
LTSE Policies & Frameworks Inherent Requirements Bachelor of Psychological Science
Bachelor of Psychological Science
- Courses
- Future Students
- Current Students
- Research and Teaching
- Partners and Community
- About JCU
- Celebrating 50 Years
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre
- Living on Campus
- Advanced Prawn Breeding Research Hub
- Advanced Analytical Centre
- Applying to JCU
- Alumni
- AMHHEC
- Australian/NZ Students
- Australian Lions Stinger Research
- Boating and Diving
- Australian Tropical Herbarium
- ATSIP
- Careers at JCU
- Association of Australian University Secretaries
- Careers and Employability
- Australian Quantum & Classical Transport Physics Group
- CITBA
- Centre for Tropical Bioinformatics and Molecular Biology
- Chancellery
- CMT
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- COVID-19 Advice
- CSTFA
- Centre for Disaster Solutions
- Daintree Rainforest Observatory
- Diploma of Higher Education
- Discover Nature at JCU
- Division of Research and Innovation
- Division of Tropical Environments and Societies
- Division of Tropical Health and Medicine
- Staff Intranet
- Economic Geology Research Centre
- Elite Athletes
- Estate
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- GetReady4Uni
- Give to JCU
- Graduate Research School
- Graduation
- JCU Ideas Lab
- Indigenous Education and Research Centre
- Indigenous Legal Needs Project
- IT Services
- Information for Agents
- International Students
- JCU College
- JCU Contact Information
- JCU Eduquarium
- JCU Global Experience
- JCU Motorsports
- JCU Prizes
- JCU Sport
- Language and Culture Research Centre
-
LTSE
- Teaching@JCU
-
Online Teaching Tools
- Standards for Blended and Online Subject Design
- Tips for Teaching Online
- Induction to LearnJCU
- LearnJCU
- Subject Site Setup
- Accessibility in LearnJCU
- Online Communication
- Collaborate Subject Rooms
- Online Computations
- Capturing Media
-
Mediasite Recorded Lectures
- Auto-captured lectures
- Recording with mobile devices
- Recording with the Mediasite Desktop Recorder (MDR)
- Upload existing media
- Create Vodcasts and Podcasts
- Edit with the Mediasite Web-Editor
- My Mediasite Dashboard
- Make your recording 'Viewable'
- Edit titles, descriptions and tags
- Adjust recording permissions
- Access the Web-Editor
- Manage your storage space
- Mediasite Analytics
- Publish recording to LearnJCU
- A catalogue for your auto-captured lectures
- Mediasite myths
- Using Mediasite for Assessment
- Mediasite FAQs
- DIY Auto-Captioning
- Online Group Work
- Online Tools for Assessment
- Grade Centre Setup
- Respondus Secure Online Exams
- PebblePad ePortfolios
- Online Learning Resources
- Activity Data
- Mobile Learning Apps
- Known Issues
- Support - Ask LearnJCU
- Assessment@JCU
-
Learning Data@JCU
- Subject Site Setup for Data
- Pre Semester Discovery Report
- PDF Guides
-
Video Guides
- 1. An Academic's User Guide
- 2. An introduction to Learning Analytics at JCU
- 3. How to run a Level 1 report in LearnJCU
- 4. How to access and run level 2 reports
- 5. An introduction to Learning Analytics reports and how to read the data
- 6. Overview of the Report - Subject at a Glance
- 7. Overview of the Report - Activity and Grade Scatter Plot
- 8. Overview of the Report - Activity Matrix
- 9. Overview of the Report - Subject Submission Summary
- Staff Information
- Student Information
- FAQs
- Glossary
- About LTSE
- Student Success
- Transitions & Retention
- Evaluation & Feedback
- Professional Development & Recognition
-
Policies & Frameworks
- Subject Outline
-
Inherent Requirements
- Diploma of Health (Nursing Pathway)
- Bachelor of Health Science (Physician Assistant)
- Postgraduate Biomedical Sciences
- Postgraduate Medicine and Dentistry
- Postgraduate Midwifery
- Postgraduate Nursing Science
- Postgraduate Psychology
- Postgraduate Public Health and Tropical Medicine
- Postgraduate Veterinary Science
- Bachelor of Clinical Sciences (Honours)
- Graduate Certificate of Aeromedical Retrieval
- Postgraduate Rehabilitation
- Bachelor of Psychology (Honours)
- Graduate Diploma of Rural Generalist Practice
- Master of Clinical Exercise Physiology
- Special Consideration
- Register for Workshops & Events
- LearnJCU
- Library
- MACRO New
- MARF
- Marine Geophysics Laboratory
- New Students
- Off-Campus Students
- Office of the Provost
- Office of the Vice Chancellor and President
- Open Day
- Orpheus
- Outstanding Alumni Awards
- Parents and Partners
- Pathways to University
- Planning and Performance
- Planning for your future
- Placements
- Policy
- PAHL
- Publications
- Professional Experience Placement
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- Researcher Development Portal
- JCU Connect
- Safety and Wellbeing
- Scholarships @ JCU
- Staff
- Student Equity and Wellbeing
- TESS
- TREAD
- TropEco
- Tropical Queensland Maths Hub
- TUDLab
- Unicare Centre and Unicampus Kids
- UAV
- VAVS Home
- Work Health and Safety
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
JCU Inherent Requirements for Bachelor of Psychological Science [112810], Bachelor of Sport and Exercise Science/ Bachelor of Psychological Science [116510], Bachelor of Business/ Bachelor of Psychological Science [114310], Bachelor of Psychological Science (Honours) [10309A]
James Cook University (JCU) is committed to enhancing students' access, participation and success in higher education and embracing the diversity of the communities we serve. We strongly support the rights of individuals who wish to pursue a degree to achieve their potential personal and professional career objectives. This document is designed to assist students and potential students to make informed decisions for study and access to services and to guide further discussions based on a clear understating of the inherent course requirements.
Inherent Requirements
Inherent requirements are the fundamental abilities, attributes, skills and behaviours needed to complete the learning outcomes of a course while preserving the academic integrity of the university’s learning, assessment and accreditation processes. Students and prospective students must be able to demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree.
Reasonable adjustments may be implemented to assist you manage additional circumstances impacting on your studies provided these do not fundamentally change academic integrity of a degree.
Are inherent requirements different to admissions and academic requirements?
Each degree has a number of admissions and academic requirements which must be met prior to being able to enrol in or graduate from the degree. Admissions and academic requirements can be found here
Students with a disability or health condition
In many cases, studying with health conditions or disabilities will not impact on your studies. Many students with disabilities or other impacting circumstances that impact on their studies, have successfully completed their university studies, with and without reasonable adjustments made to their learning conditions.
Students with a disability or health condition, or other circumstances such as cultural or religious considerations, can discuss their circumstances and potential needs for reasonably adjusted learning conditions with university staff including the Course Coordinator or AccessAbility Services.
It is highly recommended that you discuss your circumstances with JCU staff as early as possible as reduced timeframes may impact significantly on the adjustments that are possible. For students with a disability or health condition, AccessAbility Services provides an experienced reference point, facilitates reasonable adjustments made, and assists students to develop the strategies to realise their capabilities. The University has no requirement to adjust for conditions that it is not aware of. Disclosure is required for any circumstances that pose a health or safety risk to yourself or others.
Reasonable adjustments
JCU is committed to making reasonable adjustments to teaching and learning, assessment, placement and other activities to enable students to participate in their course. Reasonable adjustments could be made to how curricula is delivered, clinical placements are conducted, and the way in which learning outcomes are achieved, demonstrated or assessed. Reasonable adjustments must not fundamentally change the nature of the inherent requirement. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course, and may or may not be sufficient in themselves to assist students to meet these requirements.
Reading the Inherent Requirements Statements
- Inherent requirements are divided into domains and sub-domains and contain the following information:
Introduction to the inherent requirement - A rationale as to why it is an inherent requirement
- Examples of things you must be able to demonstrate, or have the ability to acquire and demonstrate during the course of your degree. Please note this is not an exhaustive list.
Inherent Requirements for the Bachelor of Psychological Science [112810], Bachelor of Sport and Exercise Science/ Bachelor of Psychological Science [116510], Bachelor of Business/ Bachelor of Psychological Science [114310], Bachelor of Psychological Science (Honours) [10309A]
If you are intending to enrol in the Bachelor of Psychological Science [112810], Bachelor of Sport and Exercise Science/ Bachelor of Psychological Science [116510], Bachelor of Business/ Bachelor of Psychological Science [114310], Bachelor of Psychological Science (Honours) [10309A] you should read this document in conjunction with the course handbook
You should carefully consider the inherent requirement statements below as a guide for your learning during the course, and as a way to identify early possible challenges you may have in meeting these requirements. If you remain interested or engaged in the course, you should discuss your concerns with the College staff such as the Course Coordinator as soon as possible. If the challenges are related to your disability or health condition contact AccessAbility Services to discuss possible strategies and reasonable adjustments.
If the inherent requirements cannot be met with reasonable adjustments, University staff can provide guidance regarding other study options.
Please note reasonable adjustments must:
- Be consistent with legislative and regulatory requirements, and not compromise codes, guidelines and policies
- Not result in unethical or unprofessional behaviour
- Meet the necessary standards of timeliness, accuracy and functional effectiveness to ensure that self and patient care, treatment or safety is not compromised
- Address the need to perform the full range of tasks involved in clinical practice, including undertaking learning activities in mixed gender environments, which reflect the Australian context.
- Ensure that performance is consistent and sustained over a given period
Legal
Inherent Requirement | Compliance with Australian Law and professional regulations. |
---|---|
Rationale | Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to identify, manage and reduce the risk of harm to self and others; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their conduct. |
Examples |
|
Ethical and professional behaviour
Inherent Requirement | Ethical and professional behaviour in academic and community/professional environments |
---|---|
Rationale | Compliance with standards, codes, guidelines and policies that facilitate safe, competent interactions and relationships with the people students engage with to safeguard the physical, psychological, emotional and spiritual wellbeing of all. |
Examples |
|
Cognition
Knowledge and cognitive skills
Inherent Requirement | Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet academic standards. |
---|---|
Rationale | Understanding and retention of coursework information and the effective processing of this information is required to complete academic tasks. |
Examples |
|
Metacognition
Inherent Requirement | Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning. |
---|---|
Rationale | Understanding and ongoing learning about oneself is required for effective life-long learning. |
Examples |
|
Literacy
Inherent Requirement | English literacy skills that allow the creation and interpretation of clear meaning through a range of symbols and English language text. |
---|---|
Rationale | Competent literacy skills are essential for the appropriate and effective delivery of academic information. |
Examples |
|
Numeracy
Inherent Requirement | Accurate processing and reasoning with numbers and numerical concepts |
---|---|
Rationale | Competent reasoning and reliable accuracy with numerical concepts are essential for the completion of academic tasks. |
Examples |
|
Communication
Verbal communication
Inherent Requirement | Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences. |
---|---|
Rationale | Effective verbal communication, in English, with university students and staff is required for effective learning. |
Examples |
|
Non-verbal communication
Inherent Requirement | Non-verbal communication skills that enable respectful communication with others. |
---|---|
Rationale | The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for effective communication. |
Examples |
|
Written communication
Inherent Requirement | Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients. |
---|---|
Rationale | Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument |
Examples |
|
Sensory ability
Visual
Inherent Requirement | Ability to interact with visual inputs sufficiently to manage learning environments. |
---|---|
Rationale | Elements in the learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to learn effectively. |
Examples |
|
Auditory
Inherent Requirement | Ability to interact with auditory inputs sufficiently to manage learning environments. |
---|---|
Rationale | Elements in the learning and teaching environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required for effective learning. |
Examples |
|
Sustained performance
Inherent Requirement | Sustained physical, cognitive and psychosocial performance sufficient to engage in learning opportunities. |
---|---|
Rationale | A range of complex, multi-component or extended academic tasks carried out over a period of time and in a time-constrained environment is required to achieve learning outcomes. |
Examples |
|
Behavioural adaptability
Inherent Requirement | Behaviour that adapts to changing situations sufficiently to maintain academic standards. |
---|---|
Rationale | Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self-care for a period. |
Examples |
|
Inherent requirements statements index
Diploma of Health (Nursing Pathway)
Bachelor of Biomedical Sciences
Bachelor of Exercise Physiology
Bachelor of Health Science (Physician Assistant)
Bachelor of Medical Laboratory Science (Honours)
Bachelor of Medicine, Bachelor of Surgery
Bachelor of Nursing Science, Bachelor of Midwifery
Bachelor of Occupational Therapy (Honours)
Bachelor of Pharmacy (Honours)
Bachelor of Speech Pathology (Honours)
Bachelor of Sport and Exercise Science
Bachelor of Veterinary Science
Postgraduate Biomedical Sciences
Postgraduate Medicine and Dentistry
Postgraduate Public Health and Tropical Medicine
Postgraduate Veterinary Science
Bachelor of Clinical Sciences (Honours)
Graduate Certificate of Aeromedical Retrieval
Bachelor of Psychology (Honours)