| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Australian Fauna |
| Unit ID: | SCENV2100 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (SCENV1001 or SCENV1002 or SCENV1502) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (SCENV2111) |
| ASCED: | 050901 |
| Other Change: | |
| Brief description of the Unit |
Students investigate the key vertebrate taxa of Australia, as well as a broad coverage of the invertebrate fauna. There is an emphasis on describing the distinct features, life history characteristics, behaviour, adaptations and ecology of the major taxa. Through practical exercises, including field-based studies, students apply and demonstrate their developing knowledge and skills to identify, classify and investigate the ecology of Australia fauna. Students knowledge of the Australian fauna is displayed in science-based outputs that are typically used by industry and government agencies. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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. | Characterise the key vertebrate and invertebrate taxa of Australia. |
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| K2. | Describe the diversity, ecology and life history strategies of significant taxa of Australia's vertebrate and invertebrate fauna. |
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| K3. | Evaluate the role that behaviour, physiological, reproductive and nutritional adaptations plays in the ecology of fauna. |
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| K4. | Describe the origin, taxonomy, zoogeography and evolutionary trends of the Australian fauna. |
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| Skills: |
| S1. | Identify key characteristics that are fundamental to the classification of the Australian fauna. |
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| S2. | Engage in studies and practical exercises investigating the ecology and biology of Australian fauna that may assist their management and conservation. |
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| Application of knowledge and skills: |
| A1. | Demonstrate the techniques and processes of identifying Australian fauna. |
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| A2. | Observe and collect field data on the ecology of Australian fauna. |
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| A3. | Communicate the outcomes of information gathering and field studies to a scientific audience. |
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| Unit Content: |
Students investigate the key vertebrate taxa of Australia, as well as a broad coverage of the invertebrate fauna. There is an emphasis on describing the distinct features, life history characteristics and ecology of the major taxa. Through practical exercises and field-based observation, students apply and demonstrate their developing knowledge and skills to identify, classify and investigate the ecology of Australian fauna. The knowldege gained is collated and evaluated to construct pieces of scientific output that are typically used by industry and government agencies.
•Origins, taxonomy, zoogeography and ecology of Australian fauna.
•Life history strategies, behaviour and adaptations of Australian fauna.
•Identification of key Australian fauna.
•Observation and survey of Australian fauna. |
| 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. | Level 2 - Student demonstrates some independence within provided guidelines | 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 | Level 2 - Student demonstrates some independence within provided guidelines | 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. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1 | Demonstrate knowledge and comprehension of material and practical exercises undertaken. | Quiz(zes) | 10-20% | | 2. | K2, K3, S1, S2, A1, A2 | Undertake practical exercises that investigate Australian fauna. | Practical exercises | 10-30% | | 3. | K1, K2, K3, S1, S2, A1, A2, A3 | Undertake field-based observation of Australian fauna and produce a scientific output based on the findings. | Scientific communication | 30-50% | | 4. | K2, K3, K4, S2, A2, A3 | Investigate, review and analyse the ecology of an Australian fauna taxa and compile a taxa profile | Scientific communication | 10-20% |
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