HAGE20001 Opportunities and Challenges of Healthy Ageing - CQUniversity Unit Profile
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HAGE20001 Opportunities and Challenges of
Healthy Ageing
Term 1 - 2017
Profile information current as at 28/06/2022 07:49 am
All details in this unit profile for HAGE20001 have been officially approved by CQUniversity and represent a learning partnership between the University
and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved
correction included in the profile.
General Information
Overview
This foundation unit will introduce you to core concepts in the field of population ageing. These topics will be presented
with personhood and the rights of older people as central themes. There is a specific focus on the strengths and
vulnerabilities associated with ageing. The effects of age discrimination and stereotyping will be explored at both an
individual and societal level. Healthy ageing theories, frameworks and models will be compared to determine their
practical application across different contexts and populations. The suitability of physical, socioeconomic and political
environments to meet the needs of older people will be explored.
Details
Career Level: Postgraduate
Unit Level: Level 8
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125
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 1 - 2017
Distance
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).
Website
This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important
that you visit your Moodle site throughout the term. Please visit Moodle for more information.Class and Assessment Overview
Recommended Student Time Commitment
Each 6-credit Postgraduate 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
Regional Campuses
Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Metropolitan Campuses
Adelaide, Brisbane, Melbourne, Perth, Sydney
Assessment Overview
1. Written Assessment
Weighting: 20%
2. Written Assessment
Weighting: 40%
3. Presentation
Weighting: 40%
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.
CQUniversity Policies
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.Previous Student Feedback
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 Self-reflection, staff feedback, broader feedback
Feedback
Learning outcomes for this unit could be enhanced.
Recommendation
Rewrite learning outcomes
Action
The learning outcomes and content were rewritten to be in line with AQF Level 8 Criteria appropriate for postgraduate
diploma/certificate.
Unit Learning Outcomes
On successful completion of this unit, you will be able to:
1. Identify covert and overt examples of ageism and determine their impact across all levels of society
2. Demonstrate an informed understanding of key healthy ageing concepts and theories
3. Assess specific environments against best practice principles for healthy ageing
4. Examine the strengths and vulnerabilities associated with ageing.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Introductory Intermediate Graduate Professional Advanced
— ⚫ ⚫ ⚫ ⚬ ⚬
Level Level Level Level Level Level
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment - 20% ⚫
2 - Written Assessment - 40% ⚫ ⚫
3 - Presentation - 40% ⚫
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Knowledge ⚬ ⚬ ⚬ ⚬
2 - Communication ⚬Graduate Attributes Learning Outcomes
1 2 3 4
3 - Cognitive, technical and creative skills ⚬ ⚬ ⚬ ⚬
4 - Research ⚬ ⚬
5 - Self-management
6 - Ethical and Professional Responsibility ⚬ ⚬ ⚬
7 - Leadership
8 - Aboriginal and Torres Strait Islander Cultures
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment - 20% ⚬ ⚬ ⚬ ⚬ ⚬
2 - Written Assessment - 40% ⚬ ⚬ ⚬ ⚬ ⚬
3 - Presentation - 40% ⚬ ⚬ ⚬ ⚬ ⚬ ⚬ ⚬
Textbooks and Resources
Textbooks
There are no required textbooks.
Additional Textbook Information
Due to the contemporary nature of this study journal articles will be the bulk of information. As a result there will be no
prescribed text book, although some may be suggested for additional reading during the unit.
IT Resources
You will need access to the following IT resources:
CQUniversity Student Email
Internet
Unit Website (Moodle)
YouTube
Referencing Style
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th
edition)
For further information, see the Assessment Tasks.Teaching Contacts
Sue Hunt Unit Coordinator
s.hunt@cqu.edu.au
Schedule
Week 1 - 06 Mar 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site. Read
introductory documentation and watch
the lecture. Undertake Module 1
workbook activities. Familiarise
Module 1. Identifying ageism and
yourself with what is required for your
associated impacts.
assessments. Details of the
assessments are available on the
Moodle site. You can begin preparing
for the first assessment.
Week 2 - 13 Mar 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Continue Module 1 workbook
Module 1 continued as above.
activities. Continue working on the first
assessment.
Week 3 - 20 Mar 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Continue Module 1 workbook
Module 1 continued as above.
activities. Continue working on the first
assessment.
Week 4 - 27 Mar 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Undertake Module 2 workbook
activities. Continue working on the first
assessment. Familiarise yourself with
Module 2. Key healthy ageing
what is required for your second
concepts, models and theories.
assessment. Details of this assessment
are available on the Moodle site. You
can begin preparing for this
assessment.
Week 5 - 03 Apr 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Continue Module 2 workbook
Module 2 continued as above.
activities.Continue working on the first
assessment and second assessments.
Vacation Week - 10 Apr 2017
Module/Topic Chapter Events and Submissions/Topic
Use this time to continue working on
the first and second assessments, this
includes conducting relevant
background research.
Week 6 - 17 Apr 2017Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Continue Module 2 workbook
activities. Finalise your work on the
first assessment and continue working
Module 2 continued as above. on the second assessment.
Assessment 1 – Ageism Critical
Analysis Due: Week 6 Friday (21 Apr
2017) 5:00 pm AEST
Week 7 - 24 Apr 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
Module 3. The impact of the
lecture. Undertake Module 3 workbook
environment on healthy ageing
activities. Continue working on the
outcomes.
second assessment.
Week 8 - 01 May 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Undertake Module 3 workbook
Module 3 continued as above.
activities. Continue working on the
second assessment.
Week 9 - 08 May 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Undertake Module 3 workbook
activities. Finalise your work on the
second assessment. Familiarise
yourself with what is required for your
third assessment. Details of this
Module 3 continued as above. assessment are available on the
Moodle site. You can begin preparing
for this assessment.
Assessment 2 – Environmental
Analysis Due: Week 9 Friday (12 May
2017) 5:00 pm AEST
Week 10 - 15 May 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
Module 4. The strengths and lecture. Undertake Module 4 workbook
vulnerabilities associated with ageing. activities. Continue working on the
third assessment.
Week 11 - 22 May 2017
Module/Topic Chapter Events and Submissions/Topic
Refer to the Moodle site and watch the
lecture. Undertake Module 4 workbook
Module 4 continued as above.
activities. Continue working on the
third assessment.
Week 12 - 29 May 2017
Module/Topic Chapter Events and Submissions/TopicRefer to the Moodle site and watch the
lecture. Undertake Module 4 workbook
activities. Finalise your work on the
third assessment.
Module 4 continued as above.
Assessment 3 – Environmental
Analysis Due: Week 12 Friday (2 June
2017) 5:00 pm AEST
Review/Exam Week - 05 Jun 2017
Module/Topic Chapter Events and Submissions/Topic
Exam Week - 12 Jun 2017
Module/Topic Chapter Events and Submissions/Topic
Term Specific Information
Susan Hunt, the coordinator for this unit, is a researcher specialising in health, ageing, development and vulnerable
populations.
Susan began her research career at the Murdoch Institute, and was then employed by the National Ageing Research
Institute. Following this, she conducted research at Monash University into physical and mental health, and child
protection issues. She also had an educational role at the Emerging Researchers in Ageing initiative based at Monash
University.
Susan is experienced in the analysis of policy, research and grey literature, and providing evidence-based reviews and
commentary.
She has contributed to the successful production of policy documents, government reports, grant proposals, ethics
applications, service evaluations, education resources, workshops, presentations, and peer-reviewed journal
publications.
Susan has expertise in the collection and analysis of qualitative and quantitative data, and a strong interest in
translation of research into policy and practice.
Assessment Tasks
1 Assessment 1 – Ageism Critical Analysis
Assessment Type
Written Assessment
Task Description
This task asks you to discuss ageism, including the impact it has on society. The assessment is designed to demonstrate
your ability to identify ageism and show an understanding of the associated consequences.
The Task
You are writing an essay that is a critical analysis of how the mainstream media portrays older people, ageing and
related issues.
Preparation
1. Read the attached articles.
2. Select one article to analyse critically and evaluate.
3. Identify an ageist assumption demonstrated in the article.
Writing
4. Write an introductory paragraph that defines ageism and why it is a problematic form of discrimination.
5. State which article you chose to critique.
6. Describe the ageist assumption you identified in the article.
7. Define how and why the assumption is ageist.
8. Explain the consequences of the ageist assumption for individuals, service providers and society in general.
9. Describe how the article could be rewritten to avoid using ageist assumptions.
10. Write a concluding paragraph that summarises your key findings.
Assessment Due Date
Week 6 Friday (21 Apr 2017) 5:00 pm AESTReturn Date to Students
Week 8 Friday (5 May 2017)
Weighting
20%
Assessment Criteria
Detailed marking criteria are available on the Moodle unit site.
Referencing Style
American Psychological Association 6th Edition (APA 6th edition)
Submission
Online
Submission Instructions
Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.
Learning Outcomes Assessed
Identify covert and overt examples of ageism and determine their impact across all levels of society
Graduate Attributes
Knowledge
Communication
Cognitive, technical and creative skills
Research
Self-management
2 Assessment 2 – Environmental Analysis
Assessment Type
Written Assessment
Task Description
This task asks you to examine and analyse how compliant your work area or area of interest is with healthy ageing
principles. That is, does your local environment promote healthy ageing? To do so you will need to demonstrate an
understanding of healthy ageing models, theories and principles along with an ability to apply them in a real world
context.
The Task
You are writing a persuasive essay to analyse the ability of your chosen environment to facilitate healthy ageing. You
will also provide recommendations for environmental interventions to promote healthy ageing.
Preparation
1. Select a workplace or area of interest to critically analyse (e.g. your local community). You are encouraged to discuss
your selection and approach to this task with your lecturer.
2. Select a healthy ageing framework (model/theory/principles) that you think is appropriate to apply to your chosen
environment. You may like to select parts of different frameworks for inclusion if you feel you need to, but you will need
to justify doing so.
3. Evaluate your chosen environment against the healthy ageing framework you have selected.
4. If you identify any environmental shortcomings, generate solutions to address issues. You may like to search for and
select quality literature that provides evidence-based information to support your arguments.
Writing
1. Write an introductory paragraph that introduces the topic of healthy ageing, including determinants and risk factors.
2. Discuss the environment you have chosen to evaluate and why.
3. Introduce the healthy ageing framework you selected to apply to the environment.
4. Explain how the environment does or does not promote healthy ageing and the implications of this.
5. If necessary, provide recommendations for improving the environment to enable healthy ageing. If there are many
recommendations, prioritise the most salient issues that will have the greatest impact. You may like to consider cost as
a factor here.
6. Write a concluding paragraph that summarises your key findings.
Assessment Due Date
Week 9 Friday (12 May 2017) 5:00 pm AEST
Return Date to Students
Week 11 Friday (26 May 2017)Weighting
40%
Assessment Criteria
Detailed marking criteria are available on the Moodle unit site.
Referencing Style
American Psychological Association 6th Edition (APA 6th edition)
Submission
Online
Submission Instructions
Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.
Learning Outcomes Assessed
Demonstrate an informed understanding of key healthy ageing concepts and theories
Assess specific environments against best practice principles for healthy ageing
Graduate Attributes
Knowledge
Communication
Research
Self-management
Ethical and Professional Responsibility
3 Assessment 3 – Environmental Analysis
Assessment Type
Presentation
Task Description
This task asks you to examine and analyse how compliant your work area or area of interest is with healthy ageing
principles. That is, does your local environment promote healthy ageing? To do so you will need to demonstrate an
understanding of healthy ageing models, theories and principles along with an ability to apply them in a real world
context.
You are creating an oral presentation that is designed to provide recommendations for environmental interventions to
facilitate healthy ageing. You are presenting to local government representatives who have varying but a mostly basic
understanding of healthy ageing. You must successfully transmit knowledge and solutions to justify your
recommendations. The representatives have the capacity to implement the changes you are recommending and you
need to convince them of their value.
Preparation
1. Select a workplace or area of interest to critically analyse (e.g. local community).
2. Select a healthy ageing framework (model/theory/principles) that you think is appropriate to apply to your chosen
environment. You may like to select parts of different frameworks for inclusion if you feel you need to, but you will need
to justify doing so.
3. Evaluate your chosen environment against the healthy ageing framework you have selected.
4. If you identify any environmental shortcomings, generate solutions to address issues.
Presentation
1. You are talking for 15 minutes, this roughly equates to 2000 words.
2. Develop a maximum of 15 slides.
3. Information within slides should be referenced where appropriate. Provide a slide at the end of the presentation with
the references listed.
4. Your presentation should include an introduction to the topic of healthy ageing, including determinants and risk
factors.
5. Discuss the environment you have chosen to evaluate and why.
6. Introduce the healthy ageing framework you selected to apply to the environment.
7. Explain how the environment does or does not promote healthy ageing and the implications of this.
8. Provide recommendations for improving the environment, including a rough budget. If there are many
recommendations, prioritise the most salient issues that will have the greatest impact. You may like to consider cost as
a factor here.
9. Conclude with your key findings and the message you want to leave your audience with.
10. Please also develop a one page written list of the recommendations you are making as a handout to your audience.Assessment Due Date
Week 12 Friday (2 June 2017) 5:00 pm AEST
Return Date to Students
Exam Week Friday (16 June 2017)
Weighting
40%
Assessment Criteria
Detailed marking criteria are available on the Moodle unit site.
Referencing Style
American Psychological Association 6th Edition (APA 6th edition)
Submission
Online
Submission Instructions
Submission will be a two part process: 1. You will film yourself presenting and upload your video to YouTube. We will
provide you with detailed instructions on how to upload a video to YouTube. You will set the privacy settings so that only
people provided with a copy of the hyperlink can view it. It is recommended you try to upload your video before the due
date as issues with large files (video) can occur. You will provide a copy of the hyperlink with your assessment. You are
encouraged to also share the link with your fellow students via the forum but this is your decision. 2. Please submit your
list of changes (Microsoft Word format) and presentation slides (PowerPoint format) via the Moodle site. Do not submit in
PDF or any other format.
Learning Outcomes Assessed
Examine the strengths and vulnerabilities associated with ageing.
Graduate Attributes
Knowledge
Communication
Cognitive, technical and creative skills
Research
Self-management
Ethical and Professional Responsibility
LeadershipAcademic Integrity Statement 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?
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