Course descriptions

Health Sciences

Level 1 courses: HLTH Health Sciences (1000 level)

HLTH1000 Human Structure and Function
This Course covers the interrelationship between structure and function of the following systems of the human body at an introductory level: the skeletal (with joints and ligaments), muscular, nervous, cardiovascular, respiratory, lymphatic, and digestive. Various levels of structural organisation are addressed, ranging from chemicals, cells, tissues, organs, organ systems, through to the individual. An emphasis is placed on providing students with an overview of the mechanisms that support life and provide and control movement.
HLTH1005 Cellular Biology and Genetics
In this course, students will develop foundational knowledge regarding cell and molecular biology and how it contributes to cellular and organism function. This course will cover topics such as the molecular structure, organisation and functioning of the cell, and introduce students to the importance of cell division, communication and application to human health. This course will cover the role of major macromolecules within cells, such as proteins, carbohydrates, lipids and nucleic acids. In addition, emphasis will be given to understanding DNA replication, regulation of gene transcription, protein synthesis and protein function. The laboratory component of this course will provide students fundamental skills in molecular and cellular biology and allow for the interpretation of scientific results.
HLTH1006 Introduction to Health
This foundation course on health, epidemiology and health promotion will provide students with a comprehensive understanding of public health principles and practices in Australia. Students will examine the determinants of health in line with the Ottawa Charter for Health Promotion and issues of equity and learn how epidemiology is used to investigate key health concerns. The course will cover strategies for promoting health and preventing disease, including health promotion initiatives and policy development. Additionally, it will provide an overview of the Australian health system, highlighting the roles of various health professionals and how they contribute to health promotion and disease prevention.
HLTH1007 Human Growth & Development
This course will develop the knowledge and understanding of how age, gender and developmental stages may each influence the individual’s exercise capacity and motivation to participate in regular physical activity, and how physical activity in turn may influence growth and development. Resistance and endurance training principles for children, adolescents and the older adult will be covered. The unit will investigate changes that occur across the lifespan.
HLTH1008 Exercise Health and Disease
Pre-requisite: HLTH1001 Physical Activity and Health
This course addresses the interaction between physical activity/exercise, health status and chronic disease risk. Students will examine the pathophysiology of common chronic conditions such as cardiovascular disease, diabetes mellitus, obesity, arthritis, and mental illness. Further, students will be equipped with knowledge of the relevant special considerations and modifications to physical activity/exercise interventions when assisting individuals with chronic disease, for the adoption of safe, appropriate, and effective physical activity/exercise habits. Students will also learn about behaviour change strategies alongside lifestyle and exercise counselling skills for optimising lifelong adherence to physical activity/exercise.
HLTH1010 Functional Anatomy for Human Movement
Pre-requisite: HLTH1000 Human Structure and Function
This course will examine the structural characteristics of the human body as they relate to performance and physical activity. Specifically the course will examine joint and muscle architecture, body shape, size, proportionality and composition as well as flexibility, muscular strength and power, and how these variables influence human performance. Students will develop skills that will permit the accurate measurement and assessment of physical capacity and understand how these relate to the identification of strategies designed to improve physical performance. Tutorial activities will provide students with the opportunity to develop assessment skills and identify appropriate strategies designed to optimise human performance.
HLTH1030 Anatomy and Physiology of Body Systems
This course develops an integrated understanding of human anatomy and physiology by examining how structural organisation supports physiological function and regulation. Students will investigate the renal, gastrointestinal, endocrine, reproductive, and sensory systems. This integrated approach will develop students' foundational understanding of normal physiological regulation and learn how disruptions to structure or control mechanisms can lead to dysfunction and disease.
HLTH1044 Anatomy and Physiology for Health and Physical Education
This course will develop student knowledge in the areas of anatomy and physiology. In anatomy, the course will examine the structural organisation of cells and tissues and the functioning of the skeletal, muscular, nervous, circulatory, and respiratory systems. Students will identify basic anatomical and physiological characteristics and features of each system. In physiology, students will examine the physiological responses that occur as a result of exposure to exercise. Students will develop an understanding of methods used to achieve training adaptation for sports participation. Students will become familiar with and be able to apply assessment protocols that report fitness status relevant to in schools.
HLTH1100 Exercise Physiology
Pre-requisite: HLTH1000 Human Structure and Function
This course will examine the physiological responses that occur as a result of exposure to acute or chronically imposed exercise conditions. Students will develop an understanding of the exercise response and the associated benefits that will subsequently impact on the maintenance of a healthy lifestyle, optimise training adaptation for sports participation and assist in disease prevention. Students will become familiar with and be able to apply assessment protocols that report the health and fitness status of school children and adults. This knowledge will provide the skills enabling the student to apply the principles of exercise and the associated benefits in promoting concepts of healthy lifestyle and in the training and preparation for sports participation. Laboratory activities will enable the student to observe and interpret the exercise response and to apply appropriate strategies that will promote health and well being as a consequence of exercise.
HLTH1150 Academic Research and Writing in Health Sciences
In this foundational course, students will develop the skills required to conduct, interpret, and communicate research effectively in the Health Sciences. The course introduces the research process, including understanding different types of health research, identifying credible information sources, and applying effective search strategies to locate and evaluate scholarly literature. Students will learn how to read and interpret scientific articles, analyse and describe data presented in tables and figures, and critically evaluate the quality and relevance of research evidence. The course also emphasises ethical academic practice, including academic integrity, responsible paraphrasing and referencing, and the appropriate use of generative artificial intelligence. Through structured tasks such as annotated bibliographies and literature reviews, students will build core academic writing skills to develop their ability to communicate research findings, preparing them for the research and writing expectations of their degree.
Level 2 courses: HLTH Health Sciences (2000 level)

HLTH2013 Motor Control Development and Learning
Pre-requisites: HLTH1010 Functional Anatomy for Human Movement
This course will introduce students to theories and principles that apply to motor skill acquisition across the lifespan. Basic neural and cognitive control processes underpinning skilled movement will be introduced. Lecture and laboratory activities will examine common theoretical perspectives and evidence-based research to explain motor control and skill acquisition.
HLTH2014 Psychological Aspects of Sport and Physical Activity
Pre-requisites: HLTH1001 Physical Activity and Health
This course will develop an understanding of ways psychological variables such as motivation, self-efficacy, perceived competence, and anxiety can affect an individual's participation in, and enjoyment of physical activity. The impact of psychological factors on adherence to exercise will be examined from different theoretical perspectives and evidence-based research.
HLTH2015 Physiology of Training and Environmental Extremes
Pre-requisites:  HLTH1100 Exercise Physiology
This course will develop an understanding of training responses and the principles of physical conditioning and the development of fitness through regular exercise. Knowledge of the training stimulus and responses related to gender and age differences will also be developed. A detailed understanding of thermoregulation and the consequences of exercise and training in environmental extremes will also be developed. Considerations and principles in developing a training calendar for athletes and coaches will be addressed. Students will also develop knowledge and understanding of the value and principles of athlete assessment in processes of performance enhancement.
HLTH2016 Principles of Strength and Conditioning
Pre-requisites:  HLTH1010 Functional Anatomy for Human Movement
Students will develop a detailed knowledge of human musculoskeletal anatomy as it relates to functional capability and economy of movement. Students will also know and understand the fundamentals of strength training, lifting techniques and training responses and the principles of programme design for the effective application of weight training for developing strength and endurance in gymnasium and sports contexts.
HLTH2017 Health, Fitness and Performance Assessment
Pre-requisites: HLTH1100 Exercise Physiology
This course will develop the knowledge and ability to perform health risk screening and appraisal techniques specific to exercise programmes for health and wellness and sub maximal and maximal fitness testing and athlete profiling. Students will also develop effective practical skills in the presentation of key health screening initiatives and the promotion of wellness within the community.
HLTH2018 Exercise Biomechanics
Pre-requisites:  HLTH1010 Functional Anatomy for Human Movement
This course will examine the kinematic and kinetic variables that impact on movement during physical activity and sport. Additionally, the course will examine the forces acting on and applied by the body that may determine movement outcomes and identify factors and teaching implications that promote efficiency of movement. Tutorial activities will provide students with the opportunity to relate theoretical components to applied situations that will assist in the development of teaching strategies and appropriate skills practices.
HLTH2019 Principles and Applications of Research in Exercise and Sport Science
Pre-requisite:  HLTH1150 Academic Research and Writing in Health Sciences or equivalent AND HLTH1100 Exercise Physiology
This course introduces students to principles of quantitative and qualitative research paradigms relevant to the field of Exercise and Sport Science. Students will be provided with hands-on experience in research design, data collection, and interpretation to strengthen their research capabilities, critical thinking,and communication skills. A focus of this course is to enhance students understanding of the importance and applications of research for evidence-based practice.
HLTH2412 Exercise Prescription & Delivery
Pre-requisites: HLTH2016 Principles of Strength and Training AND HLTH2017 Health, Fitness and PerformanceWith the knowledge and skills developed in the pre-requisite courses, students will apply the principles of health assessment and strength & conditioning in developing and delivering justified exercise programmes for various individual and group needs, for both general health and sports performance. Students will have access to various modern exercise modalities to show initiative and innovation in programme design. On completion of this course students will be able to instruct and supervise individuals or groups confidently for correct exercise technique and safety, and plan for longitudinal exercise programme design.
Level 3 courses: HLTH Health Sciences (3000 level)

HLTH3014 Data Analysis and Experimental Design
Pre-requisite: HLTH1150 Academic Research and Writing in Health Sciences
This course provides an introduction to the iterative nature of scientific investigation. Students will gain a greater understanding of experimental design, data analysis and interpretation of results in research. Basic statistical analyses will be covered; hypothesis development, central tendency, probability, analysis of variance, correlation, regression significance testing and non-parametric statistics. Students will become familiar with a statistical package.
HLTH3015 Nutrition for Health and Physical Activity
Pre-requisite: HLTH1100 Exercise Physiology
This course will examine the function, sources and absorption of proteins, carbohydrates, fats, vitamins, major minerals, water and electrolytes, and the role these play in balanced nutrition. Additionally, this course will investigate dietary requirements through the life cycle, the requirements of athletes and those engaged in regular physical activity, the influence dietary habits may have on the onset of diseased conditions and other contemporary issues in nutrition. Tutorial activities will provide students with the opportunity to research and present a topic related to nutrition, wellness and physical performance. These topical presentations will provide a valuable resource, enhancing teaching and instruction in schools and in the community. This knowledge will provide skills that enable the student to analyse the appropriateness of various diets and food habits and determine and apply nutritional strategies that are effective in promoting health and wellness, decrease the incidence of disease conditions and optimise performance during physical activity.
HLTH3016 Integrated Practice in Exercise & Sport Science
Co-requisite: HLTH3015 Nutrition for Health and Physical Activity
This is the capstone course of the Bachelor of Exercise & Sport Science. The reflection and application of previous program content will allow students to develop an integrated, multifaceted understanding of exercise and sport science in both a clinical and performance setting. Successful completion of this course will see students apply their knowledge to case study-based assessment which reflects their understanding of important compulsory courses including exercise physiology, biomechanics, and strength and conditioning to guide a best-practice industry application.
HLTH3017 Exercise Physiology for Special Populations
Pre-requisite: HLTH1100 Exercise Physiology AND HLTH1008 Exercise Health and Disease
This course will develop the students’ knowledge, understanding and competencies in exercise applications for various special groups within the community including individuals with movement disorders, for pregnant women and for those undergoing injury rehabilitation. The course will also examine the factors that may influence exercise participation, health and sports injury rehabilitation. Students will develop skills that enable effective exercise programming and interventions for these groups of individuals.
HLTH3018 Advanced Biomechanics
Pre-requisite: HLTH2018 Exercise Biomechanics
This course will develop the biomechanical skills of students in the Bachelor of Exercise and Sport Science course beyond what they learn in the introductory biomechanics course. In particular their ability to quantify human movement and interpret their findings as they relate to improving sports performance and injury prevention will be advanced. There will also be an emphasis on mechanical analysis of human movement requiring students to develop their numerical skills.
HLTH3019 Exercise & Sport Science Professional Practice
Pre-requisite: HLTH2412 Exercise Prescription and Delivery
This course comprises of activities in career planning and professional development and places students in relevant exercise and sport science settings under the supervision of suitably qualified and accredited professionals in the exercise and sport sciences domains. Compulsory lectures on career planning, resume preparation, job application and interview techniques will complement the internship experience. The practicum requires the student to complete 150 hours across the academic year. This incorporates such aspects as functional capacity assessment, competency in prescribing and modifying exercise protocols for apparently healthy people. Students wishing to specialise in the sport sciences domain may complete their practicum working with sporting teams or elite athletes under the supervision of an ESSA Accredited Sport Scientist.
HLTH3021 Foundations of Clinical Exercise Physiology Practice
Pre-requisite: All 1st and 2nd year B Exercise & Sport Science courses
This course addresses the foundational principles of Clinical Exercise Physiology professional practice and provides students with an introduction to the roles and responsibilities of an Accredited Exercise Physiologist (AEP) in accordance with legislation, regulations and standards within the Australian healthcare system. This content is explored in the context of contemporary societal health challenges and multi-disciplinary care environments, where students study appropriate professional conduct that is fundamental to effectively working with clients and other health professionals, including verbal and non-verbal communication skills.
HLTH3022 Behaviour Change & Lifestyle Counselling
Pre-requisite: HLTH3017 Exercise Physiology for Special Populations
This course focuses on the psychological aspects of Clinical Exercise Physiology practice, particularly what influences the adoption/maintenance of physical activity/exercise in addition to other health-related lifestyle behaviours. Students will explore the theoretical concepts and evidence-based strategies underlying individualised and effective physical activity/exercise intervention for diverse clientele. Additionally, students will develop skills in motivational interviewing for optimising client’s motivation to change, long-term adherence to exercise and ability to self-manage.
HLTH3023 Cardiorespiratory Exercise Rehabilitation
Pre-requisite: All 1st and 2nd year B Exercise & Sport Science courses
This course equips students with the theoretical knowledge and practical skills to provide AEP services to clients living with cardiorespiratory conditions. Students will examine the pathophysiology of common cardiorespiratory conditions with emphasis on implications for physical activity/exercise, alongside reviewing the evidence-base for exercise rehabilitation. Students will develop knowledge and skills in the performance and interpretation of common cardiorespiratory investigative procedures and assessments as they apply to exercise rehabilitation. Finally, students will formulate, justify and evaluate safe and effective physical activity/exercise interventions for the management of cardiorespiratory conditions.
Level 4 courses: HLTH Health Sciences (4000 level)

HLTH4021 Musculoskeletal Exercise Rehabilitation
Pre-requisite: HLTH3021 Foundations of Clinical Exercise Practice
This course equips students with the theoretical knowledge and practical skills to provide AEP services to clients living with musculoskeletal conditions and injuries. Students will examine the pathophysiology of common musculoskeletal conditions and injuries with emphasis on implications for physical activity/exercise, alongside reviewing the evidence-base for exercise rehabilitation. Students will develop knowledge and skills in the performance and interpretation of common musculoskeletal assessments as they apply to exercise rehabilitation. Finally, students will formulate, justify and evaluate safe and effective physical activity/exercise interventions for the management of musculoskeletal conditions and injuries.
HLTH4022 Neurological & Metabolic Exercise Rehabilitation
Pre-requisite: HLTH3021 Foundations of Clinical Exercise Practice
This course equips students with the theoretical knowledge and practical skills to provide AEP services to clients living with neurological and metabolic conditions. Students will examine the pathophysiology of common neurological and metabolic conditions with emphasis on implications for physical activity/exercise, alongside reviewing the evidence-base for exercise rehabilitation. Students will develop knowledge and skills in the performance and interpretation of common neurological and metabolic investigative procedures and assessments as they apply to exercise rehabilitation. Finally, students will formulate, justify and evaluate safe and effective physical activity/exercise interventions for the management of neurological and metabolic conditions.
HLTH4023 Clinical Exercise Physiology in Cancer & Mental Health
Pre-requisite: HLTH3021 Foundations of Clinical Exercise Practice
This course provides students with the theoretical knowledge and practical skills required to provide AEP services to clients living with cancer and mental health conditions. Students will examine the pathophysiology of common cancers and mental health conditions with emphasis on implications for physical activity/exercise, alongside reviewing the evidence-base for exercise rehabilitation. Students will develop knowledge and skills in the performance and interpretation of common cancer and mental health investigative procedures and assessments as they apply to exercise rehabilitation. Finally, students will formulate, justify and evaluate safe and effective physical activity/exercise interventions for the management of cancer and mental health conditions.
HLTH4024 Clinical Exercise Physiology Practicum 1
Pre-requisite: HLTH3021 Foundations of Clinical Exercise Practice
Accredited exercise physiologists (AEPs) must be able to deliver services competently, diligently, ethically and adapt their application of enhanced knowledge, skills and attributes to practice effectively across different clinical domains and within distinct models of consumer healthcare. This series of practicum courses (HLTH4024, HLTH4025 and HLTH4029) provides students the opportunity to apply their knowledge and skillset in the Clinical Exercise Physiology field, alongside AEPs and other health professionals. Across these courses, students will complete a minimum of 360 hours of AEP practice in various settings and with diverse clinical clientele, under the supervision of qualified practitioners. This practicum component is of critical importance to be eligible to register as an AEP upon graduation, as regulated by ESSA. Practicum settings will include private practice, occupational health, vocational rehabilitation, community health centres, public or private hospitals and relevant sport and educational settings. To foster critical thought, clinical reasoning and the ability to evaluate current practice, students will engage in purposefully designed experiential learning activities including deliberate practice, reflective observation of their practice and that of others, and active experimentation of clinical skills specific to a range of contemporary AEP service provisions.
HLTH4025 Clinical Exercise Physiology Practicum 2
Pre-requisite: HLTH4024 Clinical Exercise Physiology Practicum 1
Accredited exercise physiologists (AEPs) must be able to deliver services competently, diligently and ethically and adapt their application of enhanced knowledge, skills and attributes to practice effectively across different clinical domains and within distinct models of consumer healthcare. This series of practicum courses (HLTH4024, HLTH4025 and HLTH4029) provides students the opportunity to apply their growing knowledge and skillset in the Clinical Exercise Physiology field, alongside AEPs and other health professionals. Across these courses, students will complete a minimum of 360 hours of AEP practice across various settings and among diverse clinical clientele, under the supervision of qualified practitioners. This practicum component is of critical importance to be eligible to register as an AEP upon graduation, as regulated by ESSA. Practicum settings will include private practice, occupational health, vocational rehabilitation, community health centres, public or private hospitals and relevant sport and educational settings. To foster critical thought, clinical reasoning and the ability to evaluate current practice, students will engage in purposefully designed experiential learning activities including deliberate practice, reflective observation of their practice and that of others, and active experimentation of clinical skills specific to a range of contemporary AEP service provisions.
HLTH4027 Clinical Exercise Physiology in Special Care Populations
Pre-requisite: HLTH3023 Cardiorespiratory Exercise Rehabilitation AND HLTH4021 Musculoskeletal Exercise Rehabilitation AND HLTH4022 Neurological & Metabolic Exercise Rehabilitation AND HLTH4023 Clinical Exercise Physiology in Cancer & Mental Health
In this course students will develop knowledge and skills in the development and implementation of effective physical activity/exercise interventions for paediatric and aging populations, individuals living with physical and intellectual disability, and Aboriginal and Torres Strait Islander peoples. Students will build upon their existing clinical skills, with emphasis on practice that is appropriate, ethical, legal and culturally safe to people of diverse backgrounds. Individualised strategies to promote physical activity/exercise adherence and self-management for special care populations will be explored, with a focus on long-term physical activity/exercise maintenance.
HLTH4028 Advanced Topics in Clinical Exercise Physiology
Pre-requisites: HLTH3023 Cardiorespiratory Exercise Rehabilitation AND HLTH4021 Musculoskeletal Exercise Rehabilitation AND HLTH4022 Neurological and Metabolic Exercise Rehabilitation AND HLTH4023 Clinical Exercise Physiology in Cancer and Mental Health
In this course students will develop knowledge and skills in workplace health, wellness and rehabilitation, including Australian workplace legislation and compensable schemes. Specifically, students will analyse common musculoskeletal risk factors and injuries associated with diverse workplace settings and explore the principles of effective return to work rehabilitation programs. Further, students will study and practice advanced methods, including novel and emerging technologies, in the field of Clinical Exercise Physiology. Finally, students will practice applying their specialist AEP knowledge base and skill set to complex client cases with wide-ranging clinical presentation and special considerations.
HLTH4029 Clinical Exercise Physiology Practicum 3
Pre-requisite: HLTH4025 Clinical Exercise Physiology Practicum 2
Accredited exercise physiologists (AEPs) must be able to deliver services competently, diligently and ethically and adapt their application of enhanced knowledge, skills and attributes to practice effectively across different clinical domains and within distinct models of consumer healthcare. This series of practicum courses (HLTH4024, HLTH4025 and HLTH4029) provides students the opportunity to apply their growing knowledge and skillset in the Clinical Exercise Physiology field, alongside AEPs and other health professionals. Across these courses, students will complete a minimum of 360 hours of AEP practice across various settings and among diverse clinical clientele, under the supervision of qualified practitioners. This practicum component is of critical importance to be eligible to register as an AEP upon graduation, as regulated by ESSA. Practicum settings will include private practice, occupational health, vocational rehabilitation, community centres, public or private hospitals and relevant sport and educational settings. To foster critical thought, clinical reasoning and the ability to evaluate current practice, students will engage in purposefully designed experiential learning activities including deliberate practice, reflective observation of their practice and that of others, and active experimentation of clinical skills specific to a range of contemporary AEP service provisions.

Occupational Therapy

Level 1 courses: OCTY Occupational Therapy (1000 level)

OCTY1000 Occupational Science: Introduction to Occupation
Occupational Science: Introduction to Occupation and Occupational Therapy Practice will help you develop an understanding of occupation, environments as contexts in which occupation occurs and the interconnection between human occupation and health at a personal level. Furthermore, you will learn about different clinical settings in which occupational therapists’ practice, career options upon graduation, the importance of becoming a student member of your professional body, evidence-based practice, and understanding the lived experience of receiving occupational therapy, to name a few. There are a diverse range of learning environments facilitated within this subject. Including: tutorials, lectures, online learning activities, assignments and forum discussions. Your learning will be assessed through written and multimedia assignments, as well as through your engagement in online learning activities.
OCTY1001 Occupational Therapy Roles and Responsibilities
In this course students will develop a broad understanding of occupational therapy roles and responsibilities required for practice in dynamic health and social care contexts. Students will develop core skills to fulfil responsibilities as an occupational therapist across health and social care contexts. Students will also develop key skills and knowledge in communication, patient safety and professionalism and will assist students to develop effective communication skills, including the four macro skills: speaking, listening, writing and reading in the context of interprofessional teams, groups and individuals.
OCTY1002 Occupational Therapy Theory and Techniques
Pre-requisite: OCTY1001 Occupational Therapy Roles and Responsibilities
This course will introduce students to the theory underpinning occupational therapy practice. Students will learn about the conceptualisations of occupational therapy theory and will explore contemporary profession-specific conceptual practice models. It will provide a basis for understanding occupational function and dysfunction and introduce students to the basis of therapeutic and professional reasoning processes. Students will learn basic clinical skills necessary to practice as an occupational therapist across the lifespan and practice contexts. Students will also engage in self-reflection to identify their personal learning needs, existing strengths, and required capabilities of occupational therapists.
Level 2 courses: OCTY Occupational Therapy (2000 level)

OCTY2000 Neuroscience in Occupational Therapy
Pre-requisite: HLTH1030 Anatomy and Physiology of Body Systems
In this course students will develop entry level competency in clinical reasoning and interventions for people experiencing neurological conditions to enable their occupational performance. Students will gain knowledge of the occupational/ functional impact associated with a range of neurological conditions including acquired brain injury, and cerebral-vascular accident. As healthcare is an interprofessional environment, students will develop knowledge on approaches to teamwork commonly employed when working with people with neurological conditions, including the role and relationships of clients and carers in teamwork.
OCTY2001 Occupational Perspectives of Health & Wellbeing
Pre-requisite: OCTY1000 Occupational Science: Introduction to Occupation
This course provides the opportunity to advance core occupational therapy knowledge and skills with a strong emphasis on teamwork, cultural safety, equity, diversity, and effective communication. You will build competence in key technical occupational therapy skills while applying critical reasoning and reflective thinking to understand the practical application of these skills. You will also explore principles and strategies for maintaining ethical practices, as well as the challenges of working within current Australian Healthcare Systems.
OCTY2002 Participation in Diverse Communities
Pre-requisite: OCTY1000 Occupational Science: Introduction to Occupation AND OCTY1002 Occupational Therapy Theory and Techniques
In this course students will further develop foundational concepts related to occupation through academic learning and placement within a community agency. You will participate in genuine community service with a diverse population, while developing pre-professional knowledge of occupation, community diversity, social participation, experiential learning and the impact of socioeconomic and environmental factors on participation. Service in the community will enable you to build skills in engaging with community stakeholders, critical reflection and professional behaviour. These concepts and skills will provide a foundation for future professional practice in diverse and changing local and global communities. Professional accreditation requires a minimum level of clinical exposure. Your attendance at professional placements will contribute to meeting this requirement for professional recognition as an Occupational Therapist.
OCTY2003 Occupational Therapy across the Lifespan – Disability and Ageing well
Pre-requisite: OCTY2001 Occupational Perspectives of Health & Wellbeing
In this course, students explore the theoretical foundations of occupational therapy and the relationship between occupation, health and well-being. Human occupation will be examined using a range of scenarios, integrating key concepts from Kielhofner’s Model of Human Occupation (Taylor, 2017) and the field of occupational science. Students will analyse an occupational narrative and develop skills in writing and critical reflection, develop and apply pre-professional skills of self-management, communication, teamwork, cultural safety and reflection within a scenario-based learning environment.
Level 3 courses: OCTY Occupational Therapy (3000 level)

OCTY3000 Foundations for Enabling Change
Pre-requisite: PHTY2000 Research and Evidence in Allied Health AND OCTY2002 Participation in Diverse Communities AND OCTY2003 Occupational Therapy Across the Lifespan - Disability and Ageing well
In this course students will explore approaches and develop skills used by occupational therapists to enable change in human occupation across diverse practice settings and client groups. This course provides an in-depth examination of enabling strategies and skills fundamental to effective occupational therapy practice. Students will develop and apply skills of person-centred, culturally responsive, evidence-based, enabling strategies tailored to individual goals and needs, ensuring that therapy is responsive and relevant to the client's personal and environmental contexts. Building on previous courses in this program, the dynamic relationship between person, occupation, environment will be further examined, particularly how environmentally focused interventions can be utilised with individual and groups.
OCTY3001 Enabling Change: Musculoskeletal and Neurological Conditions
Pre-requisite: OCTY2000 Neuroscience in Occupational Therapy
Co-requisite: OCTY3000 Foundations for Enabling Change
This course enables students to describe, apply and critique principles of assessment and intervention for people with musculoskeletal and neurological conditions that impact on their capacity to participate in occupations. Clinical reasoning skills will be established which will be further developed through subsequent subjects. Intervention principles will focus on the use of meaningful occupation and also incorporate environmental supports (advocacy, organisational change, environmental adaptation).
OCTY3002 Enabling Change: Mental Health Across the Lifespan
Pre-requisite: OCTY2003 Occupational Therapy Across the Lifespan - Disability and Ageing well
Co-requisite: OCTY3000 Foundations for Enabling Change
This course equips students with the knowledge, skills and attitudes to engage, assess and provide occupational therapy interventions to people experiencing mental illness and mental health problems. Students will learn about mental health, mental illness, relevant legislation (mental health act), policies and strategies, approaches and standards in relation to clinical practice in mental health settings. Students will select, justify, administer and evaluate occupational performance and participation using appropriate assessment tools as used in contemporary occupational therapy practice. The course will revise and extend students’ knowledge on therapeutic communication, reflection, consumer participation and the use of occupation to enable occupational participation, wellbeing and quality of life.
OCTY3003 Enabling Change: Children and Families
Pre-requisite: OCTY2003 Occupational Therapy Across the Lifespan - Disability and Ageing well
Co-requisite: OCTY3000 Foundations for Enabling Change
This course introduces key assessments and intervention to cases relative to children and youth. Students will describe, evaluate and apply the principles of assessment, intervention and case management for children and families, addressing enablers and barriers to occupational performance. Intervention principles will incorporate those aimed at personal recovery and/or adaptation, as well as environmental supports and barriers including advocacy, organisational change and environmental adaptation.
OCTY3004 Professional Practice A
Pre-requisite: OCTY3000 Foundations for Enabling Change AND OCTY3001 Enabling Change: Musculoskeletal and Neurological Conditions AND OCTY3002 Enabling Change: Mental Health Across the Lifespan AND OCTY3003 Enabling Change: Children and Families
In this course you will integrate occupational therapy theoretical knowledge with practical skills. The focus on this practicum course is the development of core occupational therapy skills and the demonstration of abilities in data gathering, intervention/ program planning, implementation and evaluation, recording and reporting. Practicing these skills in a sensitive, ethical and professional manner will also be required. You will apply reasoning processes, including relevant conceptual and professional practice theories and frameworks, and demonstrate effective communication and self-management skills. Professional accreditation requires a minimum level of clinical exposure. Your attendance at professional placements will contribute to meeting this requirement for professional recognition as an occupational therapist.
OCTY3005 Rural Health
In this course, students will expand their knowledge of the Australian rural health context, and be introduced to concepts in rural health practice. Using a public health framework, students will explore differences between rural and urban health status and the relationship to broader social determinants. In doing so, the implications for health policy, rural and remote health service delivery (including principles and practice of telehealth) and professional practice are examined. Students will also have the opportunity to review discipline-specific professional practice in a rural setting
OCTY3006 Macro Strategies A: Population Approaches
Pre-requisite: OCTY3000 Foundations for Enabling Change
In this course, you will shift your view beyond the occupational challenges facing individuals, to consider the ways in which occupational therapists enable change at the level of communities and populations. This is referred to as macro level practice. The subject focuses on developing your knowledge of health promotion and primary prevention strategies and how these enable or address occupational participation. You will apply, understand and evaluate major subject themes through appraising other projects and preparing a health promotion proposal to address a preventable health issue
OCTY3007 Research Project Planning
Pre-requisite: PHTY2000 Research and Evidence in Allied Health
In this course, students will learn about the epistemology of research and the theoretical constructs in developing an ethical research question. They will apply and extend their knowledge and skills developed in first- and second-year research and evidence-based practice subjects and discipline-specific subjects to plan a research project in their discipline. Students will work under the supervision of a research supervisor from their discipline to develop either a systematic review protocol or a proposal for a research project. They will identify a research question that can meaningfully extend their discipline’s knowledge in an area, critically review the literature, and design a research method that aligns with the research question and can be implemented. This subject will enhance students' knowledge of the varied philosophical underpinnings and methodological approaches to conceiving and designing and planning research in health and human services. Students will subsequently execute their proposal in the final year subject, Honours Research Project.
OCTY3008 Ergonomics and Work
Pre-requisite: OCTY2002 Participation in Diverse Communities
In this course students will gain an understanding of how work can impact physical, psychological and cognitive health and wellbeing. Students will gain an understanding of risk management processes informed by OHS legislation in Australia. Students will develop a range of skills required to identify, assess and control health and safety risks using risk management principles. Students will develop knowledge, skills and an understanding of how occupational therapists apply principles of ergonomic design within various settings including the workplace, community and home.
Level 4 courses: OCTY Occupational Therapy (4000 level)

OCTY4001 Professional Practice B
Pre-requisite: OCTY3004 Professional Practice A
This course focuses on the development of core occupational therapy skills. You are required to demonstrate skills in information gathering, service delivery (intervention/ program planning and implementation), service evaluation and documentation, and practice these skills in an ethical and professional manner. You are expected to describe and apply clinical reasoning processes, including relevant conceptual and professional practice theories and frameworks, and demonstrate good communication and self-management skills. During this 8-week placement you will be introduced to a mixed case load of clients for example, fast and slow stream rehabilitation of clients with mental health, musculoskeletal or neurological conditions. Professional accreditation requires a minimum level of clinical exposure. Your attendance at professional placements will contribute to meeting this requirement for professional recognition as an Occupational Therapist
OCTY4002 Evidence Review in Occupational Therapy
Pre-requisite: OCTY3006 Macro Strategies A: Population Approaches
In this course, students willl develop advanced skills in searching, appraising and integrating research evidence into practice. Students will work in small groups to evaluate the rigour of a body of research evidence available to answer a contemporary and important question relating to the practice of occupational therapy. After selection and appraisal, rigorous research evidence will be integrated with current clinical knowledge/expertise and contextual factors. Students will then develop, articulate and justify, through written and verbal presentations, evidence-based occupational therapy practice recommendations that identify where changes in practice have or must occur in response to new knowledge
OCTY4003 Professional Practice C
Pre-requisite: Professional Practice B
In this practicum course students will consolidate and enhance their skills at beginning practitioner level. Students will review their learning needs upon considering previous practice experiences, interests and future goals. Students will formulate their needs into a learning contract that will be reviewed/ revised with the Professional Practice Educator at placement. The placement provides the opportunity to further develop, integrate or enhance clinical/ professional skills with the supervision of an occupational therapist, prior to graduation. Professional accreditation requires a minimum of 1000 hours of clinical exposure. Students’ attendance at professional placements will contribute to meeting this requirement for professional recognition as an occupational therapist.
OCTY4004 Macros Strategies B: Project Based Learning
Pre-requisite: OCTY4002 Evidence Review in Occupational Therapy
In this course, students will shift their view beyond the occupational challenges facing individuals, to explore how occupational therapists work as part of a team to enable change at the level of the service/organisation, community or population. This is referred to as macro level practice. Students will focus on gaining knowledge and skills required for team project work, and for their impending role as health practitioners in a rapidly changing health and social policy context. Students will apply, critique and reflect upon major subject themes through planning and conducting their own team-based project. This subject forms the Industry Honours project, in which students develop the ability to tackle problems creatively, generating new ideas, take calculated risks and create change to achieve ambitions – now and in the future.
OCTY4005 Supervised Honours Research Project A
Pre-requisite: OCTY3007 Research Project Planning
This course allows students to develop advanced research skills including design, planning and ethical implementation of a research project and data analysis. Rigorous exploration of the relevant literature allows students to appraise and relate their work/findings to the wider published body of evidence within their particular area. Upon completion of the research project, submission of a thesis for examination and presentation of the findings to peers, supervisors and academic staff facilitates development of scientific communication skills in both oral and written forms.
OCTY4006 Supervised Honours Research Project B
Pre-requisite: OCTY4005 Supervised Honours Research Project A
In this course, students will learn about the epistemology of research and the theoretical This course allows students to develop advanced research skills including design, planning and ethical implementation of a research project and data analysis. Rigorous exploration of the relevant literature allows students to appraise and relate their work/findings to the wider published body of evidence within their particular area. Upon completion of the research project, submission of a thesis for examination and presentation of the findings to peers, supervisors and academic staff facilitates development of scientific communication skills in both oral and written forms.

Physiotherapy

Level 1 courses: PHTY Physiotherapy (1000 level)

PHTY1007 Pathophysiology for Allied Health
This course builds upon the foundational concepts of cell/tissue pathology, pathology, injury, tissue healing and repair. It provides students with detailed knowledge of the pathophysiological responses underlying various conditions commonly encountered in practice. Areas addressed will include the constructs of cell injury/disease; inflammation; bony trauma and joint pathology; infection and infectious diseases; pulmonary and circulatory disturbances; metabolic disease; neoplasia and pathological basis of mental illness. It also provides students with an introduction to mechanisms of action of selected pharmacological interventions in injury and disease.
Level 2 courses: PHTY Physiotherapy (2000 level)

PHTY2000 Evidence Based Practice
Evidence based practice is a key consideration in contemporary healthcare. Aspiring clinicians will be expected to access and judge the validity of clinical research and implement (or not) assessment and management strategies based upon this judgement. In this course students will gain key knowledge and skills in the assessment and analysis of quantitative and qualitative research design. Students will explore the role of community and consumers in research and innovation in health services and the factors that influence the implementation of quality improvement and clinical research into practice. Application of this knowledge and these skills will allow for critical assessment of published research papers (evidence) and the conclusions drawn in these papers. Upon completion of this course students will be able to effectively answer critical clinical questions such as, “Is this therapy effective? What is this patient’s prognosis? Is this diagnostic test accurate? What is important to the patient? And, how does current evidence relate to my patient?”
Level 5 courses: PHTY Physiotherapy (5000 level)

PHTY5006 Fundamentals for Physiotherapy
This intensive course provides knowledge and practical skills in the assessment, diagnosis and management of impairments as a physiotherapist. This is achieved through application of safety and quality in healthcare, anatomy, physiology, biomechanics and therapeutic exercise for clinical practice. This course will also focus on the normal and pathological physiology of the neuromusculoskeletal system and its interaction with normal human movement.
PHTY5007 Musculoskeletal Physiotherapy (Peripheral I)
Pre-requisites: PHTY5006 Fundamentals for Physiotherapy
This course will provide students with knowledge and understanding of upper limb
musculoskeletal pathologies, the clinical reasoning process in clinical assessment, diagnosis and
management, physiotherapy management options and rationales for management selection. Students will further develop skills in the development of differential diagnostic working hypotheses and management plans including progressions, and justification for interventions used. Skills will be developed in static and dynamic biomechanical analysis, neural tissue examination, joint examination, specific ligamentous stress testing, muscle examination, and examination of other specific structures. Specific needs associated with sport, work, other repetitive use and inflammatory and degenerative conditions will be explored. Students will develop the communication and practical skills needed to competently, safely and effectively assess and manage clients with upper limb musculoskeletal disorders to predict and evaluate outcomes and to develop programs for the prevention of injury or re-injury to the upper limb.
PHTY5008 Applied Neuroscience
Pre-requisites: PHTY5006 Fundamentals for Physiotherapy
This course consists of two streams: neuroscience and pain. Across the course, students continue to develop their knowledge of the structure and function of the nervous system and the integration of this system with other body systems.
In the neuroscience stream, students are provided with a clinical reasoning process and presented with complex clinical case scenarios to develop their knowledge and skill required to assess, diagnose and manage individuals with neurological conditions. Students will utilise their knowledge of neuroscience and the clinical reasoning process when presented with case scenarios to critically analyse clinical evidence, hypothesise the most likely diagnosis and/or problems, and formulate assessments to test their hypotheses.
In the pain stream, students will develop insight into the physical, psychological and social influences on pain. Students will apply their understanding of the biopsychosocial aspects of pain to complex clinical case scenarios to develop the knowledge and skill required to critically analyse clinical evidence, hypothesise the most likely contributors to pain, and formulate appropriate management.
PHTY5009 Principles of Clinical Rehabilitation
Pre-requisites: PHTY5006 Fundamentals for Physiotherapy
This course provides advanced concepts in the management of multi-trauma presentation. It includes key aspects of the International Classification of Function, pathophysiology of fractures, arthroplasty, amputations, burns and complex presentations. Students will create comprehensive and holistic rehabilitation plans based on valid and appropriate outcome measures and contemporary principles of motor learning. The identification, evaluation and critical analysis of risks and complications in the rehabilitation setting is emphasised, and students will be able to apply effective management strategies.
PHTY5010 Evidence Based Practice
Evidence based practice is a key consideration in contemporary healthcare. Aspiring clinicians are expected to access and judge the validity of clinical research and implement (or not) assessment and management strategies based upon this judgement. In this course students will gain key knowledge and skills in the critical assessment and judicious analysis of quantitative and qualitative research design. Students will explore the role of community and consumers in research and innovation in health services and the factors that influence the implementation of quality improvement and clinical research into practice. Application of this knowledge and these skills will allow for critical assessment of published research papers (evidence) and the conclusions drawn in these papers. Upon completion of this course students will be able to collate and assess the quality of the evidence for a given intervention, derive a statement of confidence in the evidence and a recommendation for practice based on this. This enables the student to effectively answer critical clinical questions such as, “Is this therapy effective? What is this patient’s prognosis? Is this diagnostic test accurate? What is important to the patient? And, how does current evidence relate to my patient?”
PHTY5011 Clinical Education I and Practitioner Preparation
Pre-requisites: PHTY5006 Fundamentals for Physiotherapy AND PHTY5008 Applied Neuroscience AND PHTY5009 Principles of Clinical Rehabilitation AND PHTY5010 Research and Evidence in Physiotherapy
Co-requisites: PHTY5012 Cardiorespiratory Physiotherapy Sciences I AND PHTY5013 Musculoskeletal Physiotherapy (Peripheral II) AND PHTY5014 Physiotherapy across the Lifespan I
This course prepares students with the required knowledge and skills to be successful in a professional clinical environment. Under supervised practice in a clinical setting students will use evidence based practice to further develop skills in professional communication, clinical assessment, clinical reasoning, treatment planning, intervention and evaluation aligned with the expectations of a new graduate under the Australian Standards for Physiotherapy. The course promotes caring attitudes and facilitates the development of ethical and professional behaviours necessary for effective practice as a physiotherapy clinician.
PHTY5012 Cardiorespiratory Physiotherapy Sciences I
Pre-requisites: PHTY5006 Fundamentals for Physiotherapy
This course will provide students with an introduction to cardiorespiratory physiotherapy assessment and treatment techniques. The content in this course of study provides the physiotherapy student with background information and a contextual framework for advanced and integrated understanding of the cardiorespiratory system. This will include cardiovascular and respiratory anatomy, physiology, pathophysiology with relevance to autonomous physiotherapy management. This enables the student physiotherapist to synthesise knowledge of complex physiotherapy concepts and to develop expertise that supports clinical decision making. This knowledge is essential for competent and safe delivery of care to clients. Students will develop the ability to interpret and understand complex medical findings, as well as foster leadership skills within a multidisciplinary team delivering collaborative client centred care.
PHTY5013 Musculoskeletal Physiotherapy (Peripheral II)
Pre-requisites: PHTY5007 Musculoskeletal Physiotherapy (Peripheral I)
This course is dedicated to common and complex musculoskeletal pathologies of the lower limb. The course will provide students with: (i) advanced knowledge and understanding of lower limb musculoskeletal pathologies, the biopsychosocial manifestations of such problems and associated impairments, (ii) targeted subjective and objective examination of these problems and associated impairments, (iii) the advanced clinical reasoning process in clinical assessment, diagnosis and prognosis – based on current best scientific evidence, and (iv) physiotherapy management options and rationales for prioritising treatment modalities. Comprehensive skills will be developed in pathology-specific analysis of static posture and dynamic function, neural examination, joint examination, specific ligamentous stress/integrity testing, muscle length and performance, as well as examination of other specific structures and special tests. Patient-centred and specific needs associated with sport, work, other repetitive use and inflammatory and degenerative conditions will be explored. Students will develop the communication, professionalism and practical skills needed to: competently and accurately assess, and safely and effectively manage clients with common and complex lower limb musculoskeletal disorders; predict and evaluate outcomes; and develop evidence-based programs for the prevention of injury or re-injury to the lower limb.
PHTY5014 Physiotherapy across the Lifespan I
Pre-requisites: PHTY5009 Principles of Clinical Rehabilitation
This course will cover physiotherapy through the lifespan, with a focus on gerontology and women’s health. Students will develop advanced knowledge and skills in physiotherapy assessment and client-centred management across a variety of clinical settings. The student will learn to apply effective adaptations and modifications to communication and safe management across a variety of lifespan populations and presentations.
Level 6 courses: PHTY Physiotherapy (6000 level)

PHTY6006 Musculoskeletal Physiotherapy (Spinal I)
Pre-requisites: PHTY5013 Musculoskeletal Physiotherapy (Peripheral II)
This course will provide students with advanced knowledge of the musculoskeletal problems of the lumbar spine and pelvis within a framework of critical reflection and evidence based appraisal. There will be a comprehensive overview of the low back pain experience and an introduction to the different presentations seen in clinical practice using a physiotherapy specific clinical reasoning model. The practical classes will integrate this information and equip the students with the advanced and integrated skills necessary to comprehensively assess and expertly manage mechanical lumbo-pelvic pain problems as well as develop programs for promotion of good musculoskeletal health and ongoing self-management strategies. Assessment skills will include effective and culturally safe communication and questioning, biomechanical analyses of static and dynamic postures, regional and segmental joint examination, examination of the nervous system, assessment of muscle and motor control and evaluation of the psychosocial aspects of the lowback pain experience. The multidisciplinary nature of care of lumbar spine disorders will be discussed and the physiotherapist’s role and responsibilities in the health care team and as a client advocate will be explored.
PHTY6007 Rehabilitation for the Neurosciences
Pre-requisites: PHTY5008 Applied Neuroscience
This course will provide students with advanced and integrated theoretical and practical knowledge of assessment procedures and treatment techniques used in the physiotherapy management of individuals with neurological impairment. Principles of both acute management and rehabilitation of the client with neurological impairment will be studied. Skills in assessment, critical analysis, advanced problem solving, evidence-based treatment planning, and handling skills, along with an understanding of outcome measurements will be developed. Students will develop specific knowledge and advanced clinical reasoning in relation to a variety of neurological disorders. Specific issues across the ICF will be defined and studied and the treatment principles of these issues reviewed in depth along with current clinical practice and evidence-based research. An understanding of the role of other members of the health care team, as well as culturally capable and patient-centred practice will be fostered.
PHTY6008 Cardiorespiratory Physiotherapy Sciences II
Pre-requisites: PHTY5012 Cardiorespiratory Physiotherapy Sciences I
This course will provide students with highly developed knowledge and skills in the area of cardiorespiratory physiotherapy to underpin preparation for clinical practice. Advanced clinical reasoning, evidence-based and problem-based learning strategies will lead the student to autonomous and skilled practice standards. This course builds on the introduction to cardiorespiratory assessment and basic cardiorespiratory physiotherapy treatment techniques, which were the focus of the PHTY5012 course.
PHTY6009 Professional and Complex Issues in Physiotherapy Practice I
Pre-requisites: PHTY5011 Clinical Education I and Practitioner Preparation
Autonomous Physiotherapy practice requires more than ‘hands-on’ or ‘clinical-skills’ knowledge and abilities. Instead, independent practice as indicated in the Binational Physiotherapy Practice. Thresholds includes a range of roles: The Physiotherapist practitioner, professional and ethical practice, communicator, reflective and self-directed practitioner, collaborative practitioner, scholar, educator and manager/leader. This course requires students to consolidate skills and knowledge across a range of topics related to these roles such as self-reflexivity regarding practice and lifelong learning, enhancing behavioural change and outcomes in clients, ethical and moral dimensions of healthcare service delivery, the interaction between socio-cultural factors and health, health and technology and the importance of mental health in practice
PHTY6010 Physiotherapy Across the Lifespan II
Pre-requisites: PHTY5014 Physiotherapy across the Lifespan I
This course will cover physiotherapy through the lifespan, with a focus on paediatrics. Students will learn the neurosensory motor development of posture and movement and relate it to common paediatric presentations. Students will develop advanced knowledge and skills in physiotherapy assessment and family-centred management across a variety of clinical settings.
PHTY6011 Clinical Education II
Pre-requisites: PHTY5011 Clinical Education I and Practitioner Preparation
The course aims to provide students with core competencies in the physiotherapy clinical management of patients presenting within a wide range of community based/primary care settings or specialist settings in a secondary or tertiary hospital. Under supervised practice in these clinical settings students will use evidence based practice to further develop skills in professional communication, clinical assessment, clinical reasoning, treatment planning, intervention and evaluation aligned with the expectations of a new graduate under the Australian Standards for Physiotherapy. The requirement exists to integrate all relevant knowledge and skills from the earlier enrolments of the program so extension can occur. The course promotes caring attitudes and facilitates the development of ethical and professional behaviours necessary for effective practice as a physiotherapy clinician.
PHTY6012 Clinical Education III, Practitioner Development, and Professional Issues
Pre-requisites: PHTY5011 Clinical Education I and Practitioner Preparation AND PHTY6006 Musculoskeletal Physiotherapy (Spinal I) AND PHTY6007 Rehabilitation for the Neurosciences AND PHTY6008 Cardiorespiratory Physiotherapy Sciences II AND PHTY6009 Professional and Complex Issues in Physiotherapy Practice I AND PHTY6010 Physiotherapy Across the Lifespan II
This course provides students with core competencies in the physiotherapy clinical management of patients presenting within a wide range of community based/primary care settings or specialist settings in a secondary or tertiary hospital. Under supervised practice in these clinical settings, students will use evidence based practice to develop skills in professional communication, clinical assessment, clinical reasoning, treatment planning, intervention and evaluation. The requirement exists to integrate all relevant knowledge and skills from the earlier enrolments of the program so extension can occur. The learning approach promotes caring attitudes and facilitates the development of ethical and professional behaviours necessary for effective practice as a physiotherapy clinician. These clinical skills provide context for the further exploration of complex concepts pertinent to the individual as an autonomous practitioner. Contemporary issues such as collaborative models of practice, healthcare provision models, mental health and wellbeing and the physiotherapist as a manager/leader will be investigated.
PHTY6013 Musculoskeletal Physiotherapy (Spinal II)
Pre-requisites: PHTY6006 Musculoskeletal Physiotherapy (Spinal I)
This course will provide students with advanced knowledge of the musculoskeletal problems of the cervico-thoracic spine within a framework of critical reflection and evidence-based appraisal. There will be a comprehensive overview of the cervico-thoracic pain experience and an introduction to the different presentations seen in clinical practice using a physiotherapy specific clinical reasoning model. The practical classes will integrate this information and equip the students the advanced and integrated skills necessary to comprehensively assess and expertly manage mechanical cervico-thoracic and problems as well as develop programs for promotion of musculoskeletal health and ongoing self-management strategies. Assessment skills will include effective and culturally safe communication and questioning, biomechanical analyses of static and dynamic postures, regional and segmental joint examination, examination of the nervous system, assessment of muscle and motor control and evaluation of psychosocial aspects of the cervicothoracic pain experience. In addition, the speciality areas of headache, facial pain and neck and shoulder differentiation will be explored in both lectures and practical classes. The multidisciplinary nature of care of cervio-thoracic spine disorders will be discussed and the physiotherapist’s role and responsibilities in the health care team and as a client advocate will be explored.
PHTY6014 Physiotherapy Practice Across the Lifespan III
Pre-requisites: PHTY6010 Physiotherapy across the Lifespan II
This course will cover physiotherapy through the lifespan, with a focus on gerontology and pelvic health. The introduction of more complex clinical presentations will allow the students to integrate advanced prior knowledge and skills to the management. Students will evaluate and synthesise physiotherapy-based health promotion and collaborative management strategies to empower clients to participate in healthcare decisions and behaviours.
PHTY6015 Complex Issues in Physiotherapy Practice II and Clinical Education IV
Pre-requisites: PHTY6006 Musculoskeletal Physiotherapy (Spinal I) AND PHTY6007 Rehabilitation for the Neuroscience AND PHTY6008 Cardiorespiratory Physiotherapy Sciences II AND PHTY6009 Professional and Complex Issues in Physiotherapy Practice I AND PHTY6010 Physiotherapy across the Lifespan II
The course aims to provide students with core competencies in the physiotherapy clinical management of patients presenting within a wide range of community based/primary care settings or specialist settings in a secondary or tertiary hospital. Under supervised practice in these clinical settings students will use evidence-based practice to further develop skills in professional communication, clinical assessment, clinical reasoning, treatment planning, intervention and evaluation aligned with the expectations of a new graduate under the Australian Standards for Physiotherapy. The requirement exists to integrate all relevant knowledge and skills from the earlier periods of the program so extension can occur. The course promotes caring attitudes and facilitates the development of ethical and professional behaviours necessary for effective practice as a physiotherapy clinician. Students will consolidate advanced skills in critically analysing and planning the management of clients with complex biopsychosocial problems in a variety of clinical settings. Students are required to integrate material from the core areas of research and evidence-based practice, musculoskeletal, cardiorespiratory and neurological physiotherapy across the lifespan. The course involves in-depth examination of diverse complex cases and will require students to autonomously engage in reflexivity following their own experiences of complex case management following their intensive clinical education program.
PHTY6016 Clinical Education V
Pre-requisite: PHTY5011 Clinical Education I
The course aims to provide students with core competencies in the physiotherapy clinical management of patients presenting within a wide range of community based/primary care settings or specialist settings in a secondary or tertiary hospital. Under supervised practice in these clinical settings students will use evidence based practice to further develop skills in professional communication, clinical assessment, clinical reasoning, treatment planning, intervention and evaluation aligned with the expectations of a new graduate under the Australian Standards for Physiotherapy. The requirement exists to integrate all relevant knowledge and skills from the earlier enrolments of the program so extension can occur. The course promotes caring attitudes and facilitates the development of ethical and professional behaviours necessary for effective practice as a physiotherapy clinician.

Speech Pathology

Level 5 courses: SPCH Speech Pathology (5000 level)

SPCH5000 Foundations for Speech Pathology Practice
Communication is a fundamental human right. Communication, feeding and swallowing play an integral role in the formation of personal identity. In this course, students will develop awareness of the individual and social factors that shape human communication, feeding and swallowing across different speaking and interactional contexts. Students learn about the roles and responsibilities of speech pathologists as part of an interprofessional team to enable communication, feeding and swallowing by exploring speech pathology scope of practice in a variety of contexts, including education, health, and disability. Students focus on the building blocks of communication including phonetics and phonology (sound structure and patterns), morphology (word structure), syntax (sentence structure), and semantics (the meanings of words and expressions). Students will learn about the role of the speech language pathologist (SLP) in Australia and the core documents that guide professional practice.
SPCH5001 Speech Pathology practice Methods I
Speech pathologists require competence in assessments, diagnostics and interventions to deliver holistic quality, evidence based care to clients across the lifespan. A key focus of this course is the attainment of competence with assessment and intervention planning. This extends to the development of skills in the collection, analysis and interpretation of assessment data using both standardised and non standardised procedures in speech pathology. Following assessment and analysis of assessment data, students will formulate goals and consider approaches to intervention. Students are provided with an opportunity to acquire, practise and demonstrate speech therapy skills that underpin practice. Clinical reasoning and communication skills are developed through communicating assessment, evaluation and intervention procedures and outcomes with a range of specialist and non-specialist audiences.
SPCH5003 Communication and Swallowing across the Lifespan I                                                                                                                             This course explores typical communication and swallowing development across the lifespan, with a focus on children. This will include recording and primary analysis of speech and language. Students will learn about speech and language impairments, how to observe, assess and analyse assessment findings against norms. Additionally, students will reflect on the social determinants of health, using a strengths-based approach to consider how the circumstances in which people are born, grow, work, live and age impact communication development and health outcomes. Special issues related to language development and impairments will also be discussed, and aspects of cultural and linguistic diversity will be embedded within each topic. This course will integrate current research themes in the study of child communication and swallowing, ensuring students are exposed to contemporary issues and evidence-based practices.
SPCH5004 Speech Pathology Practice Methods II
Pre-requisites: SPCH5001 Speech Pathology Practice Methods I
Speech pathologists require competence in assessment, diagnosis and intervention to deliver holistic, high-quality, evidence-based care to clients across the lifespan. In this second clinical methods course, students will formulate goals from assessment results and consider a range of intervention approaches. Clinical reasoning and communication skills are developed through the exploration of intervention procedures and outcomes, with a focus on broad principles of intervention, including direct intervention, training communication partners, and identifying system level change. Students will also engage with ethical and evidence-based  practice to determine appropriate treatment options for a range of conditions. In addition, students will learn about measurement of client progress within a holistic person-centred framework.
SPCH5005 Communication and Swallowing across the Lifespan II
Pre-requisite: SPCH5003Communication and Swallowing across the Lifespan I This course provides a comprehensive introduction to communication and swallowing in adolescents and adults. Students will develop an understanding of the range of conditions affecting communication and swallowing in adulthood, including disorders of voice, fluency, language, speech, cognition, and hearing, and will explore how these conditions present and evolve at different life stages. Students will apply evidence-based principles to critically evaluate and justify the selection of assessment and intervention tools and procedures for adults across diverse cultural, linguistic, and age groups. The course prepares students for collaborative, interprofessional practice, examining the role of the speech pathologist within multidisciplinary teams supporting adults in later life. Ethical reasoning, person-centred care, and cultural and linguistic diversity are threaded throughout, equipping students to justify and apply safe and effective clinical procedures that are responsive to  the functional goals and lived experiences of the individuals they serve.
SPCH5006 Practice Education I and Practitioner Preparation
Pre-requisites: SPCH5000 Foundations for Speech Pathology Practice AND SPCH5001 Speech Pathology Practice Methods I AND SPCH5003 Communication and Swallowing across the Lifespan I
This course prepares students to gain required knowledge and skills to be successful in a professional practice environment. Students will develop practical skills in selecting and administering assessment tools and procedures for evaluating communication across a range of presentations, with an emphasis on adherence to legal, professional, and ethical standards. Classroom-based learning will support the development of skills needed to observe, engage in and reflect on their first clinical placement including active listening, professional communication, assessment, clinical reasoning, treatment planning, intervention and evaluation aligned with the expectations of a novice speech pathology student and referencing the Speech Pathology Australia Professional Standards (2020). The course also promotes caring, culturally responsive attitudes and  facilitates the development of ethical and professional behaviours necessary for effective practice as a speech pathologist.
Level 6 courses: SPCH Speech Pathology (6000 level)

SPCH6000 The Impact of Neurological Disorders on Communication, Functioning and Health
Pre-requisite: SPCH5005 Communication and Swallowing across the Lifespan II
Neurological disorders can profoundly affect communication, functioning and health across every dimension of a person's life. In this course, students will apply knowledge of neuroanatomy, neurophysiology and neuroplasticity to assess, manage and treat adults with Cognitive Communication Disorders, Acquired Brain Injury and Neurogenic Communication Disorders. Students will develop skills in collaborative, person-centred goal setting and intervention planning across the continuum of care  from acute and rehabilitation settings through to community and end-of-life contexts. Drawing on current evidence and critical reflection, students will learn to justify clinical decisions across diverse cultural and linguistic populations and emerge prepared to contribute as a skilled member of an interprofessional team.
SPCH6001 People with Lifelong Communication and Swallowing Needs
Pre-requisite: SPCH5004 Speech Pathology Practice Methods II AND SPCH5005 Communication and Swallowing across the Lifespan II
This course provides a theoretical foundation alongside structured opportunities for the application of knowledge in practical activities, preparing students for professional practice with individuals who have neurodiversity and lifelong disability. Students will develop understanding of the full range of people with complex communication needs, from nonverbal, unintentional communicators through to proficient symbolic Augmentative and Alternative Communication (AAC) users, and will learn to apply evidence-based, person-centred and culturally responsive frameworks to assessment and intervention across this spectrum. The course examines the impact of cognition on functioning and participation and equips students to work with people across a range of conditions, including developmental disability, degenerative neurological conditions, acquired conditions with long-term disability trajectories, such as post-acute aphasia, and severe childhood apraxia of speech. Students will develop competence in AAC, including feature matching, system implementation and communication partner training, as a core clinical tool for supporting participation and quality of life. Dysphagia assessment and intervention in children and people with developmental disability is also addressed, recognising the high prevalence of feeding and swallowing difficulties in this population and the central role of the speech pathologist in their management. Students will evaluate intervention approaches against the evidence base, consider the ethical implications of clinical decision-making within a lifelong disability context, and examine the speech-language pathology role within interprofessional teams supporting individuals, families and communities across the lifespan.
SPCH6002 Practice Education II, Service Contexts and Professional reflection
Pre-requisite: SPCH5006 Practice Education I and Practitioner Preparation
Becoming a speech pathologist means far more than mastering clinical techniques, it requires integrating evidence, professional values and self-awareness into every aspect of practice. In this course, students will draw on their placement experiences to appraise current literature and develop a functional management plan for a real client, bridging theory and clinical practice. Students will evaluate a range of service settings through the lens of professional standards, ethics, disability and healthcare frameworks, and culturally responsive care. Alongside this, students will reflect critically on the breadth of skills the role demands — as listener, counsellor and advocate — examining their own growing strengths and areas  for development. Clinical competency is formally assessed using the Competency Assessment in Speech Pathology (COMPASS®), providing a structured framework to evidence student progress as a developing clinician.
SPCH6003 Complex Cases in Speech Pathology Practice
Pre-requisites: SPCH6000 The Impact of Neurological Disorders on Communication, Functioning and Health AND SPCH6001 People with Lifelong Communication and Swallowing Needs
Real-world speech pathology practice rarely presents in tidy categories — complex cases demand clinical reasoning that draws on the full breadth of a clinician's training. In this across the lifespan, neurogenic communication disorders, lifelong  disability and clinical methods — students apply evidence-based reasoning to cases involving comorbidities, competing clinical priorities and significant uncertainty, developing the nuanced thinking needed to navigate complex interdisciplinary care. Students explore how co-morbidities, patient burden and quality of life shape intervention planning, and critically examine their own values and how these influence their professionalism and capacity to work across diverse backgrounds and perspectives. As a formal capstone experience, students demonstrate their readiness to enter the profession through a clinical case viva — a structured oral examination that requires students to integrate, justify and defend their clinical reasoning in real time, reflecting the demands of entry-level practice. Students also map their ongoing professional development needs, preparing to transition from emerging to practicing speech pathologists.
SPCH6004 Practice Education III, Practitioner Development, and Professional Issues
Pre-requisite:SPCH6002 Practice Education II, Service Contexts and Professional Reflection
In this placement course, students consolidate and extend their clinical skills in paediatric, school based and disability settings, working with children and adolescents with complex communication, language and swallowing needs across diverse cultural and linguistic communities. Operating with increasing autonomy under supervision, students apply the full breadth of their program learning to real clients and families, integrating evidence-based practice with person-centred and family-centred approaches in educational, community and specialist disability contexts. Students examine the professional issues specific to these settings — including navigating NDIS frameworks, education legislation, consent and decision-making with minors, and culturally responsive practice with families and communities — developing the professional judgement needed to work effectively within complex systems. Weekly online tutorials support students across their placement experience, providing a collaborative space to reflect on practice, discuss professional challenges and consolidate learning. Clinical competency is formally assessed using COMPASS® and students contribute to a comprehensive portfolio evidencing their development across all SPA Professional Standards.
SPCH6005 Complex Issues in Speech Pathology and Practice Education IV
Pre-requisite: SPCH6002 Practice Education II, Service Contexts and Professional Reflection
Co-requisite: SPCH6004 Practice Education III, Practitioner Development, and Professional Issues
In this final placement course, students operate at the threshold of entry-level practice in adult hospital, rehabilitation, outpatient and specialist settings, managing complex presentations across neurological, voice, fluency and acquired communication and swallowing disorders. Drawing on the full scope of their program learning, students apply advanced clinical reasoning to cases involving co-morbidities, competing priorities and significant clinical uncertainty, and begin to assume the leadership and advocacy responsibilities expected of an entry-level speech pathologist. Students examine the professional issues specific to  acute and rehabilitation healthcare environments — including interprofessional team dynamics, healthcare provision models, risk management, service development and the SLP as manager and leader — developing the professional maturity to navigate complex systems and advocate effectively for their clients. Weekly online tutorials provide a collaborative forum for reflection, case discussion and professional development across the cohort. On completion of this  course, alongside SPCH6003, students will have demonstrated readiness to enter the profession through COMPASS® competency assessment and a comprehensive portfolio evidencing mastery of all SPA Professional Standards across the full program.

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Course descriptions

Health Sciences

Level 1 courses: HLTH Health Sciences (1000 level)

Level 2 courses: HLTH Health Sciences (2000 level)

Level 3 courses: HLTH Health Sciences (3000 level)

Level 4 courses: HLTH Health Sciences (4000 level)

Occupational Therapy

Level 1 courses: OCTY Occupational Therapy (1000 level)

Level 2 courses: OCTY Occupational Therapy (2000 level)

Level 3 courses: OCTY Occupational Therapy (3000 level)

Level 4 courses: OCTY Occupational Therapy (4000 level)

Physiotherapy

Level 1 courses: PHTY Physiotherapy (1000 level)

Level 2 courses: PHTY Physiotherapy (2000 level)

Level 5 courses: PHTY Physiotherapy (5000 level)

Level 6 courses: PHTY Physiotherapy (6000 level)

Speech Pathology

Level 5 courses: SPCH Speech Pathology (5000 level)

Level 6 courses: SPCH Speech Pathology (6000 level)