Outline

Overview

Students will acquire knowledge about typical communication development in English across the lifespan and in cultures relevant to the Australian context. Students will learn about the sequence of normal speech, spoken language and reading development from prelinguistic communication through to language use in older adults; the significance of context and function in the development of language; the universality of communication development, and the effect of child-internal (e.g., gender) and child-external factors on communication development. This unit of study prepares students to undertake observation of communication in different age groups, and to demonstrate understanding of the theories and facts in the normal acquisition of communication skills and apply this knowledge across the lifespan. Students will also begin accumulating knowledge about professional communication, reciprocal learning, and reflective practice.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	HSBH1003
Corequisites ?	None
Prohibitions ?	CSCD2070
Assumed knowledge ?	CSCD1034
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Anita MY Wong, anitamy.wong@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-class quiz	Quiz online MCQ quiz taken in class #Early feedback	5%	Week 03 Due date: 18 Aug 2025 at 10:00	15 minute	AI allowed
Outcomes assessed:
Presentation	Health promotion product Health promotion product and video presentation	25%	Week 08 Due date: 26 Sep 2025 at 23:59	Health Promotion Product + Video (3 min)	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	cultural competence modules 1 & 2 answer questions while completing the online modules; use the knowledge and experience for A2 on health promotion product	0%	Week 08 Due date: 26 Sep 2025 at 23:59	30 minutes each	Not applicable
Outcomes assessed:
Practical skill	Language Sample: Analysis & Report analysis of language sample & interpretation report for parents	40%	Week 10 Due date: 17 Oct 2025 at 23:59	Analysis, plus 800 word report	AI allowed
Outcomes assessed:
Written work	Clinical discussion paper paragraphs and short answers	30%	Week 12 Due date: 31 Oct 2025 at 23:59	no more than 800 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

A0 Cultural Competence Modules: Students are required to complete online cultural competence modules 1 and 2 that are accessible oin your canvas dashboard. Completion is compulsory but carries no marks for the unit. The content is highly relevent for all assignments and particularly for the A2 asssignment health promotion product, where you will use knowledge and experience from this unit to evaluate your own and other relevent health promotion products

A1 Quiz: Students complete a 15-minute MCQ online quiz in class on the assigned reading for the quiz and lecture materials covered in week 1 and 2

A2 Health promotion product: Students work in groups of 3 to 4 to a) create a health promotion product (e.g., short video, infographic) for consumers, b) to produce a short video to justify choices for the product and reflect on group work, and c) to reflect on the appropriateness of the product through the lens of the cultural competence modules 1 and 2 and its suitability in relation to other similar resources

A3 Language sampling - analysis and report: Students will work in pairs to take a language sample of a child aged between 3;6 and 4 years 11 months. Students will analyse the language characteristics of the sample, interpret the results and write up a report for parents or professionals.

A4: Clinical Discission paper: Students a) write up a 800-word discussion paper on one of the articles provided on the lived experience of people with speech, language and/or communication disorders, and b) provide short answers on the interpretation of norm-referenced test scores.

Detailed information for each assessment can be found on Canvas.

Note: Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction; Human communication development	Lecture (2 hr)
Week 01	Health promotion; Research for information and literature; Prep for A2: health promotion product	Tutorial (1 hr)
Week 02	Theories of language development and communication across the lifespan	Lecture (2 hr)
Week 02	Language sampling: Why and how?; Language sampling practice; Prep for A3: language sampling	Tutorial (1 hr)
Week 03	Speech, language and communication development in infants and toddlers	Lecture (2 hr)
Week 03	Language sample transcription and MLU count: Prep for A3: transcription and MLU	Tutorial (1 hr)
Week 04	Speech and language development in the preschooler years	Lecture (2 hr)
Week 04	Ebbels & Nichol’s (2023) Grammatical targets for language sample analysis (GT_LSA) framework: an overview and its use in clinical practice	Tutorial (1 hr)
Week 05	Speech and language development in school-aged children	Lecture (2 hr)
Week 05	Practice on GT_LSA	Tutorial (1 hr)
Week 06	Speech and language development in adolescents and young adults; Introduction to DLD	Lecture (2 hr)
Week 06	Practice on GT_LSA	Tutorial (1 hr)
Week 07	Speech, language and communication in adults; developmental and acquired disorders	Lecture (2 hr)
Week 07	Practice on GT_LSA; Prep for A3: LSA	Tutorial (1 hr)
Week 08	Causes of speech, language and communication disorders	Lecture (2 hr)
Week 08	Practice on GT_LSA; interpreting results of LSA	Tutorial (1 hr)
Week 10	Literacy and speech-language pathology	Lecture (2 hr)
Week 10	Interpreting and reporting results of LSA	Tutorial (1 hr)
Week 11	Standardized norm-referenced testing and reviewing research evidence; prep for A4	Lecture (2 hr)
Week 11	Interpretation of test scores and basic appraisal of research reports	Tutorial (1 hr)
Week 12	Cultural competence: Why and what; Culturally-responsive practice; Family-centred practice; Child protection, Getting ready for clinic	Lecture (2 hr)
Week 12	Introduction to LSA using Systematic Analysis of Language Transcripts (SALT)	Tutorial (1 hr)
Week 13	Understanding speech, language and communication development a) at the neurobiological level, b) from a multi-level perspective, and c) using the Bronfenbrenner model	Lecture (2 hr)
Week 13	Review of learning outcomes and reflection of learning	Tutorial (1 hr)

Attendance and class requirements

You are timetabled 3 hours of class time per week for this unit of study (2 hours lecture; 1 hour tutorial). Your 1 hour tutorial is designed for active learning though participation and application and most of this will not be recorded - you should attend.

In addition, each hour of timetabled class is designed to be followed up with 2 additional hours of independent learning: group work, reading, discussion, practice. Thus, the unit content and learning outcomes are designed to be achievable in 9 hours of work per week of semester.

If you are having any difficulties at any time, please contact Anita for support.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Reading list

American Speech-Language-Hearing Association. (2021a). Cultural competence check-in: Culturally responsive practice. https://www.asha.org/siteassets/ uploadedfiles/multicultural/culturally-responsive-practice-checklist.pdf.

American Speech-Language-Hearing Association. (2021b). Cultural competence check-in: Self-reflection. https://www.asha.org/siteassets/uploadedfiles/ multicultural/self-reflection-checklist.pdf.

American Speech-Language-Hearing Association (n.d.). Cultural Competence. (Practice Portal). Retrieved from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence/.

Bidgood, A. (2016). What comes before words? The beginnings of language development. emagazine, September, 44-46. http://www.lucid.ac.uk/media/1658/emagazine-article-gestures-babble-small.pdf

Easton. C. & McCormack, J. (2015). Sociocultural environments of speech, language and literacy. In In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 40-80). Oxford University Press.

Hartshone, M. (2011). Speech, Language and Communication in Secondary Aged Pupils. ICan Talk Series: Issue 10, 1-24. https://ican.org.uk/media/1926/ican_talkseries10.pdf

Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Wiley-Blackwell.

Lieven, E. (2015). Dog eats man. Nursery World, November, 21-24. http://www.lucid.ac.uk/media/1428/article-1_peter-and-rowland-150615.pdf

Lowry, L. (2012). Fact or Fiction? The top 10 Assumptions about Early Speech and Language Development. Hanen Early Language Program. Retrieved from http://www.hanen.org/Helpful-Info/Articles/Fact-or-Fiction--The-Top-10-Assumptions-about-Earl.aspx

Lubinski, R. (2010). Communicating effectively with elders and their families. The ASHA Leader, March, 1-7. Retrieved from https://leader.pubs.asha.org/doi/10.1044/leader.FTR2.15032010.12

McLeod, S., & McCormack, J. (2015) What are speech, language and literacy? In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 3-39). Oxford University Press.

National Behaviour Support Service (2011). Speech, Language and Communication Needs in Adolescents.

https://www.nbss.ie/sites/default/files/publications/1._slc_needs_booklet_navy_0.pdf

Paul, R., Norbury, C., & Goose, C. (2018). Language disorders from infancy through adolescence (5th ed.), Elsevier.

Pine, J. (2015). My mistake. Nursey World, November, 21-24. http://www.lucid.ac.uk/media/1530/article-6_pine-161115.pdf

Raising Children Network (n.d.). Language development: 5-8 years. Retrieved from https://raisingchildren.net.au/school-age/development/language-development/language-5-8-years

Rowland, C. & Peter, M. (2015). Up to speed. Nursery World, June, 18-20. http://www.lucid.ac.uk/media/1428/article-1_peter-and-rowland-150615.pdf

Stein, T. (2019). Literacy in the early years: What children need to learn and how you can help them learn it. Hanen Early Language Program. Retrieved from http://www.hanen.org/Helpful-Info/Articles/Literacy-in-the-Early-Years--What-Children-Need-to.aspx

Thornton, R. (2015). Syntax. In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 266-302). Oxford University Press.

Yorkston, K. M., Bourgeois, M. S., & and Baylor, C. R. (2010). Communication and aging.

Physical Medicine and Rehabilitation Clinics of North America, 21(2), 309-319.

Young, H. D., & Bowers, L. M. (2018) Coordination of literacy efforts between literacy professionals and speech-language pathologists: Are we on the same team? Literacy Research and Instruction, 57(4), 285-305.

Westerveld, M. (2011). Sampling and Analysis of Children's Spontaneous Language: From Research to Practice. ACQ, 13(2), 63-67.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. describe developmental milestones for communication development across the lifespan in cultures relevant to Australia including Australia’s First Nations people.
LO2. apply population-based statistical information to interpret normal communication behaviour and development (normal curve, standard deviation, percentile rank)
LO3. Collect, analyse, and interpret a conversational sample on a typically developing preschool aged child.
LO4. demonstrate the ability to present health promotion information to individuals, communities, and peers, and evaluate health promotion resources.
LO5. demonstrate the ability to write clear and concise reports for communicating information to individuals, families, and professionals.
LO6. use information technology for health promotion tasks (e.g. creating and/or critiquing health information such as blogs, YouTube videos and flyers)
LO7. demonstrate advanced syntax, keyword, and subject heading search terms to find appropriate learning resources and demonstrate how to appraise journal articles and information resources with regard to peer- review and content.
LO8. discuss cultural and linguistic differences in communication and accommodate personal, cultural, and linguistic difference in professional communication with individuals, families, and communities across cultures relevant to the Australian context.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.6. Engage in learning with colleagues, students and the community 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.5. Acquire, critique and integrate knowledge from a range of sources

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.2		Use critical reflection to inform professional development and practice
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.6		Support development of the profession

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

we will provide details of the tasks in a timely and more organized manner. we will make the lectures more interactive, We will review the content of the lectures and tutorials, and make a more explicit link of content between the lectures and the tutorials. We will take up your recommendation to provide opportunities share students health promotion products in class

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD1032: Human Communication

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links