Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- Herston
- Coordinating unit
- Public Health School
This foundation course will advance your knowledge and skills for culturally safe public health practice, when working with First Nations Australian peoples to support community health and wellbeing.
Utilising a strengths-based and decolonising lens, the course will explore strategies to enhance health and support the well-being of First Nations communities throughout different stages of life.
We will encourage students to self-reflect on cross-cultural interactions to foster culturally safe practices and use critical self-reflexivity skills to analyse their cultural values and privileges when working with First Nations communities.
Students will also examine how key historical factors and determinants of health sustain racial health inequities. Central to your learning in this course, is the foregrounding the voices, scholarship, and cultures of First nations peoples.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
PUBH7200
Course contact
Course staff
Lecturer
Dr Heena Akbar
Ms Mel Muscat
Mr Wayne Williams
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Whether your course is delivered internally (weekly lectures and tutorials at Herston campus) or externally, all course information can be found on the course Blackboard site.
To log on to Blackboard, click here: https://www.elearning.uq.edu.au/
Aims and outcomes
The aim of this course is to provide you with a critical understanding of the role of racism in sustaining First Nations Australians health inequities, and to develop your critical self-reflection skills to decolonise public health policy and practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and apply a culturally safe practice.
LO2.
Describe Aboriginal and Torres Strait Islander health in a historical context and analyse the impact of colonial processes on First Nation health outcomes.
LO3.
Apply and critically assess the role of the determinants of health to global and national First Nations health outcomes.
LO4.
Apply a health equity framework to analyse the strengths of First Nations led health initiatives.
LO5.
Apply participatory and collaborative approaches to create sustainable, culturally safe and responsive health policy, services, and systems.
LO6.
Demonstrate skills in written and oral communication, advocacy, reflection, digital capabilities, and teamwork.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Portfolio, Reflection | Critical Reflexivity Portfolio through Decolonising Lens | 45% |
VLog 1 (A Personal Standpoint) 8/08/2024 2:00 pm VLog 2 (Culturally Safe Practice) 29/08/2024 2:00 pm VLog 3 (Advocacy and Health Systems) 19/09/2024 2:00 pm |
| Presentation | Health Equity Pitch: Using Strength-Based to Address Health Equity for First Nations Australians | 40% |
12/09/2024 2:00 pm |
| Reflection | Written Meta-reflection | 15% |
4/11/2024 2:00 pm |
Assessment details
Critical Reflexivity Portfolio through Decolonising Lens
- Mode
- Product/ Artefact/ Multimedia
- Category
- Portfolio, Reflection
- Weight
- 45%
- Due date
VLog 1 (A Personal Standpoint) 8/08/2024 2:00 pm
VLog 2 (Culturally Safe Practice) 29/08/2024 2:00 pm
VLog 3 (Advocacy and Health Systems) 19/09/2024 2:00 pm
Task description
A Reflexive Portfolio is a digital collection of your reflexive inquiries into big questions and themes prompted through the Semester in INDH7002. These questions or themes will be weaved through Lectorials and Tutorials, however, the Portfolio gives students the personal space to dive deep into their own reflexive processes. Developing a strong reflexive practice is foundational to being a respectful, culturally sensitive, equitable, and well-informed practitioner, scholar and Ally. Reflexivity is vital to understanding how cultural paradigms and our own experiences influence our worldviews, unconscious biases, and philosophy in healthcare and research.
This Portfolio involves three discrete but connected video log (vlog) submissions. For each submission, you are asked to complete a Digital Module (each extending on Lectorial content).
- Module 1: is linked with your first reflexive Vlog (a personal standpoint (15%)
- Module 2: in linked with your second reflexive Vlog (culturally safe practice (15%)
- Module 3: is linked with your third reflexive Vlog (advocacy and health systems) (15%)
The Modules will provide you the space to reflect on, in and for culturally safe practice and engage with broader social and political issues impacting Aboriginal and Torres Strait Islander peoples’ health outcomes.
Purpose: To demonstrate your developing capabilities to apply critical self-reflection skills and discuss your understanding of key concepts and experiences of learning and application to your future public health professional practice.
Audience and your role: Your role: Draw from your own standpoint as an INDH7002 student. Audience: The INDH7002 teaching team
Submission type: 3 x Individual reflective video logs
Format:
- 3 minutes Vlog
- Referencing style APA 7th (include a reference slide)
- Individual task
Learning Objectives Assessed: (1, 2, 3, 6)
Getting Started: Your video logs (Vlog) should:
- Present your video log in first person and use active voice
- Vlogs should be 3 minutes (+/-10%).
- Draw from examples to substantiate your reflections (e.g. when making a point about something, an example helps bring that idea to life).
- Engage with each Module and suggest readings. We encourage you to go beyond the suggested readings and integrate broader literature. We particularly encourage engagement with First Nations scholarship to deepen your thinking.
- Each Module on Blackboard has suggested questions (located in the designated Module folder on Blackboard), and these are designed to support you to deepen your reflection. There is no single way to prepare a submission, they are entirely personal. The prompted questions will help you think and reflect along a particular ‘line of inquiry’ as you explore the theme or questions raised by each Module.
- Critically self-reflect and examine your own beliefs, values, biases, stereotypes, preconceptions, and/or assumptions in relation to concepts and learnings and define new modes of thinking as a result. Discuss connections between the new modes of thinking and the learning experience and materials from other courses; experience; and/or personal goals to your future cultural safe public health practice.(or experiment with) decolonising your writing and thinking in respectful ways. For example, the prioritising of First Nations scholarship is one way. An Acknowledgment of Country on your submission (which will not be included in your time limit) is another way. Be creative and learn appropriate and respectful ways to decolonise your work from First Nations scholars.
- Use APA7 style referencing.
Submission guidelines
- All assessment items are conducted via the Blackboard site. This includes all Undergraduate and Postgraduate (internal and external) courses. Instructions are provided for each assessment item on each course site.
- Follow the instructions regarding Assessment submission on your Blackboard site. Instructions will vary from course to course, and in some cases, instructions will vary for different assessment items within a course. For example, you may be asked to label submissions in a particular way, or you may be asked to submit via a TurnItIn link or use a cover sheet. If you are instructed to submit a cover sheet, complete each section carefully, with the correct course name and number, assignment number and title, and your Course Coordinator's name. Typing your name in the Declaration will suffice as your signature that the work has not been plagiarised. An electronic copy of the School of Public Health assignment cover page is available on each Blackboard site. However, some course coordinators include a cover sheet in a template document that they wish you to submit. The most important thing is that you should make yourself aware of the requirements for assessment submission for each course item and follow the instructions completely. If in doubt, ask your tutor or Course Coordinator.
- Further information on University policies and procedures is available under Manage my program at https://my.uq.edu.au/.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Please refer to the Policies and guidelines
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Health Equity Pitch: Using Strength-Based to Address Health Equity for First Nations Australians
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40%
- Due date
12/09/2024 2:00 pm
Task description
As a public health consultant, you have been invited to work with a ‘mainstream’ (non-Indigenous run/led) organisation. The organisation has heard of the newly launched ‘Making Tracks Together’ Queensland’s Aboriginal and Torres Strait Islander Health Equity Framework (click on the link) and have invited you to meet with the leaders of the organisation. You have been asked to showcase the potential value and opportunities of the Health Equity Framework for this organisation.
Purpose: To advocate for the value of the Health Equity Framework via an oral presentation to leaders of an organisation committed to health equity for Aboriginal and Torres Strait Islander peoples
Audience and your role: Your role: Public Health Consultant Audience: A non-Aboriginal and Torres Strait Islander organisation (of your choosing) who are committed to the (chosen) health equity issue
Submission type: Recorded presentation (PowerPoint slides are suggested) with your camera on.
Format:
- Oral presentation limit: 8 minutes
- Referencing APA 7th (include a reference slide)
- Individual task
Learning Objectives Assessed: (1, 2, 3, 4, 5, 6)
Getting Started: Developing Your Health Equity Pitch
- Choose a health equity issue that relates to Aboriginal and Torres Strait Islander peoples in the settler-state called Australia.
- You can select an issue of relevance to First Nations peoples outside of Queensland (but needs to be focused on the Australian context).
- This health equity issue could draw on wider determinants of health – e.g. housing, transport, livelihoods.
- Explain how this health issue is an equity issue.
- Choose an audience you will speak to who is invested in this health equity issue.
- This audience needs to be a ‘mainstream’ / non-Indigenous organisation, health service, not-for-profit, or non-governmental organisation that services First Nations peoples. If they are based outside of Queensland, that is fine, but the pitch needs to be tailored accordingly (i.e. it is a Framework for Queensland – so you may take the ‘what can be learned’ approach).
- Research the organisation so your pitch can be as tailored as possible.
- Drawing on peer-reviewed and grey literature (organisational reports), develop a case for this health equity issue. This can include:
- Take a strengths-based approach to ‘set the scene’ for the audience on this health equity issue. Do so while also acknowledging the broader determinants of health. Make the link between the equity issue and health and wellbeing (e.g. how housing relates to health and wellbeing).
- Introduce, define and contextualise health equity (particularly within Australia's historical/settler-colonial context).
- Introduce the Health Equity Framework and make it clear how this Framework holds value or opportunities for your audience.
- Introduce the health equity framework and briefly place it in the wider policy/health service delivery context for Australian health services/organisations
- Provide a critical analysis of this framework within the context of the topic and organisation you are presenting to.
- Make explicit the value this Framework holds for the organisation. For example, introduce the Health Equity Strategy Priority Areas and select ONE (that best fits this health equity issue and the chosen audience). Then link the Priority Area with the context using available data and evidence tell the story of how this Priority Area could be of value to this organisation. Alternatively, you could widen the lens to consider what can be learned from this Framework as a broader legislative milestone and how this relates to the organisation and topic at hand.
- Describe the opportunities for implementation or learning that this Framework brings for the selected audience. Make this explicit and develop an argument about how/why these opportunities might be of value in the short- and long-term.
- Propose (suggested) next steps based on the opportunities outlined.
- This is where you will succinctly wrap up the pitch and clearly articulate what you suggest as possible next steps for the organisation.
Preparing your presentation:
- Prepare PowerPoint slides that are engaging and visually appealing.
- Reduce the amount of text on the slides (opting for visuals instead) and use large font size.
- Anything longer than 8 minutes will not be marked so be sure to keep your presentation under 8 mins.
Recording your presentation:
- We strongly recommend using Zoom or Kaltura for recording for Pitch – see instructions in your Assessment 2 folder on Blackboard.
- Be sure to include the References slide in the recorded presentation, so that this can be marked.
Use APA7 style referencing.
Submission guidelines
- All assessment items are conducted via the Blackboard site. This includes all Undergraduate and Postgraduate (internal and external) courses. Instructions are provided for each assessment item on each course site.
- Follow the instructions regarding Assessment submission on your Blackboard site. Instructions will vary from course to course, and in some cases, instructions will vary for different assessment items within a course. For example, you may be asked to label submissions in a particular way, or you may be asked to submit via a TurnItIn link or use a cover sheet. If you are instructed to submit a cover sheet, complete each section carefully, with the correct course name and number, assignment number and title, and your Course Coordinator's name. Typing your name in the Declaration will suffice as your signature that the work has not been plagiarised. An electronic copy of the School of Public Health assignment cover page is available on each Blackboard site. However, some course coordinators include a cover sheet in a template document that they wish you to submit. The most important thing is that you should make yourself aware of the requirements for assessment submission for each course item and follow the instructions completely. If in doubt, ask your tutor or Course Coordinator.
- Further information on University policies and procedures is available under Manage my program at https://my.uq.edu.au/.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Please refer to the Policies and guidelines
Late submission
Students are encouraged to submit by the due date.
Written Meta-reflection
- Mode
- Written
- Category
- Reflection
- Weight
- 15%
- Due date
4/11/2024 2:00 pm
Task description
In the spirit of fine tuning your reflexive practice as a future health practitioner, scholar and advocate, this Assessment asks you to submit a visual and written documentation of your learning journey through INDH7002 which synthesises significant areas of personal learning and insight.
Supported by your Reflexive Portfolio (Task 1), this meta-reflection allows you to pause and zoom out on your learning journey. It is worth considering key themes raised in the Modules, Lectorials and Tutorials, and that have featured in your Assessment. This meta-reflection allows the space for a revised Standpoint (as per Reflexive Portfolio submission 1) and a synthesis of your learning journey. This latter part will be supported a series of questions designed to prompt you to deepen an understanding of your journey in INDH7002. Be sure to integrate peer-reviewed and grey literature in your writing.
Purpose: To reflect
Text type: Written meta-reflection
Your role: Write from your own standpoint; as an INDH7002 student.
Audience: The INDH7002 Teaching Team
Conditions: 1500 words; APA 7th, minimum 6 references; individual task
Getting Started:
This submission involves two parts – (1) a revised written Standpoint, and (2) a synthesis of your learning journey over the Semester. The following is designed to support you with both. Remember that these two ‘parts’ may be combined, rather than separated out or compartmentalised. In addition, visual elements to your submission may help elucidate that which is difficult to express in written English. See below for supportive prompts to help you with your submission.
As you revise your Standpoint (from your Task 1a submission in your Reflexive Portfolio), consider the following:
· Aspects of your identity (social and cultural positioning), where and who you come from, your values/beliefs that guide you
· How these aspects of your identity shape your life, experiences and choices
· Your relationship to the discipline of public health – as a knowledge system that shapes how you move, think and act in the world.
To support you in identifying key themes in your learning journey, consider topics that have struck a personal chord for you, including:
· Looking at your initial Standpoint (from Module 1a Reflexive Portfolio), reflect on what’s changed, what do you now wish to emphasise or explore that you didn’t early on, how has your relationship to the discipline of public health and Western knowledge systems shifted over this time?
· What aspects of the Modules resonated strongly with you? What aspects raised intrigue, surprise, confusion, frustration, anger etc, if any? How might your emotions here point you to something that could be of relevance to your own learning journey in this course?
· What have you learned for yourself about allyship and working in solidarity with Aboriginal and Torres Strait Islander peoples?
· What have been some key insights you’ve gained through these Modules, the readings/scholarship and the course as a whole (including the modality of delivery)?
· What have you learned about yourself in this course? How have these Modules (and the course) shaped you as a (whole) person, and as a future evidence-informed practitioner/scholar/advocate?
You may wish to include visual element/s to your submission. This may include personal art, photograph/s, or conceptual mind-mapping. It may also include art produced by other people, in which case please properly acknowledge the source/s of all visual elements.
Please note: This task is a written task and not to be presented as a video log (vlog).
Submission guidelines
- All assessment items are conducted via the Blackboard site. This includes all Undergraduate and Postgraduate (internal and external) courses. Instructions are provided for each assessment item on each course site.
- Follow the instructions regarding Assessment submission on your Blackboard site. Instructions will vary from course to course, and in some cases, instructions will vary for different assessment items within a course. For example, you may be asked to label submissions in a particular way, or you may be asked to submit via a TurnItIn link or use a cover sheet. If you are instructed to submit a cover sheet, complete each section carefully, with the correct course name and number, assignment number and title, and your Course Coordinator's name. Typing your name in the Declaration will suffice as your signature that the work has not been plagiarised. An electronic copy of the School of Public Health assignment cover page is available on each Blackboard site. However, some course coordinators include a cover sheet in a template document that they wish you to submit. The most important thing is that you should make yourself aware of the requirements for assessment submission for each course item and follow the instructions completely. If in doubt, ask your tutor or Course Coordinator.
- Further information on University policies and procedures is available under Manage my program at https://my.uq.edu.au/.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Please refer to the Policies and guidelines
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: (typically 0 - 19%) |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: (typically 20 - 44%) |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: (typically 45- 49%) |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: (typically 50 - 64%) |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: (typically 65 - 74%) |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: (typically 75 - 84%) |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: (typically 85 - 100%) |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
To pass this course, students must submit all assessment items
Please note the following regarding assessment
- Students are required to submit all components of the assessment to pass the course.
- Students are expected to demonstrate critical thinking and use of the academic literature (journals, reports and texts). You are also required to do wider reading than only the references supplied.
- Assignments will be marked as quickly as possible, normally within two weeks and returned to you.
- Lectures or engagement with Yarning Podcasts and tutorialﾠattendance are strongly advised.
Assignment Submission:ﾠ
Turnitin no longer automatically emails students a receipt when they upload an assignment.ﾠ Students need to download their receipts manually and keep a copy as proof of submission.ﾠ ﾠ
Assignments for this course will be submitted electronically via Blackboard and/or using Tunitin.ﾠ
Before submitted any assignments for this course you must ensure you have completed UQ’sﾠcompulsory onlineﾠAcademic Integrity Tutorial.
When you successfully submit your assessment, you need to manually download your receipt and keep a copy as proof of submission as Turnitin no longer automatically emails students a receipt when an assignment is uploaded.ﾠ ﾠ
It is the responsibility of the student to check the assignment preview and confirm that the assignment has been successfully submitted.ﾠﾠ
If the submission was not successful:
- Note the error message (preferably take a screenshot)
- Go to your assignment page and see if it is possible to submit again
- If you cannot submit again, immediately email your course coordinator.ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Additional INDH7002 learning resources and information will be provided within relevant folders on the INDH7002 BlackBoard site.
The Library maintains a subject guide for Public Healthﾠwhich features links to Indigenous health resources. Click on:ﾠhttps://guides.library.uq.edu.au/public-health/Indigenous-healthﾠﾠ
ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Week 1: Introduction to Aboriginal and Torres Strait Islander and Indigenous Health |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Week 2: Hidden Histories: Aboriginal and Torres Strait Islander and Indigenous Perspectives of Resistance and Resilience in Pre- and Post-Colonial Context |
Tutorial |
Week 2: Yarning-Up Circle (Tutorial 1) |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Week 3: Identity & Culture: Indigenous Ways of Knowing, Being and Doing |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Week 4: Decolonising Aboriginal and Torres Strait Islander and Indigenous Health |
Tutorial |
Week 4: Yarning-Up Circle (Tutorial 2) |
|
Week 5 (19 Aug - 25 Aug) |
Lecture |
Week 5: The Role of Social Determinants of Health to Address Health Inequity |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Week 6: Evidence Strength-Based Approach: Indigenous Community Controlled Health Services in Public Health Practice |
Tutorial |
Week 6: Yarning-Up Circle (Tutorial 3) |
|
Week 7 (02 Sep - 08 Sep) |
Lecture |
Week 7: Evidence strength-Based Approach: Community-Based Programmes Using A Strength-Based to Improve Indigenous Health |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Week 8: Cultural Determinants of Health: Cultural Identity, Connection to Land, Culture, Language and Self-Determination |
Tutorial |
Week 8: Yarning-Up Circle (Tutorial 4) |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
Week 9: Leadership in Aboriginal and Torres Strait Islander and Indigenous Health |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Week 10: Research with Aboriginal and Torres Strait Islander and Indigenous Communities |
Tutorial |
Week 10: Yarning-Up Circle (Tutorial 5) |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Week 11: Community Advocacy: Implications for Policy and Practice |
Week 12 (14 Oct - 20 Oct) |
Tutorial |
Week 12: Reflection on the Learning Journey and Advocacy Workshop |
Week 13 (21 Oct - 27 Oct) |
Tutorial |
Week 13: Q & A on Assessment, Yarning Reflections and Course Evaluation |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
Course guidelines
School of Public Health (SPH) Guidelines for late submission of progressive assessment - Preamble
To apply for an extension to the due date for a piece of progressive assessment (eg assignments, oral presentations and computer-based assignments) students should complete the online request at https://my.uq.edu.au/node/218/1
Information regarding deferral of in-semester exams and end-of-semester exams is available from https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/deferring-exam
If requesting an extension on medical grounds, a medical certificate must be provided. The extension will be approved for the number of days included in the medical certificate that the student was not fit to study or work, eg if the medical certificate is for 3 days, an extension will be approved for 3 days maximum regardless of the student's request.
If requesting an extension using a Student Access Plan for Disability (SAPD) as evidence, a maximum of 7-day extension will be approved in the first instance. Updated medical documentation, as well as a copy of the SAPD, is required if requesting an extension for more than 7 days.
The maximum time for an in-semester extension is four weeks.
The following SPH guidelines are consistent with the UQ policy. However, the SPH Guidelines contain specific rules and interpretations for SPH courses, and requests for extension and penalties for late submissions will be judged according to the guidelines outlined in this document. You should read both the information in your my.UQ at the following link: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension?p=1#1 and the SPH guidelines (below) before submitting a request for an extension. The SPH Guidelines apply to all courses offered by the School of Public Health unless the ECP explicitly states otherwise.
SPH Guidelines for late submission of progressive assessment
Initial extension for an individual item of assessment – the SPH Teaching & Assessment Support Team and/or the Course Coordinator decides.
This could be for medical or compassionate reasons, or if, in the opinion of the Course Coordinator, there are exceptional circumstances.
Acceptable and unacceptable reasons for an extension are listed at the following link, along with the required evidence to be provided: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension?p=1#1
All requests should be lodged at least 24 hours prior to the due date for the assessment.
If applying for an extension after the due date and time of the assessment item, your request may not be approved. An explanation as to why your request was not submitted prior must be included.
If approved, a new due date will be set. This would generally be no later than 7 days after the original due date, however this can be modified to take account of the circumstances of the request and the time that would have been lost from studies.
If the new due date is past the date for submission of end-of-semester results, the student will receive an INC (incomplete) result.
Second and all subsequent extensions for an individual item of assessment – the SPH Teaching & Assessment Support Team and/or the Program Director together with the Course Coordinator decides.
This would only be approved for exceptional circumstance with supporting documentation.
- Online requests must be made at least 24 hours prior to the due date from the first extension.
- The SPH Teaching & Assessment Support Team and/or the Course Coordinator will consult with the Program Director, who will make the final decision.
- If approved, the new due date would generally be no later than 7 days after the first extension due date.
- The Program Director should consider if remedial or other support should be offered to the student.
- The Program Director should provide a report on these matters as needed at SPH Examiners’ Meetings.
Please Note: In order to support course progression, extensions that total more than 14 calendar days from the original due date of an assessment item will only be approved in very exceptional circumstances. These requests are assessed and approved or denied on a case-by-case basis.
If you have been ill or unable to attend class for more than 14 days, we advise you to carefully consider whether you are capable of successfully completing your courses this semester. You might be eligible to withdraw without academic penalty.
Penalty for late submission
Submission of assignments, practical reports, workbooks, and other types of written assessments after the due date specified in the Electronic Course Profile (ECP) will receive a penalty.
The penalty will be a deduction of 10% RELATIVE PERCENTAGE per day (24 hour period or part thereof, including weekends and public holidays) or for work graded on a 1-7 scale, a deduction of one grade per day, e.g If the original mark is 73%, then 10% relative percentage is 10% of this value, ie 7.3%, The final mark for this assessment item after applying the penalty for 1 day late submission would be 73 -7.3 = 65.7% The same outcome is achieved by multiplying the original score by .9; ie 73 x .9 = 65.7%
The penalty for multiple days late is the relative percentage multiplied by the number of days late.
A submission that is not made within 10 days of the due date will receive a mark of 0% for that assessment item.
Where a student has sought more than one extension, the due date for calculating the penalty will be the due date for the most recently approved extension.
Submission of Medical Certificates
Students are responsible for ensuring that any medical documentation they submit is authentic and signed by a registered medical practitioner. Such practitioners can be identified via the AHPRA website. Also note that:
- Not all online medical services are staffed by registered practitioners
- If the registration status of the practitioner cannot be verified, then an alternative practitioner should be sought
- Students will be held fully responsible for all documentation they submit, even if done so in ignorance of the practitioner's registration status
Medical documentation may be subjected to an audit by the University.
School of Public Health (SPH) Assessment Guidelines
The School of Public Health assessment tasks have been designed to be challenging, authentic and complex. While students may us AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.