| Effective Term: | 2026/04 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Lifespan Human Development |
| Unit ID: | SCBFN2003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from ANY subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ATSGC2260 and BEHAV2001 and PSYCB2102) |
| ASCED: | 090701 |
| Other Change: | |
| Brief description of the Unit |
This unit examines human development across the lifespan and its interaction with food and nutrition, focusing on physical, social, and cognitive domains. It highlights the influence of culture and sociohistorical context on developmental processes from prenatal stages through to aging. Methods of gathering and evaluating evidence relevant to developmental phenomena will also be explored. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and describe key life events and developmental crises across the lifespan, and assess their potential impact on human development |
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| K2. | Describe systems theory and evaluate its relevance for understanding how cultural, social, and environmental contexts influence human development and nutritional behaviours across the lifespan |
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| K3. | Outline major developmental theories and identify how these can be used to understand human development, with consideration of health-related behaviours such as food and nutrition |
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| Skills: |
| S1. | Critically review and evaluate cultural, social, and developmental factors that influence food and nutrition behaviours across adulthood |
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| S2. | Identify and critique evidence used to support current approaches in developmental psychology and nutrition across the lifespan |
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| Application of knowledge and skills: |
| A1. | Critically evaluate research to investigate food and nutrition issues across the lifespan |
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| A2. | Discuss and analyse major theoretical perspectives that attempt to explain successful aging |
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| A3. | Effectively communicate developmental and nutrition-related insights tailored to a range of audiences |
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| Unit Content: |
Topics may include:
- physical, social, and cognitive aspects of development
- culture and sociohistorical context
- social relationships
- prenatal development
- gender role development
- aging
- methods of gathering and evaluating evidence
- attachment
- language acquisition
- development of morals
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | N/A - Not Applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | N/A - Not Applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S2, A1, A3 | Create an infographic to communicate evidence-based information about a food or nutrition topic and its impact on a developmental stage between conception and early childhood. | Infographic | 15-35% | | 2. | K1, K2, K3, S1, S2, A1, A2, A3 | Evaluate a case study to identify developmental and environmental factors contributing to a health issue, and propose evidence-based strategies to address it. Present a video outlining the research approach and reflecting on the research process. | Case Study Report and Presentation | 25-45% | | 3. | K1, K2, K3, S1, S2, A1, A2, A3 | Prepare an evidence-based video response to a policy brief, describing the impact of a food or nutrition-related issue across multiple developmental stages across the lifespan | Video Presentation: Policy Brief | 30-50% |
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