Overview
In this unit, you will describe and study changes, continuity and growth that occurs in human development from infancy to older age. You will learn the complexities of development, including theoretical frameworks for understanding patterns of transition and constancy across the human life course. You will discuss the biological, physical, psycho-social, cognitive, cultural and contextual factors affecting development. You will be introduced to concepts and terminology used in life course development. Implications of life course development issues for health professional practice will be explored. You will be provided a sound foundation for understanding expected life course events and a basis for learning about atypical life course occurrences in subsequent units.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback SUTE Report
Students appreciated the opportunity to discuss the learning content and examples of how to apply theory to practice.
It is recommended that tutorials maintain a primary focus of presenting of key learning content framed in practical application.
Feedback from Self-reflection Student feedback SUTE Report
Students noted that longer tutorials would provide the opportunity to delve into real-world theory-to-practice discussions.
It is recommended that longer tutorials are scheduled to facilitate deeper discussion regarding practical application of the learning content to real-world scenarios.
Feedback from Student feedback SUTE Report
Students found marking feedback to be vague and lacking constructive indications.
It is recommended that assessment feedback be clear, balanced, and constructive - highlighting both strengths and areas for improvement, along with practical suggestions for development.
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
- Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
The content of this unit will allow students to progress towards meeting The Australian Competency Standards for New Graduates (OT Australia 2010), ANZPAC Accreditation Criteria C.Curriculum and Assessment 2.2 Lifespan Physiological Changes, Australian Standards for Physiotherapy (APC, 2006) and Standard 5.1 for Clinical Best Practice (APA 2011). The learning outcomes will contribute to the foundation knowledge required for the Competency Assessment in Speech Pathology (COMPASS®) and the Competency Based Occupational Standards for Speech Pathologists (CBOS, 2011). Unit Learning outcomes link directly to:
Competency Based Occupational Standards for Speech Pathology (CBOS, 2011):
- Unit 1 Assessment- Elements 1.1
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
- Unit 1 Reasoning- Elements 1.2
- Unit 2 Communication- Elements 2.1 and 2.2
- Unit 3 Learning- Elements 3.1, 3.2 and 3.3
- Unit 4 Professionalism- Elements 4.1
World Federation of Occupational Therapy guidelines (2004) suggest that the order of units in occupational therapy courses should ensure the student learning journey is sequential. Unit learning outcomes link directly to Occupational Therapy Australia competencies for Professional Attitudes and Behaviours as listed below:
1.4 Promotes and facilitates occupation though application of professional knowledge, skills, attitudes and evidence appropriate to the practice context
1.5 Incorporates best available research evidence and professional reasoning into occupational therapy practice
1.7 Demonstrates professional knowledge, skills and attitudes appropriate for the working environment
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online discussion forum - 15% | |||
| 2 - Case Study - 40% | |||
| 3 - Presentation - 45% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - First Nations Knowledges | |||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Lifespan Development
- 5th Australasian Edition (2022)
- Authors: Hoffnung et al.
- John Wiley & Sons Australia
- ISBN: 978-0-730-39738-0
Additional Textbook Information
If you are having issues accessing the eBook at the Library website, both paper and eBook copies can be purchased at
the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- WebCam
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.alfrey@cqu.edu.au
Week 1 - The study of human development
Begin Date: 13 Jul 2026Module/Topic
LECTORIALS
- Studying development
- Lifecourse development theories
TUTORIAL
- Unit Welcome & overview
- Why study human life course development?
- Developmental theories & why they matter
Chapter
Part 1: Beginnings
- Chapter 1. Studying development
- Chapter 2. Theories of development
Events and Submissions/Topic
Week 2 - The start of life
Begin Date: 20 Jul 2026Module/Topic
LECTORIALS
- Biological foundations, genetics, prenatal development & birth
TUTORIAL
- Genetic coding for human life
- Influences of prenatal development
- Overview of Assessment Task 1: Online Discussion Forum
Chapter
Part 1: Beginnings
- Chapter 3. Biological foundations, genetics, prenatal development and birth
Events and Submissions/Topic
Week 3 - The first two years
Begin Date: 27 Jul 2026Module/Topic
LECTORIALS
- Physical development in the first two years
- Cognitive development in the first two years
- Psychosocial development in the first two years
TUTORIAL
- Monitoring & supporting infant growth
- Sensory & behavioural learning
- Communication & attachment
Chapter
Part 2: The First Two Years of Life
- Chapter 4. Physical and cognitive development in the first two years
- Chapter 5. Psychosocial development in the first two years
Events and Submissions/Topic
Week 4 - Early Childhood
Begin Date: 03 Aug 2026Module/Topic
LECTORIALS
- Physical development in early childhood
- Cognitive development in early childhood
- Psychosocial development in early childhood
TUTORIAL
- Gaining motor control
- Big brain development
- Early relationships
Chapter
Part 3: Early Childhood
- Chapter 6. Physical and cognitive development in early childhood
- Chapter 7. Psychosocial development in early childhood
Events and Submissions/Topic
Week 5 - Early Development Case Study
Begin Date: 10 Aug 2026Module/Topic
LECTORIALS
- There are no lectorials this week. Instead, please take the time to focus on your upcoming Assessment Task
TUTORIAL
- Overview of Assessment Task 2: Early Development Case Study Report
- APA7th formatting & referencing
Chapter
Events and Submissions/Topic
Week 6 - Middle Childhood
Begin Date: 17 Aug 2026Module/Topic
LECTORIALS
- Physical development in middle childhood
- Cognitive development in middle childhood
- Psychosocial development in middle childhood
TUTORIAL
- Getting active in sport
- Expansion of knowledge & morality
- Learning social roles
Chapter
Part 4: Middle Childhood
- Chapter 8. Physical and cognitive development in middle childhood
- Chapter 9. Psychosocial development in middle childhood
Events and Submissions/Topic
Vacation Week
Begin Date: 24 Aug 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7 - Adolescence
Begin Date: 31 Aug 2026Module/Topic
LECTORIALS
- Physical development in adolescence
- Cognitive development in adolescence
- Psychosocial development in adolescence
TUTORIAL
- Puberty & body image
- Critical thinking & decision making
- Developing social & self identity
Chapter
Part 5: Adolescence
- Chapter 10. Physical and cognitive development in adolescence
- Chapter 11. Psychosocial development in adolescence
Events and Submissions/Topic
Week 8 - Early adulthood
Begin Date: 07 Sep 2026Module/Topic
LECTORIALS
- Physical development in early adulthood
- Cognitive development in early adulthood
- Psychosocial development in early adulthood
TUTORIAL
- Health, stress & reproduction
- Postformal thought & contextual thinking
- Intimacy vs isolation
Chapter
Part 6: Early Adulthood
- Chapter 12. Physical and cognitive development in early adulthood
- Chapter 13. Psychosocial development in early adulthood
Events and Submissions/Topic
Week 9 - Middle adulthood
Begin Date: 14 Sep 2026Module/Topic
LECTORIALS
- Physical development in middle adulthood
- Cognitive development in middle adulthood
- Psychosocial development in middle adulthood
TUTORIAL
- Physical ageing & functioning
- Leadership & self-development
- Relationships & parenting
- Overview of Assessment Task 3: Presentation
Chapter
Part 7: Middle Adulthood
- Chapter 14. Physical and cognitive development in middle adulthood
- Chapter 15. Psychosocial development in middle adulthood
Events and Submissions/Topic
Week 10 - Late adulthood
Begin Date: 21 Sep 2026Module/Topic
LECTORIALS
- Physical development in late adulthood
- Cognitive development in late adulthood
- Psychosocial development in late adulthood
TUTORIAL
- Physical functioning & health
- Wisdom & retirement
- Relationships, living arrangements & community involvement
Chapter
Part 8: Late Adulthood
- Chapter 16. Physical and cognitive development in late adulthood
- Chapter 17. Psychosocial development in late adulthood
Events and Submissions/Topic
Week 11 - Death and Dying
Begin Date: 28 Sep 2026Module/Topic
LECTORIALS
- There are no lectorials this week. Instead, please take the time to consider your perspectives on how to care for people who are dying and the people who care for people who are dying
TUTORIAL
- Attitudes towards death
- Caring fo the dying
- Grief, mourning & bereavement
Chapter
Part 9: Endings
- Chapter 18. Dying, death and bereavement
Events and Submissions/Topic
Week 12 - Reflection
Begin Date: 05 Oct 2026Module/Topic
LECTORIALS
- There are no lectorials this week. Instead, please take the time to reflect on all you have learnt this term, and how you might apply the knowledge to your future learning and practice
TUTORIAL
- No tutorial this week
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 12 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
This unit consists of weekly pre-recorded lectorials, online activities and live (online) tutorials. The weekly pre-recorded lectorials provide fundamental research knowledge, that is then reinforced and put into practice via engagement in the online activities.
The weekly live tutorials (on-campus and via Zoom) are designed to expand on the weekly content and allow students an opportunity to discuss ideas relevant to the content. It is expected that students work though the week's pre-recorded lectorials and online activities prior to attending the live tutorial.
1 Online discussion forum
For this assessment task, you are required to:
- Demonstrate your understanding and engagement with the first two weeks of learning content.
- Submit one discussion forum post via the unit's Moodle page, in response to the questions outlined in the Task Description.
Word Count
The assessment is 300 words (+/-10%). This includes the main body of text and in-text references, but excludes the reference list.
Academic Writing
Remember to rely on academic references for the developmental theories and concepts.
Please, refer to ALLH11006 Life Course Development for Health Professionals Moodle page for additional information, including a detailed Task Description.
Level of GenAI use allowed:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
*Further detail on the use of GenAI is presented within Moodle Assessment Tile
Week 4 Monday (3 Aug 2026) 9:00 am AEST
Week 6 Monday (17 Aug 2026)
Feedback will be returned within two (2) weeks after submission.
For this task, you will be graded against the following criteria:
- Posting well researched and considered answers to the online discussion questions.
- Synthesis and integration of literature and unit material within the posting.
- Clear written expression and correct spelling.
- Adequate and appropriate referencing (APA 7th edition)
It is important that you access the marking rubric, available on Moodle. The rubric provides you with detailed marking criteria that will assist you in completing the assessment task.
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
2 Case Study
For this assessment task, you are required to choose one (1) of the three (3) case studies* outlined on the ALLH11006 Life Course Development for Health Professionals Moodle page and:
- Describe the role of one (1) allied health professional in supporting healthy life course development from birth through to 5 years of age.
- Discuss additional background information that would be required for holistic care.
- Explore the physical, cognitive and psychosocial development of a three (3) year old child case study patient/client.
- Integrate developmental concepts and theories into your discussion.
*Students enrolled in the Bachelor of Podiatry Practice (Honours) are required to choose an Indigenous case study option for Assessment 2 and 3.
Word Count
The assessment is 1200 words (+/-10%). This includes the main body of text and in-text references, but excludes the title page and reference list.
Academic Writing
Remember to rely on academic references and developmental theories and concepts.
Please, refer to ALLH11006 Life Course Development for Health Professionals Moodle page for additional information, including a detailed Task Description.
Level of GenAI use allowed:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
*Further detail on the use of GenAI is presented within Moodle Assessment Tile
Week 7 Monday (31 Aug 2026) 9:00 am AEST
Week 10 Monday (21 Sept 2026)
Feedback will be returned three (3) weeks after submission.
For this task, you will be graded against the following criteria:
- Professional application of life course approach.
- Investigation and application of concepts and theories in life course development.
- Communication through academic writing.
This assessment task has a minimum pass mark of 50%. Thus, you must pass this assessment task to be eligible to pass the unit overall. It is important that you access the marking rubric, available on Moodle. The rubric provides you with a detailed marking criteria that will assist you in completing the assessment task.
Please, refer to the ALLH11006 Moodle page for additional information, including a detailed criteria sheet.
- Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
3 Presentation
For this assessment task you are required to:
- Build upon your analysis carried out in Assessment 2.
- Describe the role of your future profession in providing essential care to the case study patient/client.
- Explore the physical, cognitive and psychosocial development of a fifty (50) year old.
- With reference to life course development concepts and theories, discuss how the case study patient may experience atypical physical, cognitive and psychosocial development.
- Present an 8 minute pre-recorded presentation, using audio, visual and a PowerPoint presentation.
*Students enrolled in the Bachelor of Podiatry Practice (Honours) are required to choose an Indigenous case study option for Assessment 2 and 3.
Please, refer to ALLH11006 Life Course Development for Health Professionals Moodle page for additional information, including a detailed Task Description.
Level of GenAI use allowed:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
*Further detail on the use of GenAI is presented within Moodle Assessment Tile
Week 12 Monday (5 Oct 2026) 9:00 am AEST
Vacation/Exam Week Monday (19 Oct 2026)
Feedback will be returned within two (2) weeks after submission.
For this task, you will be graded against the following criteria:
- Professional application of life course development approach.
- Application of concepts and theories in life course development.
- Use of effective presentation skills to engage your audience.
- Support your presentation with appropriate referencing (APA).
This assessment task has a minimum pass mark of 50%. Thus, you must pass this assessment task to be eligible to pass the unit overall. It is important that you access the marking rubric, available on Moodle. The rubric provides you with a detailed marking criteria that will assist you in completing the assessment task.
Please, refer to the ALLH11006 Moodle page for additional information, including a detailed criteria sheet.
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
- Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
