Overview
Building upon concepts in earlier units , you will explore the notion of community, safety, education and their role in the prevention, preparedness and response to emergency situations and contexts. You will identify theories that specifically support social approaches to learning and apply those approaches to your chosen context. Using real world examples and situations this unit also considers the variables that impact upon community safety and education and the design of activities for individuals and groups within the community, particularly those with complex needs.
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 Undergraduate 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 Student feedback - formal course evaluation responses and individual feedback during the term
Engagement strategies
Continue to promote an active engagement approach to the coursework, including synchronous approaches (through the online classroom) and asynchronous approaches (for example through forum discussions and activities).
Continued to promote an active engagement approach to the coursework, including the delivery of synchronous sessions through Zoom and asynchronous approaches through a range of discussion forums and activities.
- Identify safety and education needs within the community.
- Assess the variables that impact upon community safety and education.
- Evaluate contemporary perspectives on community-based learning, safety and education.
- Design activities for individuals and groups within the community including those with complex needs.
- Work collaboratively with individuals and groups to enhance learning in a range of settings.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - 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 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Online classroom (see Moodle site for information)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
h.keendyer@cqu.edu.au
Module/Topic
Theme One: Conceptualising community
Chapter
Events and Submissions/Topic
Introduction and course overview - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)
Module/Topic
Theme One: Conceptualising community
Chapter
Events and Submissions/Topic
Module/Topic
Theme One: Conceptualising community
Chapter
Events and Submissions/Topic
Weaving together the threads and assessment drop-in session - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)
Module/Topic
Theme One: Conceptualising community
Theme Two: Conceptualising safety and education
Chapter
Events and Submissions/Topic
Module/Topic
Theme Two: Conceptualising safety and education
Chapter
Events and Submissions/Topic
Weaving together the threads and assessment - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Theme Two: Conceptualising safety and education
Chapter
Events and Submissions/Topic
Module/Topic
Theme Three: Safety and education in the community
Chapter
Events and Submissions/Topic
Module/Topic
Theme Three: Safety and education in the community
Chapter
Events and Submissions/Topic
Module/Topic
Theme Four: Looking through the learning lens
Chapter
Events and Submissions/Topic
Weaving together the threads and assessment session - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)
Assessment Task Two: Conceptualising Safety and Education Due: Week 9 Wednesday (10 May 2017) 4:00 pm AEST
Module/Topic
Theme Four: Looking through the learning lens
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Theme Five: In your own backyard
Chapter
Events and Submissions/Topic
Assessment Task Three: Community Safety and Education Due: Week 12 Friday (2 June 2017) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Through this task you will explore the concept of community, and that of community resilience and provide your own conceptualisation of these two concepts.
The assessment task is based on your engagement with the unit content, your reading and the posts you and your fellow classmates make to the activity forums. As a result of engaging with these sources, you are asked to provide your own conceptualisation (supported by the literature) of these two key concepts. In your response you will need to incorporate at least one of your own forum posts plus at least one from another person in the group for your discussion of community, plus at least one of your own forum posts plus at least one from another person in the group for your discussion of community resilience. That is a total of four forum posts. You may utilise the forum post of your fellow classmate to support your view or you may utilise it to contrast with your view.
Assessment Task One forms the basis of assessment task two, so please ensure you have carefully read the relevant section in the “Unit Support – Getting Started and Assessment Help” theme.
The response may be up to 800 words and importantly your response must be supported by appropriate literature.
Presentation Guidelines
Assessment one is submitted via Moodle. You are free to present the response in a written format that best suits you, however, you must respond to each requirement (up to approximately 800 words in total). The submitted response must include as a minimum:
a) Title page
b) Response to the concept of community
c) Response to the concept of community resilience
d) Direct copy of the forum posts being utilised (NOT included in 800 words)
Note: your response must be supported with appropriate literature
Week 4 Wednesday (29 Mar 2017) 4:00 pm AEST
Week 6 Wednesday (19 Apr 2017)
The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:
· Knowledge of the concepts of community and community resilience
· Application of knowledge and skills in relation to the concept of community
· Communication and presentation
- Identify safety and education needs within the community.
- Assess the variables that impact upon community safety and education.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Written Assessment
Through assessment task two you will explore the notion of safety and education, and more particularly, safety and education in relation to a group from the community and / or a geographical location you select, and in relation to a real-life safety and education activity.
To set the scene, firstly, you will identify and provide an overview of the community group and / or geographical location you have selected, and the safety and education needs particular to the group and / or location. You will then analyse a real-life safety and education activity you have chosen. As part of this analysis you need to look at the degree to which the activity currently meets and does not meet the specific safety and education needs of the chosen group and / or geographical location.
Assessment task two informs assessment task three, so please carefully consider your choices. Please refer to the ‘Unit Support – Getting Started and Assessment Help’ sections of the Moodle site for suggestions and additional guidance.
Your response will include three key sections: a) chosen community group and / or geographical location, including particular safety and education needs; b) chosen community safety and education activity, including features of the activity; and c) the alignment between the selected activity and the group and / or geographical location.
The assessment task will be up to approx. 2000 words in total and importantly your response must be supported by appropriate literature.
Presentation Guidelines:
Assessment two is submitted via Moodle. You are free to present the response in a written format that best suits you, however, you must respond to each requirement (up to approximately 2000 words in total). The submitted response must include as a minimum:
a) Title page
b) Chosen community group and / or geographical location, including particular safety and education needs
c) Chosen community safety and education activity, including particular features of the activity
d) Alignment between the group and the activity, and recommendations for enhancement
Note: your response must be supported with appropriate literature.
Week 9 Wednesday (10 May 2017) 4:00 pm AEST
Week 11 Wednesday (24 May 2017)
The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:
· Knowledge of community safety and education
· Skills in community safety and education
· Application of knowledge and skills in community safety and education
· Communication and presentation of knowledge and skills
- Assess the variables that impact upon community safety and education.
- Evaluate contemporary perspectives on community-based learning, safety and education.
- Work collaboratively with individuals and groups to enhance learning in a range of settings.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Written Assessment
Assessment task three asks you to reflect on contemporary perspectives related to community safety and education, the design of safety and education activities, and the ways in which you can work collaboratively to enhance the effectiveness of community-based activities.
Utilising the real-life safety and education activity you discussed in assessment task two, you will re-design and plan for the re-launch of the activity to better meet the needs of your chosen community group and / or geographical location.
Your final submission will therefore consist of three sections, including: a) copy of the re-designed activity; b) copy of the implementation plan for the re-designed activity; and c) rationale to support your re-design and implementation choices. The rationale must be supported by appropriate literature and importantly, make a summary statement about how the re-designed activity and the implementation plan contribute to building community resilience.
The community safety and education activity you produce must be suitable for use within a group context and plan to be implemented in collaboration with the group itself. The implementation plan must therefore clearly articulate this collaboration.
The re-designed activity may take any form and consist of a single resource or a small series of resources.
Presentation Guidelines:
Assessment three is submitted via Moodle. You are free to construct the response in a style that best suits you, however, you must respond to each requirement. For example, your response may be a written report or a combination of a written report, oral presentation, such as a video or audio podcast or another mode that you negotiate directly with me. The response must include as a minimum:
a) Title page;
b) Copy of the re-designed community safety and education activity;
Note: depending on the format of your activity you may not be able to include a copy of the re-designed activity in your written response, for example, if your activity utilises technology such as video or audio files. You may submit these as a separate file and annotate your written response accordingly.
c) Copy of the implementation plan for the re-designed activity;
d) Rationale for the re-design and implementation plan. Your rationale will include a discussion of the:
- Specific aspects of the re-designed activity that were chosen to meet the safety and education needs of the community group and / or geographical location;
- Specific aspects of the implementation plan chosen to support a collaborative approach to the safety and education activity; and
- How the re-designed activity and the implementation plan contribute to building community resilience.
Note: The rationale [section d] must be supported by appropriate literature and may be 1500 – 2000 words.
Week 12 Friday (2 June 2017) 4:00 pm AEST
Exam Week Friday (16 June 2017)
The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:
· Knowledge of community safety and education
· Skills in community safety and education
· Application of knowledge and skills in community safety and education
· Communication and presentation of knowledge and skills
- Evaluate contemporary perspectives on community-based learning, safety and education.
- Design activities for individuals and groups within the community including those with complex needs.
- Work collaboratively with individuals and groups to enhance learning in a range of settings.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
