General Information
The topics covered in Communication and Culture 2 complement those introduced in Communication and Culture 1 to facilitate students’ examination of cultural perspectives in both media and literature. Through analysis of relevant case studies and literary works, grounded in cultural context, students will explore themes of conflict, dispossession and alienation across different cultures and develop an appreciation of diverse perspectives.
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Details
Academic unit: Bond University College Subject code: BCPP01-002 Subject title: Communication and Culture 2 Subject level: Pathway Semester/Year: September 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 72) - Recommended personal study hours per week
Attendance and learning activities: Attendance at all classes is expected, as attendance and participation are graded as per the assessment schedule. Foundation program students must attend 80% of their classes each semester. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Bond University College |
|---|---|
| Subject code: | BCPP01-002 |
| Subject title: | Communication and Culture 2 |
| Subject level: | Pathway |
| Semester/Year: | September 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all classes is expected, as attendance and participation are graded as per the assessment schedule. Foundation program students must attend 80% of their classes each semester. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Analyse representations of society and culture in media and literature.
- Relate concepts of local and global media cultures to contemporary issues in society.
- Demonstrate an appreciation of literary texts and authors' perspectives.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Closed) Analytical Essay - Poetry 25.00% Week 6 1,3 Paper-based Test (Closed) Analytical Essay - Novel 25.00% Week 9 1,3 Written Report§ Written Report 20.00% Week 12 1,2,3 Presentation§ Group Project 20.00% Week 12 1,2,3 Student Engagement Class Participation 10.00% Ongoing - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Closed) | Analytical Essay - Poetry | 25.00% | Week 6 | 1,3 |
| Paper-based Test (Closed) | Analytical Essay - Novel | 25.00% | Week 9 | 1,3 |
| Written Report§ | Written Report | 20.00% | Week 12 | 1,2,3 |
| Presentation§ | Group Project | 20.00% | Week 12 | 1,2,3 |
| Student Engagement | Class Participation | 10.00% | Ongoing |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Propaganda in World War One
Students will explore World War One and the extensive use of propaganda and censorship in controlling populations. With a particular focus on Britain and Australia, students will analyse visual texts such as propaganda posters, censored correspondence, film and newspaper reports to understand the manipulation of public opinion. They will explore how certain texts reinforced dominant narratives while others challenged them, by comparing examples of war time poetry and propaganda posters for Australia’s mandatory enlistment referendum.
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Propaganda in World War Two
Students will explore the use of propaganda by Allied and Axis powers during World War II. Students will examine Allied efforts through Russian, British, and Australian examples, with a particular focus on U.S. propaganda films and their role in shaping public sentiment. The course also delves into Axis propaganda, including Japanese campaigns, with a detailed focus on Nazi Germany’s propaganda machine and its critical role in spreading antisemitism and enabling the Holocaust. Students will be introduced to World War II focused texts, such as The Diary of Anne Frank, The Boy in Striped Pyjamas, and The Book Thief. They will also analyse WWII poetry by Martin Niemoller and Primo Levi.
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The Civil Rights Movement
Students will explore the origins, key events, and lasting impacts of the U.S. Civil Rights Movement, with connections to concurrent Indigenous rights movements in Australia. Students will analyse historical texts, media coverage, and poetry—such as the work of Maya Angelou—to examine how narratives of resistance and injustice were both reinforced and challenged. Case studies include the Little Rock Nine, Emmett Till, and contrasting Northern and Southern perspectives in news reporting. Students may also choose¿To Kill a Mockingbird¿as a literature study to deepen their understanding of the era’s social and racial dynamics.
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Poetry Analysis
Students will undertake intensive study of poetry texts and learn key techniques in poetry analysis, focusing on how poems reflect, reinforce, or resist dominant narratives of their time. The course examines poetry from World War I, World War II, and the Civil Rights Movement, exploring how language, structure, and context shape meaning and influence social perspectives.
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Voices of Protest
This unit explores the powerful role of music and verse in challenging authority and confronting injustice. Students will trace how early war poetry evolved into the protest songs of the Vietnam era and beyond, highlighting the continued role of verse in challenging authority, expressing dissent and mobilise public support. Students will explore the rise of hip hop as a global protest movement, born from the struggles of marginalised communities and used to speak out against racism, inequality, and systemic oppression. Students will also investigate how contemporary music continues to serve as a platform for activism, addressing issues such as climate change, Indigenous rights, gender inequality, and police brutality.
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Power and Prejudice
This unit explores Jane Elliott’s¿Blue Eyes/Brown Eyes¿experiment as a powerful response to the Civil Rights Movement and a provocative tool for confronting systemic racism and prejudice. Students will examine the social and historical context in which the experiment emerged, analysing how it challenged dominant narratives about race, privilege, and power in 1960s America. Through critical reflection and discussion, students will consider the psychological impact of discrimination, the role of education in social change, and the ongoing relevance of Elliott’s work in contemporary conversations about equity and justice.
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Voices of Change: Challenging Injustice in a Divided Nation.
This unit explores Reginald Rose’s¿Twelve Angry Men¿as both a reflection of and a response to the social tensions of 1950s America. Students will examine how the play challenged dominant narratives around justice, prejudice, and civic responsibility at a time when the Civil Rights Movement was beginning to reshape national consciousness. Through its portrayal of bias, moral courage, and the power of a single voice, the text played a role in influencing public perception of fairness and equality within the legal system. Students will explore how the play contributed to broader conversations about race, class, and justice, and how it remains relevant in discussions of systemic bias today.
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Literature Analysis: Exploring Texts and Themes
In this unit, students will deepen their understanding of literature through close analysis of key texts studied throughout the course. They will develop critical reading and analytical writing skills, focusing on how authors use language, structure, and literary devices to convey complex themes and perspectives. Students will choose from a selection of texts—The Boy in the Striped Pyjamas,¿The Book Thief,¿To Kill a Mockingbird, and¿Twelve Angry Men—to explore themes such as prejudice, justice, identity, and moral courage. Through guided discussion and independent response, students will refine their ability to interpret and evaluate literature in historical and social context.
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The Oldest Living Culture
Students will explore the rich history and enduring traditions of indigenous peoples. Students will investigate archeological findings, dreamtime stories, language, songlines, and traditional knowledge systems in agriculture, science, and astronomy. They will examine historical events, the impacts of colonisation and dispossession, and contemporary issues like disparities in education, healthcare, and deaths in custody.
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Cultural Preservation
This unit focuses on cultural preservation initiatives, such as language restoration, Indigenous activism and environmentalism, and culturally-centred education and healthcare. Students will examine truth-telling and reconciliation movements and assess how media representation shapes public perception of Indigenous issues.
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Cults and Control: The Psychology of Influence
This unit investigates how individuals and groups use psychological tactics, persuasive communication, and social influence to manipulate and control others. Students will explore the cultural and psychological foundations of cult behaviour, examining how charismatic leaders, groupthink, isolation, and fear are used to dominate individuals and shape collective beliefs. Through case studies, media analysis, and critical discussion, students will develop an understanding of the mechanisms of control and the warning signs of coercive influence in both historical and contemporary contexts.