| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Fire Ecology: Burning Issues for Science and Management |
| Unit ID: | SCENV3110 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from SCENV subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 010999 |
| Other Change: | |
| Brief description of the Unit |
The role of fire in the ecology of biodiversity and landscapes, particularly from an Australian perspective, is explored. Reflection on the history of fire is used to develop an understanding of the impact of fire on Australian society. The theories and understanding that underpin approaches to fire planning and management that achieve ecological and social outcomes are considered in detail. |
| 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. | Recognise, interpret and use the language of fire ecology |
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| K2. | Describe and scrutinise the theory underpinning fire ecology |
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| K3. | Examine the history of fire in Australia |
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| K4. | Recognise the social context of fire in Australia, and internationally |
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| Skills: |
| S1. | Investigate and compile information to address issues in fire management and planning |
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| S2. | Examine the role of fire ecology in fire management and planning using a science-based approach |
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| S3. | Apply suitable field-based techniques to address fire planning and management requirements |
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| Application of knowledge and skills: |
| A1. | Apply knowledge to predict fire behaviour and the outcomes of fires of varying intensity, frequency, size and occurrence |
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| A2. | Practice the fundamental knowledge, methods, technology and approaches used in fire planning and management |
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| A3. | Integrate sound ecological thinking to justify fire planning and management decisions |
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| Unit Content: |
Fire ecology: Burning Issues in Science and Management explores the role of fire in the ecology of flora and fauna and how fire is managed in the Australian environment. Fire management forms a key component of environmental management in Australia and this unit considers the history and ongoing role of fire from an ecological and social perspective.Students will explore current issues in fire management and will become familiar with current industry standards used by fire management agencies.
•History of fire in Australia
•Fire behaviour
•Fire regimes and ecological processes
•Fire and flora
•Fire and fauna
•Fire under changing climate
•Fire management
•Burning Issues for Science and Management
•Living with fire: Policy and social issues |
| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, S3, A1, A2, A3 | Review of learning and skills practice | Test | 30%-40% | | 2. | K1, K2, K4, S1, S2, S3, A1, A2, A3 | Collation and review of information, field assessment, data analysis, mapping and discussion | Development of a planned fire report to current industry standards | 30%-40% | | 3. | K1, K2, K4, S1, S2, S3, A1, A2, A3 | Present the outcomes of the review of information, field assessment, data analysis and mapping as an exercise in information sharing | Presentation | 10-20% | | 4. | K1, K3, K4, S1, A3 | Reflection on the issues and literature relevant to fire and associated discussions with peers | Literature review and bibliography development, tutorial discussions and associated freewrites and reflections | 20%-30% |
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