; (9)outline the organisation of the Australian Health Care System and identify the main methods of funding and provision ofhealth services; (10) describe the disease prevention/health promotion intervention approaches and programs in Australiaand the roles of various health professionals, health organisations and mass and social media; (11) identify the role of keyinternational organisations in global health and their response and successful measures to address key burdens of disease;(12) describe the main approaches in effective health communication, health literacy, risk communication, and behaviouralchange including effective use of focused brief advice and motivational interviewing; (13) explain the elements of themedical consultation and demonstrate an organised approach to taking a comprehensive patient history including riskfactors; (14) demonstrate ability to access, select and use recent and authoritative sources of relevant information includingthe use of information technology and organise information resources efficiently and systematically using electronicreferencing software and other tools; (15) prepare and present scientific information using different media, including formaland informal writing, and verbal and visual presentations, with the ability to adapt for different audiences; and (16) identifyand reflect upon one's role and performance after participating in a team.



1 describe the concepts of health, disease and illness in individuals andpopulations including the patient's perspectives of health, illness andhealthcare experiences

Examinations, on-line quizzes, tutorial and practical workshopassessment/participation, oral and visual presentations

2 describe the burden and population patterns of major diseases, injuries andrisk factors in Australian and globally


3 describe the determinants of health, disease and injury (biological,sociocultural, economic, political, behavioural, environmental, access tohealth care, quality of health care) and how they relate to and impact thehealth of individuals and populations


4 discuss the issues surrounding human rights and social justice including therole of health inequalities in relation to health and disease


5 describe the influence and impact of culture and diversity on health, illnessand health care in individuals and communities


6 describe the influence and impact of belonging to a vulnerable populationgroup (i.e. migrant/refugee, having mental health issues, or living in a rurallocation) on health, illness and health care


7 explain the impact of historical and sociocultural factors on Aboriginal andTorres Strait Islander peoples' health and health care


8 describe the burden and population patterns of major infectious diseases inAustralia and globally and the strategies to prevent and control themincluding surveillance, screening, control of outbreaks, epidemics andpandemics, notification, immunisation and hygiene/sanitation controls


9 outline the organisation of the Australian Health Care System and identifythe main methods of funding and provision of health services


10 describe the disease prevention/health promotion intervention approachesand programs in Australia and the roles of various health professionals,health organisations and mass and social media


11 identify the role of key international organisations in global health and theirresponse and successful measures to address key burdens of disease


12 describe the main approaches in effective health communication, healthliteracy, risk communication, and behavioural change including effective useof focused brief advice and motivational interviewing


13 explain the elements of the medical consultation and demonstrate anorganised approach to taking a comprehensive patient history including riskfactors


14 demonstrate ability to access, select and use recent and authoritativesources of relevant information including the use of information technologyand organise information resources efficiently and systematically usingelectronic referencing software and other tools


15 prepare and present scientific information using different media, includingformal and informal writing, and verbal and visual presentations, with theability to adapt for different audiences


16 identify and reflect upon one's role and performance after participating in ateam


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Assessment items Typically this unit is assessed in the following ways: (1) examinations—mid-semester and final; (2) written assignments; and(3) tutorial and practical workshop assessment and participation. Further information is available in the unit outline.


1 examinations—mid-semester and final 50%

2 written assignments 30%

3 tutorial and practical workshop assessment and participation 20%





00809 MDHS Lectures, tutorials, practicals 100%

Unit rules

Prerequisites IMED1001 Form and Function and IMED1002 The Facts of Life

Corequisites IMED1003 Cell Survival and Communication



Nil

Quota

Quota number 400

How quota isallocated

a place in the unit is determined on a first-come, first-served basis. Selection is based on time of enrolment with first placesgiven to students enrolled in this major as a degree-specific and second to students enrolled as a second major. Anyremaining places are given to those students according to when they enrol until all places are filled.

Reason for quota The proposed quota is in place due to limited laboratory space and appropriate outcomes for professional pathways.



MJD-MEDSC Medical Sciences Major Active [course not available in 2016] Complementary

Availabilities





True



Faculty 18-08-2016 Endorsed: R48/16




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Proposed changes for major as at 01/01/2017

Annual changes to MJD-POLSC Political Science andInternational Relations

TRIM: F29294ID: 997


Unit sequence


to Unit sequence

The discipline group has had to reconsider their offerings for 2017 in light of the departure of three discipline staff members for 2017(Roderic Pitty, David Denemark and David van Mill). A high number of unit availability changes have already been made to ensure thatexisting staff are able to deliver sufficient units at all levels for student progression.

A new unit is being introduced at level 2 to address the shortfall for next year and also introduce key gender content in politics. To ensurethat there is no overall increase in the number of units a level 3 unit (originally a level 2 unit) will be rescinded. POLS3343 was re-introduced in 2012 at level 3 with the introduction of new courses. It has never been taught.

Introduced units:+ POLS2204 The Politics of Gender [as option] [Proposed]Removed units:- POLS3343 The Politics of Representation: Australia in Comparative Perspective [was option]


Level 1


POLS1101 The Liberal Democratic State 6 points Active

POLS1102 The Contemporary International System 6 points Active

Level 2


POLS2201 Foundations of Public Policy 6 points Active

POLS2202 Australian Politics: Institutions, Campaigning and Spin 6 points Active

POLS2204 The Politics of Gender 6 points Proposed Addition

to sequence

POLS2207 The Evolution of International Order 6 points Active

POLS2211 History of Political Ideas 6 points Active

POLS2214 Strategy, Diplomacy and Conflict 6 points Active

POLS2216 Politics in the USA 6 points Active

POLS2220 Foundations of Global Political Economy 6 points Active

POLS2231 Politics of the Mass Media 6 points Active

POLS2232 Global Governance 6 points Active

POLS2233 International Relations in East Asia 6 points Active

Level 3
















F2


ASIA3005 Democratisation in Asia 6 points Active

POLS3302 South Asia and the Middle East: Foreign Relations and Politics 6 points Active

POLS3308 Politics in Greater China 6 points Active

POLS3313 Australian Foreign Policy 6 points Active

POLS3317 Politics of New Europe 6 points Active

POLS3323 Elections, Mass Media and Politics 6 points Active

POLS3324 Islam and World Politics 6 points Active

POLS3326 Political Science Internship 6 points Active

POLS3327 Contemporary Political Theory 6 points Active

POLS3334 The International Politics of Africa 6 points Active

POLS3335 Social Movements and the Politics of Change 6 points Active

POLS3342 States, Welfare and Environmental Policy 6 points Active

POLS3343 The Politics of Representation: Australia in Comparative Perspective 6 points Active

Mapping of outcomes

Outcomes mappingdocument URL

https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping%20documents/Forms/AllItems.aspx?RootFolder=%2fsites%2fregistrars%2fstudentservices%2fAPS%2fcc%2fMapping%20documents%2fFaculty%20of%20Arts%2fUndergraduate%20maps&FolderCTID=&View=%7bFECAB158-BA4C-4722-A9EC-87E4361949D3%7d



















https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping documents/Forms/AllItems.aspx?RootFolder=/sites/registrars/studentservices/APS/cc/Mapping documents/Faculty of Arts/Undergraduate maps&FolderCTID=&View=FECAB158-BA4C-4722-A9EC-87E4361949D3

https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping documents/Forms/AllItems.aspx?RootFolder=/sites/registrars/studentservices/APS/cc/Mapping documents/Faculty of Arts/Undergraduate maps&FolderCTID=&View=FECAB158-BA4C-4722-A9EC-87E4361949D3

F3

Proposed unit as at 08-09-2016

POLS2204 The Politics of GenderTRIM: F81550

ID: 5773

This unit is not yet approved.

Unit information

Code POLS2204

Title The Politics of Gender

Level 2


Undergraduatedegree

BA

Faculty Arts


Social Sciences

Unit coordinator Dr Kelly Gerard

Proposed 29/08/2016



Contact hours Up to 3 hours per week

Broadeningcategory

Broadening Category A


In this unit students will critically engage with a range of global debates and diverse perspectives on gender and politics.Students are introduced to intersectionality, considering how different biological, social and cultural categories–such asgender, race, sexual orientation, and class–can overlap and intersect. Students will consider diverse cases from across theglobe in gaining an understanding of how gender and sexuality both construct and are constructed by political practices.The unit will enable students to develop a critical and nuanced understanding of how gender relates to politics and publicpolicy, both currently and historically and across a range of cases and contexts.


Content This unit critically engages with a range of global debates and culturally diverse perspectives on gender and politics.Students are first introduced to feminism and gender theories including intersectionality, sexuality, masculinity, andsubjectivity. Students then consider a range of cases and contexts in examining how gender and sexuality both constructand are constructed by political practices around the world. Drawing from expertise across the Faculty, students willconsider a range of diverse topics, such as global feminist movements throughout history and across cultures; gender andpublic policy; and gender, elections, and leadership.

Outcomes Students are able to (1) describe and evaluate the key concepts, theories and policy questions around gender and politics;(2) critically appraise key global debates and diverse perspectives regarding gender and gender relations; (3) understandingthe importance of an intersectional approach to studying gender and politics; and (4) formulate advanced arguments inwritten and oral assessments that employ conventions of Political Science and International Relations.



1 describe and evaluate the key concepts, theories and policy questionsaround gender and politics

Tutorial preparation and participation; reading and analyticalassignments; research essay.

2 critically appraise key global debates and diverse perspectives regardinggender and gender relations


3 understanding the importance of an intersectional approach to studyinggender and politics


4 formulate advanced arguments in written and oral assessments thatemploy conventions of Political Science and International Relations


F4

Assessment items Typically this unit is assessed in the following ways: (1) tutorial preparation and participation; (2) reading and analyticalassignments; and (3) research essay. Further information is available in the unit outline.


1 tutorial preparation and participation 15%

2 reading and analytical assignments 35%

3 research essay 50%





00125 Social Sciences Coordination and teaching 100%

Unit rules

Prerequisites Completion of 24 points.

Corequisites Nil



Intended courses Political Science and International Relations major [already approved]


MJD-POLSC Political Science and International Relations Major Proposed for 2017 Option

Availabilities





False

Additionalinformation

This unit will replace POLS3343 The Politics of Representation: Australia in Comparative Perspective, which is to berescinded due to the unit coordinator having retired in 2015.So there is no overall increase in the number of POLS units.TheGender Studies coordinators have been consulted during the formation of this unit.

History and committee endorsements/approvals


Faculty 18-08-2016 Endorsed: TLC 30/16Approval reference:http://www.arts.uwa.edu.au/staff/teaching-and-learning-committee/2016/_nocache



Displaying data as it is on 08/09/2016. Report generated 08/09/16 05:09.


G1

Proposed changes for honours specialisation as at 01/01/2017

Annual changes to HON-POLSC Political Science andInternational Relations

TRIM: F31416ID: 869


Unit sequence


to Unit sequence

The discipline group has had to reconsider all of their undergraduate offerings for 2017 in light of the departure of three long standingdiscipline staff members for 2017.Rather than offer no Honours for 2017 the discipline are proposing an updated structure that would require an exemption from thecurrent UWA Honours policies Honours Award 7/123 and Changes to Approved Honours Specialisations 12/9 which requires that 50% ofHonours units should be undertaken at level 4. The Faculty Governance Officer has contacted Academic Secretary Kabilan Krishnasamyand has been advised the faculty should submit a case for exemption for 2017 given the circumstances. The Teaching and LearningCommittee are supportive of this proposal as is the the Head of School, Graham Brown who has also discussed this matter with GradyVenville, Graham is confident that the restructure will also provide greater progression from Honours to Masters.

Introduced units:+ SOCS4100 Honours Research Skills [as core] [Active]+ SOCS5005 Social Research Ethics [as core] [Active]+ LAWS5214 Public Policy [as option] [Active]+ POLS5661 Foundations of International Relations [as option] [Active]+ POLS5672 Critical Perspectives in International Development [as option] [Active]+ POLS5688 Evolution of International Society [as option] [Active]+ POLS5641 International Security [as option] [Active]+ POLS5651 International Political Economy [as option] [Active]+ POLS5681 Governance in the International System [as option] [Active]+ POLS5611 Religion, Global Identities and World Politics [as option] [Active]+ POLS5631 International Relations of the Asia–Pacific [as option] [Active]+ POLS5684 China and the World [as option] [Active]+ POLS5612 World Politics: Muslims in the West [as option] [Active]+ POLS5671 Peace and Security in Africa [as option] [Active]+ POLS5683 US Foreign Policy [as option] [Active]+ SOCS5010 NGOs, Governance and Development [as option] [Active]+ POLS5685 Security and Crisis in the Asia-Pacific [as option] [Active]+ POLS5686 International Norms, Ethics and Human Rights [as option] [Active]+ POLS5687 Global Social Movements [as option] [Active]+ SOCS5013 Gender in Development: Approaches and Issues [as option] [Active]+ SOCS5502 Conservation, Development and Sustainability [as option] [Active]+ SOCS4001 Religion and Development [as option] [Active]+ SOCS5001 Engaging Cultural Difference [as option] [Active]+ POLS5503 Public Administration [as option] [Active]+ POLS5505 Regulation and Governance [as option] [Active]+ SOCS5501 Evaluation [as option] [Active]Removed units:- POLS4101 Contemporary International Politics [was core]- POLS4105 Research Methods in Political Science and International Relations [was core]- POLS4106 Theories and Concepts in Political Science and International Relations [was core]- POLS4107 Politics and Policy [was core]


Sequence notes: The dissertation can only be commenced in semester 1 of the calendar year because this is when the Research Methods in Political Science andInternational Relations is offered. Mid-year entry is available but will need to be completed over 18 months due to the above rule. Joint honours may bean exception to this rule for mid-year entry.

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POLS4101 Contemporary International Politics 6 points Active

POLS4105 Research Methods in Political Science and International Relations 6 points Active

POLS4106 Theories and Concepts in Political Science and International Relations 6 points Active

POLS4107 Politics and Policy 6 points Active

POLS4140 Dissertation (Politics and International Relations) 1 12 points Active

POLS4141 Dissertation (Politics and International Relations) 2 12 points Active

SOCS4100 Honours Research Skills 6 points Active Addition

to sequence

SOCS5005 Social Research Ethics 6 points Active Addition

to sequence

Group A: Take 6 points from Group A.

LAWS5214 Public Policy 6 points Active Addition

to sequence

POLS5661 Foundations of International Relations 6 points Active Addition

to sequence

POLS5672 Critical Perspectives in International Development 6 points Active Addition

to sequence

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Group B: Take 6 points from Group B.

POLS5503 Public Administration 6 points Active Addition

to sequence

POLS5505 Regulation and Governance 6 points Active Addition

to sequence

POLS5611 Religion, Global Identities and World Politics 6 points Active Addition

to sequence

POLS5612 World Politics: Muslims in the West 6 points Active Addition

to sequence

POLS5631 International Relations of the Asia–Pacific 6 points Active Addition

to sequence

POLS5641 International Security 6 points Active Addition

to sequence

POLS5651 Global Political Economy 6 points Active Addition

to sequence

POLS5671 Peace and Security in Africa 6 points Active Addition

to sequence

POLS5681 Governance in the International System 6 points Active Addition

to sequence

POLS5683 US Foreign Policy 6 points Active Addition

to sequence

POLS5684 China and the World 6 points Active Addition

to sequence

POLS5685 Security and Crisis in the Asia-Pacific 6 points Active Addition

to sequence

POLS5686 International Norms, Ethics and Human Rights 6 points Active Addition

to sequence

POLS5687 Global Social Movements 6 points Active Addition

to sequence

POLS5688 The Evolution of International Society 6 points Active Addition

to sequence

SOCS4001 Religion and Development 6 points Active Addition

to sequence

SOCS5001 Engaging Cultural Difference 6 points Active Addition

to sequence

SOCS5010 NGOs, Governance and Development 6 points Active Addition

to sequence

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G4

SOCS5013 Gender in Development: Approaches and Issues 6 points Active Addition

to sequence

SOCS5501 Evaluation 6 points Active Addition

to sequence

SOCS5502 Conservation, Development and Sustainability 6 points Active Addition

to sequence

Mapping of outcomes

Outcomes mappingdocument URL

No URL provided.






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Annual changes to 13280 Graduate Certificate in AsianStudies

TRIM: F80226ID: 1421


Rules








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

(ii) the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3 units of a relevantmajor; major

or

(b) a level and duration of education, professional experience, and/or demonstrable life skills considered by UWA to besufficient to permit satisfactory completion of the course.


to Admission

• at its meeting of 19 July 2016, the Postgraduate Working Group agreed to introduce an additional clause for the admission requirementsfor Graduate Certificate (GC) courses in the Faculty of Arts, the aim of which is to broaden entry to prospective cycle 2 students who candemonstrate that they possess a combination of sufficient education, professional experience and relevant life skills to be able tocommence 24 points of postgraduate studies;• GC course coordinators agreed that there were often applications from students who didn't quite meet the current admissionrequirements but were well suited to undertake the GC and progress through articulated courses based on their performance in the GC;and• the wording has been developed in consultation with the UWA Admissions Office for introduction in 2017, for the Faculty of Arts 6Graduate Certificate courses


4. The following courses form part of an articulated sequence:• 12580 Master of Asian Studies (96 points)• 13280 Graduate Certificate in Asian Studies (24 points)• 13380 Graduate Diploma in Asian Studies (48 points)

Course structure 5.(1) The course consists of units to a total value of 24 points.



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


Progress status 8.(1) Students who fail to make satisfactory progress under Rule 6 after being enrolled at the University for one or twosemesters only are assigned a progress status of 'On Probation' by the Faculty.

(2) Unless the Faculty determines otherwise in exceptional circumstances, students who fail to make satisfactory progressunder Rule 6 and who have been enrolled at the University for more than two semesters are assigned a progress status of'Suspended' by the Faculty.

(3) Unless the Faculty determines otherwise in exceptional circumstances, students who have previously been allocated aprogress status of 'Suspended' and fail again to make satisfactory progress under Rule 6 are assigned a progress status of'Excluded' by the Faculty.



10. This rule is not applicable to this course.

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Annual changes to 12230 Graduate Certificate inHeritage Studies

TRIM: F58436ID: 412


Rules








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

(bii) the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3 units of a major;

or



to Admission



4. The following courses form part of an articulated sequence:• 12230 Graduate Certificate in Heritage Studies (24 points)• 12330 Graduate Diploma in Heritage Studies (48 points)• 12530 Master of Heritage Studies (96 points)






Progress status 8.(1) A student who makes satisfactory progress in terms of Rule 6 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 6 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 6 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 6 is assigned a progress status of'Excluded';




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Annual changes to 12280 Graduate Certificate inInternational Relations

TRIM: F27498ID: 245


Rules










or



to Admission



4. The following courses form part of an articulated sequence:• 11380 Graduate Diploma in International Relations (48 points)• 11580 Master of International Relations (96 points)• 12280 Graduate Certificate in International Relations (24 points)












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Annual changes to 12260 Graduate Certificate in SocialResearch Methods

TRIM: F58939ID: 381


Rules










or



to Admission



4. The following courses form part of an articulated sequence:• 12260 Graduate Certificate in Social Research Methods (24 points)• 12360 Graduate Diploma in Social Research Methods (48 points)• 12560 Master of Social Research Methods (96 points)






Progress status 8.(1) A student who makes satisfactory progress under Rule 6 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 6 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 6 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 6 is assigned a progress status of'Excluded'.




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Annual changes to 12240 Graduate Certificate inStrategic Communication

TRIM: F56984ID: 373


Rules








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


or



to Admission



4. The following courses form part of an articulated sequence:• 12240 Graduate Certificate in Strategic Communication (24 points)• 12340 Graduate Diploma in Strategic Communication (48 points)• 12540 Master of Strategic Communication (96 points)






Progress status 8.(1) A student who fails to make satisfactory progress under Rule 6 after being enrolled at the University for one or twosemesters only is assigned a progress status of 'On Probation' by the Faculty.

(2) Unless the Faculty determines otherwise in exceptional circumstances a student who fails to make satisfactory progressunder Rule 6 and has been enrolled at the University for more than two semesters is assigned a progress status of'Suspended' by the Faculty.

(3) Unless the Faculty determines otherwise in exceptional circumstances a student who has previously been allocated aprogress status of 'Suspended' and fails again to make satisfactory progress under Rule 6 is assigned a progress status of'Excluded' by the Faculty.




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Annual changes to 12220 Graduate Certificate inTranslation Studies

TRIM: F73302ID: 447


Rules








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

(bii) the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3 units of a relevantmajor; major

or



to Admission



4. The following courses form part of an articulated sequence:• 12220 Graduate Certificate in Translation Studies (24 points)• 12320 Graduate Diploma in Translation Studies (48 points)• 12520 Master of Translation Studies (96 points)

Course structure 5.(1) The course consists of units to a total value of 24 points which must include course core units and specialisation units.The course comprises the following specialisations:

SP-CHNSE ChineseSP-FRNCH FrenchSP-GRMAN GermanSP-ITALN Italian











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Proposed postgraduate coursework course phase 2 (detailed proposal) as at 08-09-2016

72580 Master of Forensic Anthropology (coursework orcoursework and dissertation)

TRIM: F81419ID: 1425

This postgraduate coursework course is not yet approved.

Administrative details

Faculty Science


Science

Course coordinator Associate Professor Daniel Franklin

Details

Course code 72580

Title Master of Forensic Anthropology

Abbreviation ofaward

MForAnth

Type of degreecourse

Master's by Coursework or Coursework and Dissertation

AQF course type andlevel

Master's (Coursework) — Level 9

Structure type Named

About this course The Master of Forensic Anthropology has been designed specifically for students to gain knowledge in current developmentsin forensic sciences and particularly those medical and social sciences which are of direct relevance to the application toforensic anthropology. The degree will enable students to undertake advanced studies in forensic anthropolgy. There isconsiderable diversity of research related to forensic anthropology, ranging from traditional morphometrics through tocomputer-graphic facial reconstruction.

Proposed 22/08/2016


Volume of learning

Maximum volume oflearning

96 points

Minimum volume oflearning

72 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Course availability for students

Course offered tostudent categories

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

Course to beregistered onCRICOS?

Yes

Rules




I2





(a)(i) a relevant bachelor's degree, or an equivalent qualification, as recognised by UWA; or (ii) a Graduate Diploma inForensic Antropology or an equivalent qualification, as recognised by UWA.


4.(1) The following courses form part of an articulated sequence:• 72280 Graduate Certificate in Forensic Anthropology (24 points)• 72380 Graduate Diploma in Forensic Anthropology (48 points)• 72580 Master of Forensic Anthropology (96 points)

Course structure 5.(1) The course consists of units to a total value of 96 points (maximum value) which include conversion units to a value of24 points.


(3) Students who have completed ANHB2212 Human Structure and Development and ANHB3324 Human Structure andFunction are granted credit for conversion units up to a value of 24 points.


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


Progress status 8. Unless the Faculty determines otherwise in exceptional circumstances a student who fails to make satisfactory progressunder Rule 6 is assigned a progress status of 'Excluded'.






and


Additional rule(s) 11. Credit

(1) In the case of a student other than one admitted to the course under the provisions of Rule 3(a) (i), the Faculty maygrant credit towards the course up to value of 12 points for comparable units successfully completed at Level 4 or higher.

(2) Credit may be granted on the basis of—

(a) coursework of comparable level and standard completed as part of an approved course at this or another recognisedtertiary institution;

(b) subject to (3), coursework of comparable level and standard completed through Continuing Education at this Universityconsidered by the Faculty to be comparable to Level 4 or Level 5 units;

and/or

(c) subject to (4), work completed in courses provided by professional providers or private educational institutionsconsidered by the Faculty to be comparable to Level 4 or Level 5 units.

(3) Credit granted in respect of work described in (2) (b) must not exceed six points.

(4) Credit granted in respect of work described in (2) (c) must not exceed six points.

Course structure


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FNSC5515 Molecular Osteology 6 points Active

FNSC5611 Ethics and Research Methods in Forensic Science 6 points Active

FNSC5612 Forensic Anthropology I—Introductory Theory and Method 6 points Active

FNSC5614 Forensic Archaeology—Theory and Method 6 points Active

FNSC5622 Scientific Expert Testimony 6 points Active

FNSC5626 Forensic Anthropology II—Advanced Theory and Method 6 points Active

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

FNSC4497 Bio-Archaeology Fieldschool 6 points Proposed

FNSC5516 Forensic Odontology and Introductory Osteology 6 points Active

FNSC5615 Medicolegal Death Investigation 6 points Active

Group B: For students in course by coursework and dissertation, take all units from this group (24 points).

FNSC5649 Forensic Anthropology Dissertation Part 1 12 points Active

FNSC5650 Forensic Science Dissertation (Anthropology) Part 2 12 points Active

Group C: For students in course by coursework only, take all units from this group (24 points).

FNSC5627 Forensic Anthropology Professional Project Part 1 12 points Proposed

FNSC5628 Forensic Anthropology Professional Project Part 2 12 points Proposed

Articulations

Articulation #1

Code 72280

Title Graduate Certificate in Forensic Anthropology

Points 24

Requirements A student who withdraws from the course before completing it, but after completing 24 points includingFNSC5612 Forensic Anthropology 1 - Introductory Theory and Method and FNSC5611 Ethics andReserach Methods in Forensic Science, may apply for the relevant award.

Articulation #2

Code 72380

Title Graduate Diploma in Forensic Anthropology

Points 48

Requirements A student who withdraws from the course before completing it, but after completing 30 points of coreunits, may apply for the relevant award.














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Australian Qualification Framework outcomes

AQF outcomes:Knowledge

Master of Forensic Anthropology - learning outcomes relating to discipline specific knowledge:

Outcome 1: Graduates will be cognizant of the appropriate mediums for scientific communications within the discipline offorensic anthropology specifically and forensic science generally. Students are expected to demonstrate awareness of latestresearch and professional developments in forensic anthropology.

How Achieved: there is a clear requirement that students demonstrate an awareness of contemporary knowledge - this isprovisioned though written assessments in the core units, and the large body of work that must be submitted in the 24-pointDissertation. Students must also attend compulsory weekly lab group meetings in which newly published research iscritically evaluated and discussed.

Outcome 2: Graduates are expected to be able to competently design and implement independent research based on ahighly developed understanding of previous related research (within the context of existing knowledge).

How achieved: From the very first core unit (FNSC5611) students are introduced to ethical scholarship and researchprinciples. Independent research is performed initially in FNSC5626 (small scale) in preparation for a large scale researchproject of specific relevance to the practice of forensic anthropology (24-point professional project). Professional practice(e.g. submission of professional reports at behest of a legal authority and/or acting as an expert witness in a court of law) isalso invigilated within FNSC5612, FNSC5626, FNSC5622 & the professional project unit (24pt pending).

AQF outcomes:Skills

Master of Forensic Anthropology - learning outcomes relating to discipline specific skills:

Outcome 1: Graduates are expected to understand which particular anthropological method(s) are most appropriately suitedfor application to a specific casework scenario. The latter is an ethical requirement of professional practice that requirehighly developed skills in literature searching, critical evaluation of those works, and the ability to synthesize large andcomplex bodies of existing data and apply it practically. Graduates are thus expected to have the skills required to evaluatecomplex ideas and methods as they relate to their work as both a scientist and forensic professional.

How Achieved: there are specific modules within professional discipline specific units (e.g. FNSC5626) that teach studentshow to critically evaluate published sources and methods, in particular to understand what legal requirements must be metto facilitate the application of any given method in forensic casework. Students will also complete units that teach requisitestatistical skills (e.g. FNSC5611) and their ability to select and apply established methods is initially developed in FNSC5626and thereafter in the Forensic Anthropology Professional Project Unit (pending), which is taught following establishedguidelines for professional practice in Forensic Anthropology (e.g. professional accreditation bodies and scientific workinggroups).

Outcome 2: Graduates will demonstrate competence in scientific and professional communication in a variety of media andpractical scenarios. The work of a forensic scientist is somewhat unusual as it requires highly developed skills tocommunicate complex scientific knowledge to an audience that has very little understanding of science in general – themain example of this is in the presentation of expert testimony to a jury (comprising people often of very low educationlevels) in a court of law. The other end of the spectrum is the presentation of research and technical data to peers thatcontributes to scholarship and/or professional practice (e.g. publication in peer-reviewed journals; conference papers – toname but a few). Graduates will concurrently demonstrate competence in the critical interpretation of theoretical andpractical scholarship in their discipline as presented in a variety of media (e.g. peer reviewed papers, conference papers,technical reports, expert testimony).

How Achieved: the importance of professional communication is a central tenant in the present Master degree. Oralpresentation workshops are run in FNSC5611 and students also must undertake seminar presentations relating to theirindependent research (FNSC5626 and professional project). Experience in writing technical reports and preparing posterpresentations is also achieved in the latter (plus a variety of other units – e.g. FNSC5614). Weekly lab-group meetings, andmonthly public lectures, also require students to attend, but importantly participate in, presentations to both professionaland non-specialist audiences.

AQF outcomes:Application ofknowledge andskills

Master of Forensic Anthropology - learning outcomes relating to application of discipline specific knowledge to skills

Outcome 1: Graduates are expected to demonstrate an ability to undertake independent research and perform professionalwork with a high degree of autonomy. The present master programme provides not only theoretical knowledge, but theskills necessary to translate the latter into professional practice in the context of independent research, or in theprovisioning of forensic casework analyses, reports and testimony.

How Achieved: Graduates at the Master level will be able to apply their knowledge and skills to demonstrate autonomy,expert judgment, adaptability and responsibility as a practitioner. The theoretical background is largely attained in the first12 months of the master programme (first 48 points), with that knowledge being tested by the preparation and presentationof an expert witness case-report in a moot-court, under cross-examination of real criminal lawyers (FNSC5622). There isperhaps no experience more challenging (and isolating) than a cross examination – students have to demonstrateindependent critical thinking and very rapidly answer to their work – all without any help whatsoever. They are also whollyaccountable for their reports and testimony. Students must also undertake a full anthropological case analysis (FNSC5622)in which they prepare and present a skeletal case analysis. They are also expected to present their findings both orally (tothe student cohort) and in the form of a professional paper. These are but two (of many) examples of how this degreefacilitates autonomy in learning and prepares graduates for professional autonomous practice. The second year of thedegree further develops those skills in the context of independent research and professional practice projects.

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Educational principles

Educational Principles Proposer response

Educational Principle1To develop disciplinary andinterdisciplinary knowledgeand skills through study andresearch-based enquiry, atinternationally recognisedlevels of excellence.- to think, reason andanalyse logically andcreatively - to questionaccepted wisdom and beopen to innovation- to acquire the skills neededto embrace rapidly changingtechnologies

Educational Principle 1 is embedded within both the research design and analysis components (FNSC5611, FNSC5612-5626 in the first year; and FNSC5627, FNSC5628 in the second year) of the course and the practicum components. Theresearch design and analysis components will teach students the principles of employing appropriate research designs toaddress empirical questions in a professional setting. These and other units (especially FNSC5622) will also educatestudents in relation to limitations of research that they will inevitably encounter whilst working as a professional forensicanthropologist, and how to undertake appropriate critical evaluation of extant research and knowledge in their discipline.The practicum component of this course will facilitate student exposure to 'real-world' problem solving which will requirecreative application of the principles they will learn during their university-based coursework component. Students willalso be exposed to technologies employed by forensic practitioners, albeit considerable experience will also be achievedthrough the general coursework.

Educational Principle2To further develop skillsrequired to learn, and tocontinue through life tolearn, from a variety ofsources and experiences.- to develop attitudes whichvalue learning- to acquire skills ininformation literacy

Educational Principle 2 is embedded in all aspects of the course. All of the coursework will include a significant proportionof continuous assessments that require students to undertake independent (but also group – see below) learningactivities. Students are engaged to undertake research within the academic and professional (e.g. forensic policing)literature, collect and analyse laboratory data, and present findings in format appropriate for layperson and expertinterpretation (e.g. expert witness reports – FNSC5622). Students will receive feedback on all assessments, in some casesfrom practitioners (e.g. forensic police and lawyers). The practicum component of the course will incorporate a substantialself- and peer-reflective feedback element, which will promote the ongoing learning of all students and train them toregularly critically evaluate their ongoing skill development throughout their careers.

Educational Principle3To develop personal, social,and ethical awareness in aninternational context- to acquire cultural literacy- to respect Indigenousknowledge, values andculture- to develop ethicalapproaches and maturejudgement in practical andacademic matters- to develop the capacity foreffective citizenship,leadership and teamwork

Educational Principle 3 is embedded within many aspects of the coursework. For example, FNSC5611 (Ethics andResearch Methods) considers issues around ethical professional and academic practice, professional standards andappropriate decision-making. Further, Nearly all components of the course incorporate discussions of ethical matters, withthe Scientific Working Group for Forensic Anthropology (SWGANTH) forming the guiding principles of this course. Studentswill develop teamwork skills throughout the program as they participate in group projects. Further, almost all practicumswill see the students working closely with their supervisors and other colleagues within the respective partnerorganisations.

Educational Principle4To communicate clearly,effectively and appropriatelyin a range of contexts- to develop spoken andwritten Englishcommunication skills at highlevels- to acquire skills in criticalliteracy and interpersonalcommunication

Educational Principle 4 is embedded within most aspects of the coursework and all aspects of the practicum component ofthe course. In the coursework, students are regularly assessed on their ability to write and communicate verbally inappropriate language to both subject matter experts and laypersons (e.g. presenting expert evidence in a court of law,public lectures and engagement, through to presentation of scientific papers). This is achieved through simulations ofprofessional discipline-specific projects, with real practitioners regularly invited to be involved in assessment processes.The practicum/professional component of the Master degree will allow students to work closely with practitioners from avery wide variety of backgrounds and work experiences. Thus, in this course, students will be given many opportunities todevelop their communication skills in a manner that should see them communicate effectively in their future jobs.

Employment destinations

Employmentdestinations

Many students who choose this programme are likely to do so to achieve the necessary osteological/forensic knowledge forrelevant PhD study. Others are seeking employment in mainstream forensics. To that end, graduates of this course may findemployment opportunities as a forensic scientist generally (or anthropologist specifically) in both the public and privatesector, including areas such as the forensic science industry, science-based industries, teaching, government agencies,state and federal police, ASIO, correctional services and community services. Other possible career options include workingas a freelance forensic anthropologist, or employment with a private forensic company, a national institution, or the UnitedNations.

Rationale forexpectedemploymentdestinations

Based on data collated by the American Academy of Forensic Sciences, Australian and New Zealand Forensic ScienceSociety, other national and international universities with extant forensic programmes (e.g. Deakin; University ofEdinburgh). Also based on the experience of our alumni to-date.

Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

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Duration, intake and attendance

Duration of course 1.5 years

Duration of courseat maximum volumeof learning

2 years

Intake periods(broad)

Beginning of year only

Intake periods(specific teachingperiods)

Semester 1

Attendance type Full- or part-time

Time limit 5 years

Additional Information

Additionalinformation(detailed proposal)

Forensic Anthropology shares a common lineage to cultural Anthropology as it involves the study of humankind - that whereany similarity ends. Forensic Anthropology is distinct from the latter as it involves (traditionally) the study of human skeletalremains, albeit not in the context of cultural identities (etc), but physical morphological attributes that help to establishindividual identity – the latter is undertaken at the behest of a legal authority. It is a distinct scientific discipline in its ownright as recognised by the establishment of it as an stand–alone discipline within the American Academy of ForensicSciences in 1979.


Phase Event Date Outcome Notes

2 Faculty 18-08-2016 Endorsed: Science Executive Resolved 43/2016Approval reference:http://www.science.uwa.edu.au/staff/committee/science/executive

2 Curriculum Committee Not yet endorsed

2 Academic Council Not yet approved


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72380 Graduate Diploma in Forensic AnthropologyTRIM: F81420

ID: 1426



Faculty Science


Science


Details

Course code 72380



GDipForAnth


Graduate Diploma


Graduate Diploma — Level 8


About this course This degree has been designed specifically to acquaint students with current developments in basic forensic sciences andparticularly those medical and social sciences which are of direct relevance to the application to forensic anthropology.

Proposed 22/08/2016


Volume of learning

Volume of learning 48 points


Yes





Yes

Rules








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

(ii) a Graduate Certificate in Forensic Anthropology, or an equivalent qualification, as recognised by UWA.

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4.(1) The following courses form part of an articulated sequence:• 72280 Graduate Certificate in Forensic Anthropology (24 points)• 72380 Graduate Diploma in Forensic Anthropology (48 points)• 72580 Master of Forensic Anthropology (96 points)










Additional rule(s) 11. Credit

The Faculty may grant credit towards the course up to a value of 12 points for units successfully completed at Level 4 orhigher.

Course structure






FNSC5622 Scientific Expert Testimony 6 points Active





FNSC5615 Medicolegal Death Investigation 6 points Active

Articulations

Articulation #1

Code 72580


Points 96

Requirements A student who withdraws from the course before completing it, and completes 48 points including 36points of core units, may apply for the relevant award.

Articulation #2

Code 72280


Points 24










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Requirements A student who withdraws from the course before completing it, but after completing 24 points includingFNSC5611 Ethics and Research Methods in Forensic Science and FNSC5612 Forensic Anthropolog1Introductory Theory and Method and 12 points of option units, may apply for the relevant award.



Graduate Diploma of Forensic Anthropology - learning outcomes relating to discipline specific knowledge: Outcome 1:Graduates will be cognizant of the appropriate mediums for scientific communications within the discipline of forensicanthropology specifically and forensic science generally. Students are expected to demonstrate awareness of latestresearch and professional developments in forensic anthropology. How Achieved: there is a clear requirement that studentsdemonstrate an awareness of contemporary knowledge - this is provisioned though written assessments in the core units.Students must also attend compulsory weekly lab group meetings in which newly published research is critically evaluatedand discussed. Outcome 2: Graduates are expected to be able to competently design and implement independent researchbased on a highly developed understanding of previous related research (within the context of existing knowledge). Howachieved: From the very first core unit (FNSC5611) students are introduced to ethical scholarship and research principles.Independent research is performed initially in FNSC5626 (small scale) in preparation for a large scale research project ofspecific relevance to the practice of forensic anthropology (24-point professional project). Professional practice (e.g.submission of professional reports at behest of a legal authority and/or acting as an expert witness in a court of law) is alsoinvigilated within FNSC5612, FNSC5626 & FNSC5622.

AQF outcomes:Skills

Graduate Diploma of Forensic Anthropology - learning outcomes relating to discipline specific skills:


How Achieved: there are specific modules within professional discipline specific units (e.g. FNSC5626) that teach studentshow to critically evaluate published sources and methods, in particular to understand what legal requirements must be metto facilitate the application of any given method in forensic casework. Students will also complete units that teach requisitestatistical skills (e.g. FNSC5611) and their ability to select and apply established methods is initially developed in FNSC5626,which is taught following established guidelines for professional practice in Forensic Anthropology (e.g. professionalaccreditation bodies and scientific working groups).


How Achieved: the importance of professional communication is a central tenant in the present degree. Oral presentationworkshops are run in FNSC5611 and students also must undertake seminar presentations relating to their independentresearch (FNSC5626 and professional project). Experience in writing technical reports and preparing poster presentations isalso achieved in the latter (plus a variety of other units – e.g. FNSC5614). Weekly lab-group meetings, and monthly publiclectures, also require students to attend, but importantly participate in, presentations to both professional and non-specialistaudiences.


Graduate Diploma of Forensic Anthropology - learning outcomes relating to application of discipline specific knowledge toskills Outcome 1: Graduates are expected to demonstrate an ability to undertake independent research and performprofessional work with a high degree of autonomy. The present programme provides not only theoretical knowledge, but theskills necessary to translate the latter into professional practice in the context of independent research, or in theprovisioning of forensic casework analyses, reports and testimony. How Achieved: graduates will be able to apply theirknowledge and skills to demonstrate autonomy, expert judgment, adaptability and responsibility as a practitioner. Thetheoretical background is thus attained over the course of 12 months, with that knowledge being tested by the preparationand presentation of an expert witness case-report in a moot-court, under cross-examination of real criminal lawyers(FNSC5622). There is perhaps no experience more challenging (and isolating) than a cross examination – students have todemonstrate independent critical thinking and very rapidly answer to their work – all without any help whatsoever. They arealso wholly accountable for their reports and testimony. Students must also undertake a full anthropological case analysis(FNSC5622) in which they prepare and present a skeletal case analysis. They are also expected to present their findingsboth orally (to the student cohort) and in the form of a professional paper. These are but two (of many) examples of how thisdegree facilitates autonomy in learning and prepares graduates for professional autonomous practice. The second year ofthe degree further develops those skills in the context of independent research and professional practice projects.

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Course delivery



Location Percentage

UWA (Crawley) 100%

I11


Duration of course 1 year


1 year


Beginning of year and mid-year


Semester 1, Semester 2

Attendance type Full-time only

Time limit 4 years










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72280 Graduate Certificate in Forensic AnthropologyTRIM: F81421

ID: 1427



Faculty Science


Science


Details

Course code 72280



GradCertForAnth


Graduate Certificate


Graduate Certificate — Level 8


About this course This degree has been designed specifically to acquaint students with current developments in basic forensic sciences andparticularly those medical and social sciences which are of direct relevance to the application to forensic anthropology.

Proposed 22/08/2016


Volume of learning

Volume of learning 24 points


Yes





No

Rules








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

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4. The following courses form part of an articulated sequence:• 72280 Graduate Certificate in Forensic Anthropology (24 points)• 72380 Graduate Diploma in Forensic Anthropology (48 points)• 72580 Master of Forensic Anthropology (96 points)










Course structure







FNSC5615 Forensic Entomology and Death 6 points Active

FNSC5622 Expert Testimony (Anthropology) Part 1 3 points Active




Articulations

Articulation #1

Code 72580


Points 96

Requirements

Articulation #2

Code 72380


Points 48

Requirements










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Graduate Certificate of Forensic Anthropology - learning outcomes relating to discipline specific knowledge:

Outcome 1: Graduates will be cognizant of the appropriate mediums for scientific communications within the discipline offorensic anthropology specifically and forensic science generally. Students are expected to demonstrate awareness of latestresearch and professional developments in forensic anthropology.

How Achieved: there is a clear requirement that students demonstrate an awareness of contemporary knowledge - this isprovisioned though written assessments in the core units. Students must also attend compulsory weekly lab group meetingsin which newly published research is critically evaluated and discussed.

AQF outcomes:Skills

Graduate Certificate of Forensic Anthropology - learning outcomes relating to discipline specific skills:


How Achieved: there are specific modules within professional discipline specific units (e.g. FNSC5611 and 5612) that teachstudents how to critically evaluate published sources and methods, in particular to understand what legal requirementsmust be met to facilitate the application of any given method in forensic casework. Students will also complete units thatteach requisite statistical skills (e.g. FNSC5611) and their ability to select and apply established methods is initiallydeveloped in FNSC5612, which is taught following established guidelines for professional practice in Forensic Anthropology(e.g. professional accreditation bodies and scientific working groups).


How Achieved: the importance of professional communication is a central tenant in the present degree. Oral presentationworkshops are run in FNSC5611. Experience in writing technical reports and preparing poster presentations is also achievedin the latter (plus a variety of other units – e.g. FNSC5614). Weekly lab-group meetings, and monthly public lectures, alsorequire students to attend, but importantly participate in, presentations to both professional and non-specialist audiences.


Graduate Certificate of Forensic Anthropology - learning outcomes relating to application of discipline specific knowledge toskills

Outcome 1: Graduates are expected to demonstrate an ability to make high level judgements in a variety of professionaland specialised contexts, in addition to performing professional work with a high degree of autonomy. The presentprogramme provides not only theoretical knowledge, but the skills necessary to translate the latter into professionalpractice.

How Achieved: graduates will be able to apply their knowledge and skills to demonstrate autonomy, expert judgment,adaptability and responsibility as a practitioner. The theoretical background is attained over the course of 6 months. Forexample, during the certificate course, students e required to undertake a full anthropological case analysis (FNSC5612)also learn the skills required to critically evaluate existing technical knowledge in the literature (FNSC5611). Specializedtechnical knowledge is tested in FNSC5164, in which students act as consultant forensic archaeologists to excavate a mockclandestine human burial - a technical report must also be written and submitted. Students are directly responsible for theethical and legally appropriate documentation of that crime scene.





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Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 0.5 years


0.5 years


Beginning of year and mid-year


Semester 1, Semester 2

Attendance type Full-time only

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Time limit 2 years










members of the curriculum committee · 2016-09-08 · file ref: f68752 2 welcome the chair will...

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