General Information
This subject provides students with a foundation in the cells and molecules involved in the immune system, and how these key actors work together to protect humans against invading micro-organisms. Case studies are a key learning resource, with students actively embarking into a problem based learning (PBL) approach, and incrementally being introduced to real applied clinical problems including hypersensitivities, immune deficiencies, autoimmune disease, infections, transplantation and tumour immunological responses. Lecture content will support PBL and laboratory sessions.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: BMED13-216 Subject title: Immunology Subject level: Undergraduate 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) - Forum
- Tutorial: x12 (Total hours: 12) - Tutorial
- Science Lab: x5 (Total hours: 10) - Science Lab
- Personal Study Hours: x12 (Total hours: 74) - Recommended Study Hours
Attendance and learning activities: Students are expected to attend all timetabled classes. Regular attendance supports your learning and is closely linked to your engagement and participation in the subject. Where a subject includes assessable class engagement or participation, that assessment is contingent on attendance, as you cannot demonstrate participation in a session you do not attend. Students should refer to the relevant assessment task-sheet for the specific requirements and criteria that apply. -
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: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | BMED13-216 |
| Subject title: | Immunology |
| Subject level: | Undergraduate |
| Semester/Year: | September 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Students are expected to attend all timetabled classes. Regular attendance supports your learning and is closely linked to your engagement and participation in the subject. Where a subject includes assessable class engagement or participation, that assessment is contingent on attendance, as you cannot demonstrate participation in a session you do not attend. Students should refer to the relevant assessment task-sheet for the specific requirements and criteria that apply. |
| 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. Assumed Prior Learning (or equivalent):
|
| 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:
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Identify and critically appraise current scientific literature and communicate findings credibly in both oral and written form.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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 Examination (Closed) EOS online exam 50.00% Final Examination Period 1, 2, 3, 4 Computer-aided Test (Closed) Online test - MCQs 25.00% Week 7 1, 2, 3, 4 Presentation§ Oral group presentation. 25.00% Week 10 4, 5 - § 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 Examination (Closed) | EOS online exam | 50.00% | Final Examination Period | 1, 2, 3, 4 | |
| Computer-aided Test (Closed) | Online test - MCQs | 25.00% | Week 7 | 1, 2, 3, 4 | |
| Presentation§ | Oral group presentation. | 25.00% | Week 10 | 4, 5 |
- § 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. |
|---|---|---|
| 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 the total marks available for the 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
Subject curriculum
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Introduction to Immunology
Using an approach which is based largely upon case studies (Problem Based Learning), students will learn about cells and molecules of the immune system and how they work together to protect us against invading micro-organisms. Topics will be various and include hypersensitivities, immune deficiencies, autoimmune disease, vaccination and transplantation & tumor immunology.
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Exterior defences of the body
In this week, students will learn that the body's exterior defences include physical barriers like the skin and mucous membrane, chemical shields such as stomach acid, all working block, trap and destroy pathogens before they can enter deeper tissues.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
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Innate cells and organs
In this week, students will learn about the innate immune system which relies on specialised organs like the bone marrow that produce important cells patrolling the body, identify invaders and mount a rapid, non-specific defence against infection.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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Immunity to viruses
Students will learn that immunity to viruses starts with measures taken by the innate immunity, with an immediate response and where infected cells secrete signals to enhance that response. This response is followed by a coordinated and complementary adaptive response that aim to eliminate these viral invaders through elaborated and specific immune mechanisms.
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Immunity to bacteria
Students will learn that immunity to bacteria requires a dynamic interplay between the innate and adaptive immunities. Mechanisms of the immune response differ at times with the responses put into place against viruses.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
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The adaptive immune system
Students will learn that mechanisms of the adaptive immune system are highly specific and while delayed, provide a means to tailor a coordinated response from B cells and T cells, ultimately creating a long-term immunological memory to respond faster, better upon future exposure of the same foreign invader.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
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Antibody structure and function
Students will learn about B cells of the adaptive immunity, which are able to produce antibodies. These are Y-shape proteins binding with specificity to target antigens ad capable to therefore swiftly block, neutralise, clump and facilitate the destruction of pathogens.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
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The advanced biology of T and B cells
That further coverage of the adaptive immune system (B cells and T cells) is associated with the genetic basis for immunological diversity from somatic recombination, to hypermutations in the genes within T and B cells and how important careful tolerance is put in place to ovoid these cells to attack our own body.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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Primary and secondary immune deficiencies
From birth related genetic issues to acquired-in life impairments of the immune system, immunocompromising individuals face a dull experience facing infections. Mild to severe cases depend on the extent to which the immune system genetic development or the type of acquired deficiency has affected these immunocompromised individuals.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Identify and critically appraise current scientific literature and communicate findings credibly in both oral and written form.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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Hypersensitivity I and II
Adaptive inappropriate responses can occur in hypersensitivity to particular innocuous antigens. These are associated with antibody-mediated responses when exposed to these antigens leading to allergies ranging from extensive inflammation to cytotoxic tissue damage reactions.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Identify and critically appraise current scientific literature and communicate findings credibly in both oral and written form.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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Hypersensitivity III and IV
Students will learn that hypersensitivity presents with a lack of clearance of soluble antigen-antibody immune complexes that provoke, when deposited on tissue walls of blood vessels, important inflammation and damage. Hypersensitivity IV is not antibody related but a delayed cell-mediated response with immune cells recognising antigens and activating a subsequent tissue attack.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Identify and critically appraise current scientific literature and communicate findings credibly in both oral and written form.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.
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Graft rejection
In this week, students will learn that graft rejection occurs when the recipient's immune system recognises as foreign the transplanted donor tissue. To prevent optimally this mismatch, careful testing donor-recipient compatibility is essential. Advanced molecular biology and methods exist to find similar key requirements to prevent graft rejection and include compatibility to HLA (Human leukocyte antigens), blood groups and minor histocompatibility antigens.
SLOs included
- Compare and contrast the different lines of defences of the Innate and Adaptive immunities in regards to specificity, duration of action, speed of action, and immune memory.
- Explain the panel of elements (molecular and cellular) that comprise both arms of the immune system including their respective roles (B cell-derived production of antibodies and T cell-mediated Adaptive immunity and cytotoxicity), development and selection processes of B and T cells, and their functions regarding antigenic recognition and diversity.
- Discuss various aspects of clinical immunology including defences against infection, immune deficiencies, hypersensitivities, autoimmune disease, transplantation immunology, and tumour immunology.
- Identify and critically appraise current scientific literature and communicate findings credibly in both oral and written form.
- Demonstrate effective collaboration to solve a range of immunological associated disorders and syndromes.