Grade descriptors and other information concerning grading are contained in the Macquarie University Assessment Policy. All final grades are determined by a grading committee, in accordance with the Macquarie University Assessment Policy, and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade and a mark which must correspond to the grade descriptors specified in the Assessment Procedure (clause 128).

To pass this unit, you must demonstrate sufficient evidence of achievement of the learning outcomes, meet any ungraded requirements (such as mastery register assessment), and achieve a final mark of 50 or better. If there is a lack of sufficient evidence demonstrating that a student has met the required level of achievement in all learning outcomes they will be awarded a Fail grading with an assigned mark of 49 or less.

Further details for each assessment task will be available on iLearn. 

Late Submission of Work

Unless a Special Consideration request has been submitted and approved, a 5% penalty (OF THE TOTAL POSSIBLE MARK) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a grade of ‘0’ will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical concern.

For example:

For any late submissions of time-sensitive tasks, such as scheduled quizes/tests/exams, performance assessments/presentations, and/or scheduled practical assessments/labs, students need to submit an application for Special Consideration. 

Hurdle Assessment

The PHTY8101 Mastery Register is a hurdle assessment task. A hurdle requirement is an activity for which a minimum level of performance or participation is a condition of passing the unit in which it occurs. Students are required to achieve 60% completion of the Mastery Register by the due date to successfully complete the unit. A student who has obtained a SNG over 50, yet failed the hurdle assessment, fails the unit. Please see Macquarie University's assessment policy for more information about hurdle assessment tasks.

Assumed knowledge

This unit assumes that you have comprehensive knowledge of anatomy and physiology. 

Teaching and Learning Strategy

This unit encompasses an active learning approach where you will be expected to engage in enhancing your own learning experience. The teaching and learning approach will be based on students developing a deep understanding of principles and the ability to independently solve problems, with the expectation that students can then translate this knowledge to different clinical scenarios (e.g. patients with similar impairments but different diagnoses).

Online resources and pre-recorded lectures will provide foundation knowledge for this unit. 

Practical sessions will focus on the development of technical skills and clinical reasoning. Practical content will be based on clinical skills and case studies. It will be situated in authentic learning environments to optimally prepare students for their future clinical placements.

This unit's iLearn site will provide weekly resources for students, including:

• pre-recorded lecture notes
• worksheets for practical sessions
• online activities
• preparation and consolidation material
• videos

Textbooks & Readings

Essential: This unit does not have any textbooks that are essential for you to purchase.

Recommended: The following texts will be useful resources and available in the library reserve. Recommendations about specific readings from these and other resources (such as research papers, books, websites and videos) will be listed on iLearn.

• Carr JH and Shepherd RB (2010) Neurological rehabilitation: Optimizing motor performance (2nd Ed). Elsevier Health Sciences.
• Carr JH and Shepherd RB (2003) Stroke rehabilitation: Guidelines for exercise and training to optimize motor skill. Oxford: Butterworth Heinemann.
• Magill RA (2011) Motor Learning and Control: Concepts and Applications (9th Ed). New York: McGraw Hill.
• Oatis CA (2009) Kinesiology: The Mechanics & Pathomechanics of Human Movement (2nd Ed). Baltimore: Lippincott Williams and Wilkins.
• Carr JH and Shepherd RB (2000) Movement Science: Foundations in Physical Therapy Rehabiltiation Apsen Publishers.

Technology and equipment

Active participation in the learning activities throughout the unit will require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

Detailed information pertaining to the unit schedule can be found on iLearn.

In 2021, due to COVID-19, PHTY8101 was a special circumstance offering. Delivery of content and assessment had to be modified to optimise online teaching and learning. PHTY8101 in 2022 will revert back to the standard weekday attendance offering with all practical classes delivered face-to-face. There will be a range of online activities, including pre-recorded lectures, to complete prior to attending weekly practical sessions, allowing for a flexible, blended learning approach.

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.

As part of developing professionalism, students are expected to attend all small group interactive sessions including clinical, practical, laboratory, work-integrated learning (e.g., PACE placements), and team-based learning activities. Some learning activities are recorded (e.g., face-to-face lectures), however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know