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We acknowledge the Traditional Owners of the lands and waters where our university is located and actively seek to
contribute and support the JCU Reconciliation Statement, which exemplifies respect for Australian Aboriginal and
Torres Strait cultures, heritage, knowledge and the valuing of justice and equity for all Australians.
College of Healthcare Sciences Disclaimer: The information provided in this subject outline is correct as at the time
of completion and may change in response to changing University resources. Any changes will be approved by the
College Dean or representative and will be communicated to students by the LearnJCU subject site.
Pre-requisites:
NS5131 AND NS5132
This subject outline has been prepared by Gill Harris for the College of Healthcare Sciences, Division of Tropical
Health and Medicine, James Cook University. Updated 3rd June 2016
Q1. This subject is offered across more than one campus and/or mode and/or teaching
period within the one calendar year.
Yes
No
Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning
outcomes and assessment types and weightings.
Yes
No
Yes
No
Copyright 2016
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted
under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.
Contents
Staff member
Phone
Subject Coordinator
Gill Harris
gillian.harris@jcu.edu.au
Course Coordinator
(Midwifery)
Marie McAuliffe
marie.mcauliffe1@jcu.edu.au
Consultation times*
Via email
Via email
*Other consultation times by appointment only. Subject coordinator will be available for the equivalent of four hours per week
across the study period.
For further assistance please refer to Student Assistance Directory (Nursing, Midwifery & Nutrition) Who Do I
Contact?
Subject enquiries
Facilitating communication between staff and external students is very important. You are welcome to contact staff
with any queries or problems by email or phone. JCU Email is the most reliable method of contact. If you phone,
please leave your contact number and times when you will be available to facilitate the return of your call.
JCU Email
As part of the terms of agreement that you accepted in your offer of enrolment, you have agreed to access your JCU
Email via Outlook Web App for Students or configured to your mobile devices at least twice weekly to receive official
communications from the University. All emails generated by JCU are automatically sent to your JCU Email address
only (not to personal email addresses). It is understood that any email sent by the Subject Coordinator is read and
acted upon by the student. Similarly, all email correspondence from students to JCU is required to be sent from your
JCU Email account, as this identifies you as a JCU Student. We cannot discuss enrolment or personal study matters
via emails sent from students personal email addresses.
LearnJCU
In addition, students MUST regularly check announcements on LearnJCU to avoid missing important information.
Discussion Boards / Online Learning Activities
Students are expected to participate in the LearnJCU discussion boards and online learning activities. The discussion
boards give you a place to interact with staff and other students about subject content and topics, and help students
to clarify and extend their understanding of key content. These are a forum for students to present their
thoughts/ideas in an online version of an in-person classroom discussion and therefore the same courtesy rules
apply.
Time
Day/ Date
Room/ Location
N/A
Online
Online
Revision Quizzes
Online
Date
Census date
Element 1.2:
Element 1.3:
Element 1.4:
Competency 2
Element 2.1:
Element 2.2:
Element 2.3:
Complies with policies and guidelines that have legal and professional implications for practice
Formulates documentation according to legal and professional guidelines
Fulfils the duty of care in the course of midwifery practice
Accepts accountability and responsibility for own actions within midwifery practice
Recognises and acts within own knowledge base and scope of practice
Identifies unsafe practice and takes appropriate action
Consults with and refers, another midwife or appropriate health care provider when the needs of the
woman and her baby fall outside own scope of practice
DOMAIN:
Competency 3
Element 3.1:
Element 3.2:
Element 3.3:
Competency 4
Element 4.1:
Element 4.2:
Element 4.3:
Competency 5
Element 5.1:
Element 5.2:
Element 5.4:
Element 5.5:
Element 5.6:
Competency 6
Element 6.2:
DOMAIN:
Competency 7
Element 7.1:
Respects and supports women and their families to be self-determining in promoting their own health
and well being
Element 7.2:
Acts to ensure that the rights of women receiving maternity care are respected
Competency 8
Element 8.1:
Demonstrates effective communication with midwives, health care providers and other professionals
Element 8.2:
Establishes, maintains and evaluates professional relationships with other health care providers
Actively supports midwifery as a public health strategy
Advocates for and promotes midwifery practice within the context of public health policy
Ensures midwife is culturally safe
Competency 9
Element 9.1:
Competency 10
Element 10.1:
Plans, implements and evaluates strategies for providing culturally safe practice for women, their
families and colleagues
DOMAIN:
Competency 12
Element 12.1:
Addresses the impact of personal beliefs and experiences on the provision of midwifery care
Element 12.2:
Competency 11
Element 11.1:
Competency 13
Element 13.1:
Competency 14
Element 14.1:
Element 14.2:
Online classroom sessions were conducted using Blackboard Collaborate on several occasions during the
previous semester to support learning in the modules and assessment preparation. Students could attend
the actual session and/or watch the recording. Feedback was very positive about these sessions, so have
been incorporated again this semester
Revision Quizzes based on each module were made available for students to test their learning with prompts
given where to research answers if any were incorrect. These could be repeated as often as wanted and
were used widely, particularly in the run up to the exam. Feedback was very positive about these quizzes,
so have been incorporated again this semester
The Wiki assignment was well received. Students completed one learning activity for each module and
shared their work on the modules Wiki page to promote student collaboration with the learning process.
They also needed to complete a reflection per module. However, the marks given for the Wikis did not reflect
well the student workload related to the Wiki Assignment. So the Wiki assignment has been altered this
semester to a reduced number of Wiki contributions and more marks for each one.
The case study assignment was well received by the students and considered supportive of their learning.
This is continued this semester.
Nursing and Midwifery Board of Australia. (2006). National Competency Standards for the Midwife
Page, L. & McCandlish, R. (Eds.) (2006). The New Midwifery: Science and Sensitivity in Practice (2nd ed.).
Philidelphia, PA: Churchill Livingstone Elsevier.
Weekly Readings
In addition to your required texts, weekly readings provide you with specific information on the content. The readings
are available via the JCU Library online collection. Journal articles and eBooks are available via OneSearch book
chapters and articles not available via the Library collection will be added to ReserveOnline (search by subject code).
The prescribed readings represent part of the study content. You are guided to the readings throughout the modules.
It is useful to update your knowledge base by supplementing content by reading with other current material, especially
examples of research, which is often reported in daily newspapers or magazines as well as in specialist journals or
texts.
Literature searches
Students are expected to be competent at searching online databases to find and retrieve literature. You are also
expected to include reference to other literature in your written assignments (other than the readings provided). The
JCU Library provides online guides on how to locate journal articles. The Nursing, Midwifery & Nutrition LibGuide is
an online guide for NMN students and staff at JCU. It will help you find the information you need to complete your
assignments and research.
Additional Resources
Additional resources available from the subject site in LearnJCU include:
Announcements.
Recommended websites.
Supplementary materials.
additional readings
formative revision quizzes
Blackboard Collaborate online classroom sessions
Vodcasts
Communication functions are also available via LearnJCU such as group email facility, discussion boards and virtual
classrooms. Students are expected to visit the site regularly and utilise the many interactive features available.
Inherent Requirements
Your course may have inherent requirements. Inherent requirements are the fundamental abilities, attributes, skills
and behaviours needed to achieve the learning outcomes of a course while preserving the academic integrity of the
universitys learning, assessment and accreditation processes. Students and prospective students must be able to
demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree. For
more information refer to Inherent Requirements page.
Reasonable adjustments may be made to assist students manage additional circumstances impacting on their
studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter the
need to be able to demonstrate the inherent requirements of the course. Students who believe they will experience
challenges completing their degree or course because of their disability, health condition or other reason should
discuss their concerns with an AccessAbility Services team member, or a member of College staff such as the Course
Coordinator. In the case where it is determined that inherent requirements cannot be met with reasonable
adjustments, the University staff can provide guidance regarding other study options.
Date
Aligned subject
learning outcomes
apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.
Aligned professional
standards/
competencies
Group or individual
Individual
Weighting
10%
Word length
500 words maximum for each reflection. Any words over the count of 500 words will not be marked.
There is no lower limit.
Due date
0.5-2
No
reflection
attempted.
Minimal evidence of
reflection. Model may
not have been used.
Information provided is
limited, inaccurate or
incorrect. Numerous
referencing errors as per
APA 6th, or no literature
used.
2.5-3
Attempt at reflection
evident. Model used.
Information provided
mainly descriptive, may
be vague or not clearly
articulated.
Sources of information
may be referenced, but
not clearly. Some errors
as per APA 6th
3.5-4.5
Reflection completed
reasonably well. Most
aspects are addressed in
a descriptive manner
with some critical
analysis. Sources of
information are
referenced, minimal
errors as per APA 6th
Reflection thoroughly
addresses the
challenge with critical
analysis.
Sources of information
are clearly and
accurately referenced
as per APA 6th
Aligned subject
learning outcomes
apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.
Aligned professional
standards/
competencies
Competencies 1 - 14
Group or individual
Individual
Weighting
50%
Due date
Word length
MARKS
3
10
10
8
6
3
3
3
4
50
CATEGORY
Define the
challenge
holistically
CATEGORY
Care and
education
required
CATEGORY
Potential impact
on birth and the
postnatal period
CATEGORY
Reflect on the
impact of the
challenge from
the womans
perspective
0
No introduction
evident.
0.5-1
Attempt at Introduction
evident only introduces
essay topic minimally OR
only briefly outlines essay
content.
1.5
Attempt at Introduction evident,
states topic and gives vague
reflection of essay content and
information is relevant. Some
facts stated.
1 4.5
5-7
An attempt made at
reflecting on the challenge
from the womans
perspective and/or the
midwifery support, but limited
understanding evident.
0
No discussion of the
care and education
required.
0
No discussion of the
potential impact on
the birth and postnatal
period.
0
No reflection on the
impact of the
challenge from the
womans perspective
or identification of
midwifery support
5-7
4 5.5
3-4
2-2.5
6 7.5
The potential impact is reasonably
well identified and described.
Information mainly descriptive,
some critique evident. Writer
demonstrates an understanding of
the potential impact on the birth
and postnatal period.
4.5 5.5
The reflection shows some
evidence how the challenge may
impact the woman.
Writer shows understanding and
appreciation of the womans
perspective and how the midwife
can support the woman.
10
10
8
The potential impact is accurately
identified and described.
Writer demonstrates a thorough
understanding of the potential impact
on the birth and postnatal period.
6
The reflection shows evidence of a
thorough analysis of the impact of the
challenge from the womans
perspective.
Writer shows a comprehensive
understanding and appreciation of
the womans perspective and the
midwifery support that can be
provided.
CATEGORY
Conclusion
CATEGORY
Discussion
supported by
relevant literature
CATEGORY
Referencing as
per APA 6th
CATEGORY
Academic
Presentation:
legibility, spelling,
grammar, layout
as per
assessment
guidelines
0
No conclusion.
0
No Literature used.
0.5-1
1.5
2-2.5
Attempt at Conclusion
evident only has closing
statements OR summarises
essay content.
Introduces new information
on topic.
0.5-1
0.5-1
1.5
1.5
2-2.5
8-12 errors.
Numerous errors in
presentation as per the
assessment guidelines.
Mistakes in writing style
(unclear sentences and
meaning), grammar,
punctuation, poor spelling
and appearance.
2-2.5
3
Conclusion brings closure to the
essay, is clear, concise and sums up
points discussed in the essay.
Provides a final perspective on the
topic. Does not introduce new
information.
3
Applies the literature and uses it to
support activity with critical
application and discussion evident
Quality of literature is excellent.
3
Follows APA 6th, 0-2 errors.
3-3.5
10
Aligned subject
learning outcomes
apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.
Aligned professional
standards/
competencies
Competencies 3 - 6, 14
Group or individual
Individual
Weighting
Satisfactory/Unsatisfactory
Due date
Word length
11
Aligned subject
learning outcomes
apply primary health care principles and the philosophy of woman centred, value based care
(Page, 2000) to women and families experiencing a perinatal challenge;
analyse and critique Berg's (2005) model of 'genuine caring' in relation to caring for women and
families experiencing a perinatal challenge in the pregnancy continuum;
provide safe and appropriate midwifery care to all women and families experiencing a perinatal
challenge in the pregnancy continuum;
describe the pathophysiological processes involved in a perinatal challenge in the pregnancy
continuum;
demonstrate the appropriate midwifery knowledge and midwifery skills midwives require to
support women and their families, experiencing a perinatal challenge.
Aligned professional
standards/
competencies
Competencies 1 - 14
Weighting
40%
Date
In examination period
Duration
2 hours
12
In marking your assignments, key criteria as appropriate will be assessed, therefore read your assignment
requirements and marking criteria carefully.
Please note that academic staff does not take responsibility for lost assignments. It is the students responsibility to
retain a copy of assignments and SafeAssign reports for resubmission if needed. This applies to professional
experience placement assignments/paperwork as well. Do not rely solely on the file within your home computer
either. Always make a copy to cloud storage, an external CD or USB (memory stick). The hard drive in computers
can fail, destroying all your hard work.
Drafts
One draft only per assignment will be accepted for review by the Subject Coordinator. A draft is generally either a
BRIEF (maximum of one page) outline of the proposed paper or a plan of the paper. It is not the completed
assignment. General feedback will be given to indicate whether the student is on the right track in relation to
answering the assignment question. No grammar, spelling or referencing errors will be corrected with drafts.
Referencing
Nursing, Midwifery and Nutrition students are required to use the APA Style of referencing. The library has created
a Referencing for Nursing and Midwifery Students Guide which contains an interactive workbook, videos and quizzes.
The importance of accurate referencing within all assessments cannot be overstated, and is treated very seriously
by the university. Whether by ignorance, laziness or deliberate intent, plagiarism will not be tolerated in Nursing,
Midwifery & Nutrition. Students who do not adhere to the APA referencing style, and subsequently fail to correctly
acknowledge all sources utilised within a piece of assessment, may be at risk of plagiarism, and thus academic
misconduct. All such incidents will be investigated as per the guidelines below. All students are strongly encouraged
to familiarise themselves with the Student Academic Misconduct Requirements Policy.
Presentation
In preparing your assignment the following criteria apply:
e.g. diagnostic related groups [DRGs]. Conventional medical abbreviations (See ACSQHC (2011) National
abbreviations and terminology), e.g. tds or ml. may be used provided they are correct and acceptable.
Preparing Document for Online Submission
When preparing the final document for submission saved in Word format, students should pay particular attention to
the filename. The filename must include student name, subject code and assignment number, e.g.
Smith_John_NS7890_A1.docx. In lieu of an assignment cover sheet, students will be required to include a title page
as the first page of their submission that includes the same details that are required on the cover sheet. The title
page must include:
Student name
Student number
Subject code
Assignment title
Assignment due date
Submission date (this will also be apparent on the electronic submission record in LearnJCU)
Subject coordinator
SafeAssign Reports
SafeAssign is a plagiarism detection tool within LearnJCU. This is the program that allows students to submit
assignments as electronic documents and compares the content with assignments submitted by other students at
JCU and over 2.5 billion other documents on the internet. A report is generated identifying segments of matching
text, and the quantity matched, and this allows both the student and the Subject Coordinator to check the submitted
assignment against the original identified sources. (Please log on to the subject sites on LearnJCU for detailed
instructions for processing assignments through SafeAssign). This report is not considered uncontested
evidence of plagiarism; rather, it is a means of providing students with feedback on academic writing. Such feedback
provides an opportunity for students to develop the knowledge and skills needed to approach assignments with
academic integrity. You should check your report from submission to the DRAFT dropbox, prior to submission to the
FINAL dropbox, as this will help you to identify areas of plagiarism or areas that have not been accurately referenced
within your assignment and rectify them prior to your final submission.
Online Submission
Students must submit final assignments including the reference list through SafeAssign by the due date to
the FINAL dropbox. Students are responsible and must ensure the upload is successful and save a copy of the
SafeAssign report for their own records. The date and time of online submission is recorded by LearnJCU, being
the equivalent to a date stamp on a hard copy submission. If there is any discrepancy in the submission dates,
late marks will be deducted from the LATEST submission lodged, whether through FINAL dropbox or by
hard copy. If the SafeAssign submission is not received at all in the FINAL dropbox, the assignment is considered
incomplete and thus the students marked assignment will not be returned, and the student will receive a fail grade
for the subject. If system-wide technical problems happen to occur with SafeAssign on the due date, then your
Subject Coordinator will advise you by email and/or an announcement on LearnJCU of any necessary alterations to
the above usual processes of assignment submission to Nursing, Midwifery and Nutrition.
Institution Release Statement Student Declaration
As part of the online submission process, the following Institution Release Statement is completed:
1. This assignment is my/our original work and no part has been copied/reproduced from any other persons
work or from any other source, except where acknowledgement has been made (see Learning, Teaching
and Assessment Policy 5.1).
2. This work has not been submitted for any other course/subject (see Learning, Teaching and Assessment
Policy 5.9).
3. This assignment has not been written for me/us.
4. I/We hold a copy of this assignment and can produce a copy if requested.
5. This work may be used for the purposes of moderation and identifying plagiarism.
6. I/We give permission for a copy of this marked assignment to be retained by the College for benchmarking
and course review and accreditation purposes.
Late Submissions
Work is deemed late if submitted after the due date. Any assignment that does not have an approved extension by
the Subject Coordinator will incur a late penalty if submitted after the due date. Five percent (5%) of the marks
available for the assessment item will be deducted per calendar day, including weekends and public
holidays. Assessments submitted more than 14 days after the due date will be accepted and marked by the Subject
Coordinator and feedback will be given to the student, however zero marks will be awarded. If an assignment is
submitted after the due date there is no guarantee that the student will receive the assignment back at the same time
14
as students that submitted by the due date. If the assessment is not received at all the student will receive an X
grade for the subject, and will be required to repeat the subject in its entirety.
Extensions
Extensions for assessment e.g. written assignments, poster presentations, will only be granted where a serious and
unforeseeable event has prevented you from completing the assignment. This includes the delivery of a presentation
during on-campus residential blocks. The following, as foreseeable, are not acceptable reasons for extensions:
computer/printer failure
work commitments including professional experience placement
social commitments
sporting or other community commitments.
An extension request within 48 hours of the due date will only be considered in very serious circumstances. Requests
for extensions after the due date will not usually be granted. To request an extension, students are required to
complete the CHS form for request for extension, late assignment submission, or missed class. If a request for an
extension is granted, the time required will be negotiated with the Subject Coordinator, taking into account the
circumstances leading to the request. The student should attach a copy of the email from the subject coordinator
granting the extension to the assignment when it is submitted. A request for a further extension will not normally be
considered. If a student is granted an extension of more than one week, it may not be possible to complete marking
the assignment for return at the same time as other assignments.
Return of Assignments
An assignments return date, time and manner will be determined by the Subject Coordinator in-line with the JCU
Learning, Teaching and Assessment Policy. Written feedback will be given, and students can discuss their
assignments with the marker if further feedback is needed.
Review of Assessment
Requests for review of assessment need to follow the JCU Review of Assessment and Access to Examination Scripts
and Materials Procedure.
Publication of results
Subject results are available via eStudent on the official release date of results (approximately three weeks after the
end of study period). NOTE: Students who have outstanding assessment items, an outstanding University debt (for
library fines, student loans, fees etc) or who have not shown photographic identification for an examination will have
their results withheld and are unable to graduate or re-enrol until outstanding requirements are met.
www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy
Also see the definition of self plagiarism in the JCU Learning, Teaching and Assessment Policy and note policy
statement 5.9 in regard to submission of ones own work that has been previously submitted for assessment and
received a grade www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy
Referencing is a systematic way of acknowledging the sources that you have used. Students should check out the
very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:
(In
particular,
the
booklet
www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-specialexaminations-policy
If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances beyond
your control, you may apply for a deferred exam. Deferred exams are granted in exceptional circumstances such
as severe medical conditions or family or personal trauma. For further information, visit
www.jcu.edu.au/students/exams-and-results
Location
Phone
Office times
134
4781 5255
enquiries@jcu.edu.au
9.00am 4.45pm
A1
4232 1000
enquiries@jcu.edu.au
9.00am 4.45pm
43.005
4781 4121
chs@jcu.edu.au
8.30am 4.30pm
A2.019
4232 1746
chs@jcu.edu.au
8.30am 4.30pm
AccessAbility Services
www.jcu.edu.au/accessability-services
Accommodation
www.jcu.edu.au/accommodation
www.jcu.edu.au/careers-and-employment
Childcare
www.jcu.edu.au/students/support/childcare-and-schooling
Counselling
www.jcu.edu.au/counselling
Enrolment
www.jcu.edu.au/students/enrolment
www.jcu.edu.au/students/feedback-and-complaints
www.jcu.edu.au/students/fees-and-financial-support
www.jcu.edu.au/inclusion-and-engagement
www.jcu.edu.au/australian-aboriginal-and-torres-strait-islanderinformation/student-support
www.jcu.edu.au/students
www.jcu.edu.au/international-students
www.jcu.edu.au/students/learning-centre
www.jcu.edu.au/library
Librarians Liaison
www.jcu.edu.au/library/about/library-contact-details/liaisonlibrarian-discipline-responsibilities
Off-campus students
www.jcu.edu.au/off-campus-students
www.jcu.edu.au/students/support/student-support
www.jcu.edu.au/policy/student-services/review-of-assessmentand-student-access-to-scripts-and-materials-policy
www.jcu.edu.au/policy/student-services/special-consideration,supplementary,-deferred-and-special-examinations-policy
16
www.jcu.edu.au/policy/student-services/student-academicmisconduct-requirements-policy
Student Policies
www.jcu.edu.au/policy/student-services
Student Association
www.jcusa.edu.au/
17
Week/ Date
Subject activity
Readings /
Preparation
Relationship to Assessment
25-Jul-16
Textbook and
Module 1 readings
01-Aug-16
Textbook and
Module 1 readings
08-Aug-16
Textbook and
Module 1 readings
Webinar
15-Aug-16
Textbook and
Module 2 readings
22-Aug-16
2.3 Malpresentation
2.4 Cord Presentation/Prolapse
2.5 Induction of Labour Pre/Post Dates
Textbook and
Module 2 readings
29-Aug-16
Textbook and
Module 2 readings
Webinar
05-Sep-16
Textbook and
Module 3 readings
12-Sep-16
Textbook and
Module 3 readings
Webinar
19-Sep-16
Textbook and
Module 3 readings
26-Sep-16
LECTURE RECESS
18
Week/ Date
Subject activity
Readings /
Preparation
Relationship to Assessment
03-Oct-16
Textbook and
Module 4 readings
11
10-Oct-16
Textbook and
Module 4 readings
12
17-Oct-16
13
24-Oct-16
10
Webinar
31-Oct-16
07-Nov-16
EXAMINATION PERIOD
14-Nov-16
EXAMINATION PERIOD
21-Oct-16
VACATION
Please note that the sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances.
19