General Information
In Communication and Culture 2, students will examine how written texts reflect, reinforce, or challenge the dominant social and political narratives of their time. By engaging with the historical and cultural contexts of World War I, World War II, and the Civil Rights Movements of the 1950's, students will explore how cultural attitudes and beliefs underpin texts and invite audiences to take up positions. Through the analysis of relevant case studies, literary, visual, and multi-media texts, students will explore themes of propaganda, prejudice, protest, and persuasion, and the role in which the texts can act as both a product of the time, and a powerful vehicle for social commentary and change. Students will also examine First Nations culture, perspectives, and knowledge systems, and cultural preservations and revitalisation initiatives that protect and celebrate Indigenous heritage. Student will develop key skills in analysis, critical thinking, presenting, and academic research.
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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 2026 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 2026 |
| 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 |
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| 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 the relationships between cultural texts and systems of power, and the use of language to create, align with, or challenge dominant cultural narratives.
- Produce clear, coherent, and appropriately structured analytical essays that demonstrate an appreciation of literary texts and author’s perspectives in poetry, lyrics, and literature.
- Establish and maintain the role of writer, speaker, and designer for particular audiences and academic purposes.
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 AI category Computer-aided Test (Closed) Analytical Essay - Poetry 20.00% Week 5 1, 2, 3 Computer-aided Test (Closed) Analytical Essay - Literature 25.00% Week 7 1, 2, 3 Written Report Final Project: Part A (Individual) 25.00% Week 11 1, 2, 3 Presentation§ Final Project: Part B Presentation (Group) 10.00% Week 12 1, 2, 3 Student Engagement Student Engagement 20.00% Ongoing 1, 2, 3 - § 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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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 | AI category |
|---|---|---|---|---|---|
| Computer-aided Test (Closed) | Analytical Essay - Poetry | 20.00% | Week 5 | 1, 2, 3 | |
| Computer-aided Test (Closed) | Analytical Essay - Literature | 25.00% | Week 7 | 1, 2, 3 | |
| Written Report | Final Project: Part A (Individual) | 25.00% | Week 11 | 1, 2, 3 | |
| Presentation§ | Final Project: Part B Presentation (Group) | 10.00% | Week 12 | 1, 2, 3 | |
| Student Engagement | Student Engagement | 20.00% | Ongoing | 1, 2, 3 |
- § 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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. |
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| 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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World War I
Students will explore World War I and the extensive use of propaganda 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 examining examples of war-time poetry by Wilfred Owen and Siegfried Sassoon.
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World War II
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 American examples, with a particular focus on U.S. propaganda films and their role in shaping public sentiment. The course also investigates Axis propaganda, including Japanese campaigns, and a detailed focus on Nazi Germany's propaganda machine and its role in enabling the Holocaust. Students will be introduced to World War II focused texts, such as The Diary of Anne Frank, The Boy in the Striped Pyjamas, and The Book Thief, and the works of Martin Niemoller, Primo Levi, and Kurihara Sadako.
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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 the literary works of Maya Angelou, to examine how narratives of resistance and injustice helped propel the movement forward. Case studies include the Little Rock Nine, Emmett Till, and contrasting Northern and Southern perspectives in news reporting. Students will also be introduced to the texts To Kill a Mockingbird and 12 Angry Men, as powerful literary vehicles for change during that era.
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Indigenous Perspectives
Students investigate Indigenous perspectives, beginning with complex knowledge systems spanning back at least 65,000 years. They will examine the impacts of colonisation on Aboriginal people, identity and culture. Students will explore Indigenous rights movements, cultural preservatin initiatives, nad the works of Oodgeroo Noonuccal. They will analyse how Indigenous Australians have used cultural texts, including art, music, and dance, to reclaim their cultural heritage, challenge existing narratives, and advocate for rights.
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Power and Prejudice
This unit explores Jane Elliot'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 in Elliot'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 influenceing 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
Students consolidate analytical reading and writing skills through the close study of literary texts. They examine how authors use structure, language, and stylistic devices to convey themes and perspectives, and develop coherent, well-structured analytical essays that demonstrate control of academic voice and textual evidence.
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Voices of Protest (1960s-1970s Protest Songs)
Students investigate how the countercultural movement of the 1960s and 70s was driven by the influence of the Civil Rights Movement, opposition to the Vietnam War, the rise of feminist activism, youth rebellion against traditional values, and a broader rejection of mainstream culture. Students will explore how music became a powerful tool for expressing resistance and promoting social change, and will examine the works of Bob Dylan, Aretha Franklin, The Beatles, Janis Joplin, The Rolling Stones, Helen Reddy, and The Doors.
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Hip Hop and Beyond
Students investigate Hip Hop and contemporary musical texts as platforms for identity, resistance, and storytelling, beginning with the cultural conditions that lef to its emergence in the United States and its impact on American culture. They examine how African American communities used Hip Hop to challenge dominant narratives and highlight issues such as racism, social inequality, and police brutality. Students explore the evolution and global influence of the genre, analysing how other marginalised groups use Hip Hop for cultural expression and advocacy. Through the analysis of song lyrics and music videos, they examine how language, rhythm, and imagery convey meaning.
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Assessment Preparation - Research, Writing, and Presentation Skills
Students develop research and academic communication skills, including locating and evaluating sources, structuring arguments, and integrating evidence into written and oral formats. They practice drafting, editing, and presenting ideas for specific academic audiences, preparing for the final individual and group assessments through scaffolded research and communication tasks.
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Course Consolidation
Students synthesise their understanding of key course themes, including power, prejudice, protest, and cultural change, by applying analytical and communication skills to an independent research task. They refine their ability to construct sustained arguments, demonstrate critical engagement with texts, and communicate ideas effectively in preparation for final submission and presentation.
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Final Presentations
Students present their group research projects, demonstrating the ability to communicate ideas clearly and effectively to an academic audience. They apply skills in presentation design, verbal delivery, and collaboration, while reflecting on the connections between cultural texts, power structures, and social change across the course.