Overview
This foundation unit will introduce you to core concepts in the field of domestic and family violence practice including the influence of socio-political structures, particularly as they impact on Aboriginal and Torres Strait Islander peoples. There is a specific focus on investigating terminology issues and the prevailing understanding of domestic and family violence at state, national and global levels. Critical use is made of contemporary research, and practice and policy documents that address domestic and family violence (including intimate partner violence and the abuse of children, older persons, parents, siblings and animals). You will explore legal and safety considerations that arise from working in this context and consider ethical, professional and self-management implications for practice.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course evaluations and a course specific survey.
Student feedback has been incorporated into Term 2 offerings.
Students have been provided with additional resources around assessment tasks, submission instructions and accessing feedback provided in Turnitin.
Unit is not offered in Term 2
- Critique the socio-political structures associated with domestic and family violence; particularly as they impact on Aboriginal and Torres Strait Islander peoples.
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Examine the ethical and legal context of professional practice in domestic and family violence.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 50% | |||||
| 2 - Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.guggisberg@cqu.edu.au
Module/Topic
Introduction to domestic and family violence: A gender and human rights perspective
Chapter
Phillips & Vandenbroek (2014). Domestic, family and sexual violence in Australia: an overview of the issues, Parliamentary Library Research Paper. Retrieved from:
Events and Submissions/Topic
Module/Topic
Key concepts and definitions
Domestic and family violence: intimate partner violence, elder abuse, sibling abuse
Sources of definitions
Chapter
Australian Bureau of Statistics (ABS) (2009). Issues in defining family and domestic violence. (Cat. No. 4529.0 Canberra: ABS. Retrieved from:
http://www.abs.gov.au/ausstats/abs@.nsf/0/F346821A88ED5F6ACA2575B700176310?opendocument
Events and Submissions/Topic
Module/Topic
Contemporary theories of domestic and family violence
Chapter
Lawson, J. (2012). Sociological Theories of Intimate Partner Violence, Journal of Human Behavior in the Social Environment, 22 (5), 572-590, DOI:10.1080/10911359.2011.598748
Events and Submissions/Topic
Module/Topic
Contemporary theories of domestic and family violence
Chapter
Bograd, M. (1999). Strengthening Domestic Violence Theories: Intersections of race, class, sexual orientations, and gender, Journal of Marital and Family Therapy, 25 (3), 275-289, DOI: 10.1111/j.1752-0606.1999.tb00248.
Events and Submissions/Topic
Module/Topic
Data sources and challenges:
Retrieving and analysing data
Identifying data challenges
Chapter
Australian Bureau of Statistics (ABS). (2013a). Defining the data challenge for family, domestic and sexual violence. (Cat. No. 4529.0). Canberra: ABS. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/mf/4529.0
Events and Submissions/Topic
Portfolio item 1 due by 11:45pm Friday (07/04/2017)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The impact of domestic and family violence:
short- and long-term health, economic, and social consequences
global and national perspectives
Chapter
Morgan, A. & Chadwick, H. (2009). Key issues in domestic violence. Research in Practice Summary Paper, Canberra, Australian Institute of Criminology (AIC). Retrieved from: http://www.aic.gov.au/media_library/publications/rip/rip07/rip07.pdf
Events and Submissions/Topic
Module/Topic
History and legislation:
Violence against women movement
Implications of legislation for victims and perpetrators
Chapter
Ailwood, S., Esteal, P., & Kennedy, J. (2012). Law’s indifference to women’s experience of violence: Colonial and contemporary Australia. Women’s Studies International Forum, 35(2), 86-96, doi:10.1016/j.wsif.2012.02.010.
Events and Submissions/Topic
Module/Topic
At risk groups:
socio-political structures and Aboriginal and Torres Strait Islander peoples
Chapter
Cheers, B. et al (2006). Family violence: An Australian Indigenous community tells its story, International Social Work, 49 (1), 51-63, DOI: 10.1177/0020872806059401.
Events and Submissions/Topic
Module/Topic
At risk groups:
socio-political structures and other groups, including CALD communities, women with disabilities, older people, women in rural/ remote communities
Chapter
Mays, J.M. (2006). Feminist disability theory: domestic violence against women with a disability, Disability & Society, 21 (2), 147-158, DOI: 10.1080/09687590500498077
Events and Submissions/Topic
Portfolio item 2 due by 11:45pm Friday (12/05/2017)
Module/Topic
Ethical and legal context of professional practice
Chapter
Queensland Government. Professional Practice Standards: Working with men who perpetrate domestic and family violence. Brisbane: Department of Communities. Retrieved from: https://www.communities.qld.gov.au/resources/communityservices/violenceprevention/professional-practice-standards.pdf
Queensland Government (2002). Practice Standards for Working with Women Affected by Domestic and Family Violence. Brisbane: Department of Families. Retrieved from: https://www.communities.qld.gov.au/resources/communityservices/violenceprevention/practice-standards.pdf
Victorian Giovernment (2008). Practice guidelines: Women and children’s family violence counselling and support programs. Melbourne: Departyment of Human Services. Retrieved from: http://dhs.vic.gov.au/__data/assets/pdf_file/0009/581256/practice-guidelines-women-and-children-fv-counsell-support.pdf
Events and Submissions/Topic
Module/Topic
Ethical and legal context of professional practice
Chapter
Healey, L., Humphreys, C. & Howe, K. (2013). Inclusive Domestic Violence Standards: Strategies to Improve Interventions for Women With Disabilities, Violence and Victims, 28 (1), 50-68, DOI: http://dx.doi.org/10.1891/0886-6708.28.1.50
Events and Submissions/Topic
Module/Topic
Contemporary portrayals and debates in domestic and family violence
Chapter
Kimmel, M.S. (2002). “Gender Symmetry” in Domestic Violence, Violence Against Women, 8 (11), 1332-1363, DOI: 10.1177/107780102237407
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Assessment 1: Portfolio
Portfolio activities consist of different types of learning and assessment. They provide students with an opportunity to demonstrate a range of different skills, including different ways of researching, compiling and presenting information and acquired knowledge. The portfolio for DFVP20001 consists of two activities, which are submitted to be separately by 11:45pm on Friday of weeks 5 and 9 respectively. Each activity weighs 25% of the unit total. Submissions are staggered across Term 1 to enable you to obtain feedback on your progress throughout the unit.
Portfolio activities allow you to explore the research, relevant policy documents and practice guidelines underpinning the unit and link it to DFV-related practice. You will be required to write for a variety of audiences and purposes across the different assessment pieces in this unit.
Read each portfolio activity carefully and be aware of its specific requirements in terms of length, format, structure, required referencing, intended audience and purpose. All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ block. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the unit Moodle site. You are encouraged to monitor the unit Moodle site and your student emails for assessment-related information.
Portfolio Activity 1
1,000 words (+/- 10%); worth 25% of your overall assessment.
Due by 11:45pm Friday of week 5 (07/04/2017)
For this portfolio activity, you will need to identify and unpack the key features of intersectionality theory as it relates to victims’ experiences of domestic and family violence and service delivery in this area. The following questions should guide your assignment:
What are the key features and origins of intersectionality theory in relation to domestic and family violence?
How does the theory of intersectionality apply to domestic and family violence? You may wish to use a specific population to illustrate your understanding of intersectionality theory and its relevance to experiences of domestic and family violence (e.g. women of colour, women in same-sex relationships, women with disabilities) as well as relevant service delivery.
While the above questions should guide your literature review and presentation of findings, the assignment should be presented as a question-answer style. You should provide a brief introduction to the topic, a discussion of the theory’s relevance to understanding domestic and family violence and relevant service delivery and a conclusion that wraps up your key points.
You should review and analysis national and international theoretical and empirical evidence to address where the theory’s origins are situated more broadly as well as how the theory relates to some victims’ experiences in the Australian context. A minimum of five academic references are required for this assessment piece. In addition, you may draw on grey literature, Australian statistics or relevant practice-related websites.
Portfolio Activity 2
750 words (+/- 10%) plus slide specific bullet points (Power Point Presentation); worth 25% of your overall assessment.
Due by 11:45pm Friday of week 9 (12/05/2017)
Domestic and family violence covers a range of different types of abuse and relationships, including intimate partner violence, elder abuse and violence between other adult family members (often referred to as family violence more broadly). You have been invited to speak at a community engagement forum. Select one of these types of violence and develop a Power Point Presentation to highlight the following aspects of it for a community audience.
For your chosen topic, you should:
- Provide a definition of your chosen type of abuse and relationship (e.g. elder abuse, intimate partner violence, family violence).
- Outline what your State legislation (e.g. Queensland Domestic Violence Protection Act 2012) has to say about this type of abuse (e.g. how is it defined, are there any limitations as to who is covered under the relevant legislation, what types of abuse are covered under the relevant legislation).
- Critically examine and discuss the data challenges associated with identifying prevalence rates for your chosen type of abuse (i.e. where can we obtain information about prevalence rates, what type of data sources are available, what are their benefits and limitations in relation to identifying prevalence rates for your chosen type of abuse and relationship?).
- Articulate the nature and extent of the impact this type of abuse can have on its victims (e.g. how does it affect short- and long-term social, emotional, physical or economic wellbeing?) through the illustration of one short-term and one long-term impact. Here you will need to identify one short-term impact (e.g. physical wellbeing, safety of children) and one long-term impact (e.g. psychological wellbeing, financial stability).
Tips for assessment
- You may find the Australian Bureau of Statistics (ABS 2013) publication Defining the data challenge for Family, Domestic and Sexual Violence useful.
- You need to refer to your State/ Territory legislation for protection from Domestic and Family Violence.
- You must source at least five additional references to support your definition and your discussion of the impacts of your chosen type of abuse on its victims. These can include academic references, grey literature and relevant websites (e.g. government and NGO websites).
- Your presentation should be between six and eight slides in length (not including your cover slide).
- Each slide should contain succinct bullet points (no more than six per slide; please remember to keep bullet points short); bullet points do not count towards your word limit of 750 words (+/-10%).
- Your notes should form the “script” of your presentation (approximately 100 words per slide so the reader understands your key messages). Your notes should be inserted in the relevant section under each slide in PowerPoint to make it easy for a reader to connect your notes to the relevant slide content. You may wish to use some images or other links to bring your presentation to life.
- Your presentation should be composed in a style appropriate for your community audience. Remember, their knowledge of domestic and family violence could vary. You should therefore provide an introduction and overview of the topic that does not require expert background knowledge.
References:
Australian Bureau of Statistics (ABS). (2013). Defining the data challenge for family, domestic and sexual violence. (Cat. No. 4529.0). Canberra: ABS.
Queensland Domestic and Family Violence Protection Act 2012 (Qld).
staggered; by 11:45pm Friday of week 5 (07/04/2016) and 11:45pm Friday of week 9 (12/05/2016); please ensure that you are familiar with the University's policy on late submissions
portfolio assessment pieces will be returned within 10 working days of submission
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the paper/ bring paper to logical close. | Clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the paper/ bring paper to a coherent close | Appropriate introduction/ conclusion: they introduce the topic and outline the direction of the paper/ bring paper to a close | Introduction is apparent and the topic is introduced but there is no clear direction to the paper/ conclusion apparent but may not entirely cover all points of paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper/ no clear conclusion | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach and Argument (70%) | |||||
| Content is entirely relevant to the topic, the approach comprehensively addresses the task and the argument proceeds logically and is within the set word limit. ACTIVITY ONE (Learning Outcomes 2, 3) Presentation of overview of origins and the key features of this theory of intersectionality. Analysis and discussion of its relevance/ applicability to working with women affected by domestic and family violence in an Australian context. | Content is very relevant to the topic, the approach clearly addresses the task and the argument proceeds logically and is within the set word limit | Content is appropriate to the topic, the approach mostly addresses the task and the argument for the most part proceeds logically and is within the set word limit | Content addresses the task but the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not address the task and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| Referencing (15%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations | |
| Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant web-sites. | 1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 5 references used. Few or no journal articles sourced. Relevant web-sites not included. | |
| HD | D | C | P | F |
| Structure (15%) | ||||
| Slides and notes are used very effectively. There is a clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to logical close. | Slides and notes are used effectively. There is a clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to a coherent close | Slides and notes are used very well. There is an appropriate introduction/ conclusion and the direction of the presentation is logical. | Slides and notes are clear. The introduction/ direction/ conclusion are apparent. | Slides are notes are not clear. There is no recognisable introduction/ and/or direction in the presentation and/ or no clear conclusion. |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). |
| Approach and Argument (70%) | ||||
| Content is entirely relevant to the topic, the approach comprehensively addresses the task and the presentation proceeds logically and is within the set word limit. ACTIVITY TWO (Learning Outcomes 2, 4) Type of abuse is clearly defined Relevant jurisdictional legislation has been retrieved and analysed Data challenges/ sources/ rationale associated with prevalence rates are examined Nature and extent of the impact of abuse: one short-term and one long-term impact addressed | Content is very relevant to the topic, the approach clearly addresses the task and the presentation proceeds logically and is within the set word limit | Content is appropriate to the topic, the approach mostly addresses the task and the presentation for the most part proceeds logically and is within the set word limit | Content addresses the topic but the presentation is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not address the topic and the presentation lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance |
| Audience appropriateness Content is entirely relevant for the audience. The presentation caters for an audience with a range of understanding of domestic and family violence. The presentation conveys complex material in a very accessible and respectful manner. | Content is very relevant for the audience. The presentation caters for an audience with a range of understanding of domestic and family violence and presents complex material in an accessible manner. | Content is relevant for the audience. The presentation caters for an audience which may not have a profound understanding of the topic and mostly presents complex material in an accessible manner. | Content is somewhat relevant for the audience. The presentation caters for an audience with little/ some knowledge of domestic and family violence. It conveys material in a way which some of the audience is likely to understand. | Content is not relevant for the audience. It is not respectful of their needs and is either unlikely to be understood or too simplistic for them. |
| Referencing (15%) | ||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations |
| Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant web-sites. | 1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 5 references used. Few or no journal articles sourced. Relevant web-sites not included. |
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Examine the ethical and legal context of professional practice in domestic and family violence.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Written Assessment
Assessment 2 - Essay (2,000 words; +/-10%)
For this assignment you are required to write an essay which thoroughly investigates and critiques a key issue in domestic and family violence practice: the complex and specific issues associated with domestic and family violence as experienced by Aboriginal and Torres Strait Islander people, particularly as it impacts on women.
According to the Department of Human Services, Victoria, Practice guidelines: women and children's family violence counselling and support program (Grealy, Humphreys, Milward and Power, 2008, p. 17):
Family violence has been described as ‘both as a personal problem and a social issue’ (Laing 2001:2). Practitioners working with women (and children) who have experienced family violence work within the context of an interplay between the structural and social dynamics of family violence and the personal experiences of clients.
Critique this statement with reference to working with Indigenous women who experience domestic and family violence.
You need to analyse and explain:
- what you think this statement means.
- if you agree with this statement and your reasons for agreement, or disagreement.
- what implications this statement might have in relation to victims’ help-seeking and service needs.
- What implications this statement might have in relation to service delivery around domestic and family violence practice.
You should include at least fifteen references in your essay. At least half of these should be academic references based on empirical and/ or theoretical examinations of the issues implicit in this statement. You should include at least fifteen references in your essay. At least eight of these should be academic references based on empirical and/ or theoretical examinations of the issues implicit in this statement. Remaining references can be sources from the grey literature. Please avoid using website information as a reference.
All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ block. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the unit Moodle site. You are encouraged to monitor the unit Moodle site and your student emails for assessment-related information.
Week 12 Friday (2 June 2017) 11:45 pm AEST
please ensure that you are familiar with the University's policy on late submissions
written assignments will be returned within two weeks of submission
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is no clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper | |
| Clear and succinct conclusion that outlines the main points brings argument to a logical close. | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach and Argument (70%) | |||||
| Overall, content is entirely relevant to the topic, the approach comprehensively addresses the task and the argument proceeds logically and is within the set word limit. | Overall, content is very relevant to the topic, the approach clearly addresses the task and the argument proceeds logically and is within the set word limit | Overall, content is appropriate to the topic, the approach mostly addresses the task and the argument for the most part proceeds logically and is within the set word limit | Overall, content addresses the task but the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Overall, content is irrelevant and or does not address the task and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| An articulate and comprehensive analysis of the socio-political structures associated with domestic and family violence which impact on Indigenous peoples. (Learning Outcome 1) | Insightful and well-developed analysis that demonstrates an understanding socio-political structures associated with domestic and family violence which impact on Indigenous peoples. | A logical analysis that demonstrates sound understanding of the socio-political structures associated with domestic and family violence which impact on Indigenous peoples. | A disjointed discussion that demonstrates a generalised or limited understanding of the socio-political structures associated with domestic and family violence which impact on Indigenous peoples. | An inadequate discussion demonstrating a poor understanding of socio-political structures associated with domestic and family violence which impact on Indigenous peoples. | |
| Comprehensive critique synthesising diverse research and relevant theories to illustrate the impact of these structures (Learning Outcome 2, 3, 4) | Well-developed synthesis of relevant research and theories to illustrate the impact of these structures. | Broad discussion integrating relevant research and theories to illustrate the impact of these structures. | A satisfactory understanding of the topic which draws on some research and theory to illustrate the impact of these structures. There is a clear attempt at synthesis of relevant research/ theories. | Inadequate discussion that demonstrates a poor understanding the impact of these structures. | |
| An articulate and comprehensive analysis that integrates relevant research to explicate the ethical and legal implications for practice (Learning Outcome 2,3 and 4) | An insightful and well developed review that integrates relevant research to analyse the ethical and legal implications for practice | A logical discussion which broadly integrates relevant research to analyse the ethical and legal implications for practice | Although there is minimal or limited discussion at times, a satisfactory understanding of ethical and legal implications is apparent. | A poor understanding of the topic. Content does not address the topic being explored: ethical and legal implications of personal/ socio-political interface. | |
| Referencing (15%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations | |
| Consistently accurate with referencing. A minimum of 15 references used including 8 journal articles and relevant grey literature. | 1 or 2 consistent referencing errors identified. A minimum of 15 references used including 6 journal articles and relevant grey literature. | 3 or 4 consistent referencing errors identified. A minimum of 15 references used including 5 journal articles and relevant grey literature. | 3 or 4 inconsistent referencing errors identified. A minimum of 15 references used including 4 journal articles and relevant grey literature. | Many inaccuracies with referencing (>5). Less than 15 references used. Less than 4 journal articles sourced. Relevant grey literature not included. | |
- Critique the socio-political structures associated with domestic and family violence; particularly as they impact on Aboriginal and Torres Strait Islander peoples.
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
