University of Technology Sydney

92642 Health Throughout the Life Course

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2022 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:


Result type: Grade and marks

There are course requisites for this subject. See access conditions.


This subject investigates human growth and development across the life span. It examines the effects of age, gender, ethnicity, culture and developmental stages on health and physical capacity. Students explore theories from several health disciplines in regard to how various influences impact on an individual's development or life course. Students examine the effect colonisation had and continues to have on the life course development of Australia's and other nations Indigenous population.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Examine theories and stages of life course development
B. Identify different health needs in relation to life course perspective
C. Describe strengths, protective factors and influences that may impact on health in individuals, families and communities
D. Explore the ongoing implications that colonisation has on the life course of Indigenous Australians
E. Discuss the similarities in health disparity across colonised nations
F. Develop academic thinking, reading and writing skills

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Advocate for individuals and communities and supports enabling positive change (2.0)
  • Take a health equality and human rights approach to healthcare provision (5.0)
  • Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)

Teaching and learning strategies

This subject is undertaken in a blended approach to learning with students attending two five day block workshops on campus each semester accompanied by integrated learning in the online/distance environment. This approach to teaching is responsive to the needs of the student cohort. The flexibility of the blended approach is attractive to the cohort of students who can balance study around their professional and other commitments.
Face to face workshops allow for students to collaborate together in group assessments and continue this communication through discussion boards and virtual classrooms. The multidisciplinary and national student base and engagement with experts within the field additionally allows for the collaborative learning, development of enduring relationships, future networks and citizenship within the field.

Content (topics)

  • Theories and stages of development
  • Health and the life course
  • Strength-based approaches to life course development
  • Impact of colonisation on development of Indigenous and First Nations peoples
  • Enablers and barriers to promoting development across the life span


Assessment task 1: Life course development diagram/table


This assessment task addresses subject learning objective(s):

A, B, C and F

This assessment task contributes to the development of graduate attribute(s):

2.0 and 5.0

Weight: 40%

1200 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
1 80 A 2.0
2 20 B, C, F 5.0
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Exploring community action groups impact on health


This assessment task addresses subject learning objective(s):

C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

2.0, 5.0 and 6.0

Weight: 60%

1500 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
1 30 C 2.0
2 20 D 5.0
3 50 E, F 6.0
SLOs: subject learning objectives
CILOs: course intended learning outcomes


Australian Government and National Aboriginal Community Controlled Health Organisation 2013, Healthy for Life: Aboriginal Community Controlled Health Services Report Card, Australian Institute of Health and Welfare, Canberra.

Australian Indigenous Health Infonet 2014, What is the History of Closing the Gap, Edith Cowan University, Western Australia, viewed 6 May 2014, <>.

Behrendt, L. 2003, Achieving social justice : indigenous rights and Australia's future, Federation Press, Annandale, N.S.W.

Carson, B., Dunbar, T., Chenhall, R. & Bailie, R. (eds) 2007, Social Determinants of Indigenous Health, Allen & Unwin, North Sydney.

Commission on Social Determinants of Health (CSDH) 2007, 'Social determinants and Indigenous health: The International experience and its policy implications', International Symposium on the Social Determinants of Indigenous Health Commission on Social Determinants of Health (CSDH), Adelaide, 29-30 April 2007.

Keleher, H. & MacDougall, C. (eds) 2011, Understanding Health 3rd Edition, Oxford University Press, Melbourne.

Liamputtong, P., Fanany, R. & Verrinder, G. (eds) 2012, Health, Illness and Well-being: Perspectives and social determinants, Oxford University Press, Melbourne.

Other resources

UTS Student Centres

Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:
For other resources/information refer to the Faculty of Health website (, the Health Student Guide ( and UTSOnline at:

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS ( HELPS staff are also available for drop-in consultations at both City and Kuring-gai Libraries. Phone (02) 9514 9733

Please see for additional information on other resources provided to students by UTS.