Outline

Overview

This unit explores development of communication and swallowing across the lifespan. The unit covers practice areas of speech, language, literacy, voice, fluency, cognition, hearing, and swallowing. Factors impacting typical development are discussed in addition to the influence of diversity and culture.

Unit details and rules

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

Teaching staff

Coordinator	Robyn Johnson, robyn.johnson@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Summative exam This assessment allows students to demonstrate their knowledge and critical analysis of typical communication and swallowing development across the lifespan	40%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Out-of-class quiz	ACE: Accelerate Communication Excellence Students complete a written communication task in Week 4.	0%	Week -04 Due date: 22 Mar 2026 at 23:59	1 hour	AI allowed
Outcomes assessed:
In-class quiz	Early feedback quiz and reflection This will help consolidate your understanding of the foundational concepts introduced so far. It aims to give you insight into your progress and provide early feedback.	5%	Week 03 Due date: 13 Feb 2026 at 13:00	20 minutes during week 3 tutorial	AI allowed
Outcomes assessed:
Case studies	Paired Case Study Presentation Paired audio-visual presentation of your analysis of a developmental case vignette, featuring a normally developing child	20%	Week 06 Due date: 03 Apr 2026 at 23:59	5 minutes	AI allowed
Outcomes assessed:
Case studies	Individual case study analysis with reflection Case study analysis to demonstrate understanding of typical communication development and change across the lifespan (1600 words). Personal reflection of learning (400 words).	35%	Week 10 Due date: 01 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
= 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

The five assessments in this unit are designed to support the development of strong foundational knowledge about the typical development of communication and swallowing across the lifespan. This will prepare students for further learning about communication disorder/delay/difference in future academic and practice units.

In-class quiz and reflection (early feedback task) 5%
Accelerate Communication Excellence (ACE) 0%
- Students complete a written task online
Paired case study 20%
- Audio-visual presentation
- Child case
Individual written case study analysis and reflection 35%
- Written essay
- Case from a list of individuals across the lifespan
Summative exam 40%
- Multiple choice, short answer and extended response questions
- Covers all learning objectives

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	Exceptional understanding and critical reflection demonstrated. Provides insightful connections between communication/swallowing development, developmental frameworks, and a wide range of influencing factors
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64	Adequate understanding and critical reflection demonstrated
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 more than 10 days late cannot be marked.

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	Intro & foundation concepts: Overview of communication and swallowing and relationship to speech pathology	Lecture (1 hr)
Week 01	Introducing and exploring communication and swallowing in the context of speech pathology scope of practice, professional and ethical standards. Introduction to speech pathology scope of practice, professional and ethical standards, work contexts and service delivery models	Tutorial (2 hr)
Week 02	Intro & foundation concepts: Foundations of human communication development	Lecture (1 hr)
	Human communication development	Tutorial (2 hr)
	Reflective writing for personal and professional growth	Self-directed learning (0.66 hr)
Week 03	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 1	Lecture (1 hr)
Week 03	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 1	Tutorial (2 hr)
Week 04	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 2	Lecture (1 hr)
	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 2	Tutorial (2 hr)
	Creating engaging audio-visual presentations for academic success	Self-directed learning (0.66 hr)
Week 05	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 3	Lecture (1 hr)
	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 3	Tutorial (2 hr)
	Harnessing generative AI for learning: ethical and effective use	Self-directed learning (0.66 hr)
Week 06	Typical development across the lifespan: Cognition, language, literacy, speech and phonology 4	Self-directed learning (1 hr)
Week 07	Typical development across the lifespan: Voice and fluency	Lecture (1 hr)
Week 07	Typical development across the lifespan: Voice and fluency	Tutorial (2 hr)
Week 08	Typical development across the lifespan: Feeding and swallowing	Lecture (1 hr)
Week 08	Typical development across the lifespan: Feeding and swallowing	Tutorial (2 hr)
Week 09	Factors influencing development: Biological and environmental	Lecture (1 hr)
Week 09	Factors influencing development: Biological and environmental	Tutorial (2 hr)
Week 10	Factors influencing development: Hearing and its role in communication	Lecture (1 hr)
Week 10	Factors influencing development: Hearing and its role in communication	Tutorial (2 hr)
Week 11	Factors influencing development: Social and cultural	Tutorial (2 hr)
Week 11	Factors influencing development: Social and cultural	Lecture (1 hr)
Week 12	Factors influencing development: Diversity, inclusion and Indigenous perspectives	Lecture (1 hr)
	Factors influencing development: Diversity, inclusion and Indigenous perspectives	Tutorial (1 hr)
	Factors influencing development: Diversity, inclusion and Indigenous perspectives	Tutorial (2 hr)
Week 13	Factors influencing development: Integrating concepts - interactions across development	Lecture (1 hr)
Week 13	Factors influencing development: Integrating concepts - interactions across development	Tutorial (2 hr)

Attendance and class requirements

Concepts will be introduced in the weekly lectures and explored in detail during tutorials

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.

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. Develop an understanding of the role of the speech pathologist across a range of contexts.
LO2. Demonstrate foundational knowledge of the typical development of communication and swallowing, including speech, language, literacy, voice, fluency, cognition, hearing, and swallowing, across the lifespan.
LO3. Identify and describe key factors influencing development, including biological, social, environmental factors.
LO4. Explain the impact of diversity on communication and swallowing development and services, incorporating an understanding of Australian Indigenous and multicultural perspectives.
LO5. Recognise the role of cognition and hearing in the development of communication and swallowing and explain how these factors interact with other developmental processes across the lifespan.

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) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3.g. We demonstrate digital literacy across practice areas and tasks. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 2.1. Demonstrate self-awareness 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 1.7.e. We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being. 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.4.b. We engage in development opportunities, supervision and mentoring to enable responsive and reflective services that meet the preferences and needs of people from diverse cultural, language and social backgrounds. 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.2. Comply with legislation, standards, policies and protocols 1.3.g. We demonstrate digital literacy across practice areas and tasks. 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Conduct
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
1.5		Maintain high standards of communication, information sharing and record keeping
1.5.a		We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.6		Engage in learning with colleagues, students and the community
3.1		Develop shared understanding of speech pathology
3.2.a		We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns.
3.2.c		We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.

Responding to student feedback

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

This is a brand new unit and there was no previous feedback to which I could respond

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

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

CSCD1040: Introduction to Communication and Swallowing

Semester 1, 2026 [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

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