CQUniversity Unit Profile
EMER13001 Community Safety and Education in Action
Community Safety and Education in Action
All details in this unit profile for EMER13001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

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

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

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 2 - 2018

Distance

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 20%
2. Written Assessment
Weighting: 40%
3. Written Assessment
Weighting: 40%

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.

Previous Student Feedback

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 reference committee, self-reflection and industry feedback.

Feedback

Contextual applicability

Recommendation

Broaden the language used in the unit to be more inclusive of the disaster management context, in which the concept of community safety and education is highly applicable.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Identify safety and education needs within the community.
  2. Assess the variables that impact upon community safety and education.
  3. Evaluate contemporary perspectives on community-based learning, safety and education.
  4. Design activities for individuals and groups within the community including those with complex needs.
  5. Work collaboratively with individuals and groups to enhance learning in a range of settings.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 20%
2 - Written Assessment - 40%
3 - Written Assessment - 40%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Zoom capacity (web cam and microphone)
Referencing Style

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.

Teaching Contacts
Helen Keen Dyer Unit Coordinator
h.keendyer@cqu.edu.au
Schedule
Week 1 Begin Date: 09 Jul 2018

Module/Topic

Theme One: Conceptualising Community

Chapter

Events and Submissions/Topic

Online Classroom Session – Introduction and Unit Overview (Wednesday 6:00 to 6.30pm AEST)

Week 2 Begin Date: 16 Jul 2018

Module/Topic

Theme One: Conceptualising Community

Chapter

Events and Submissions/Topic

Week 3 Begin Date: 23 Jul 2018

Module/Topic

Theme One: Conceptualising Community

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Session and talking assessment task one (Wednesday 6.00 to 6.30pm AEST)

Week 4 Begin Date: 30 Jul 2018

Module/Topic

Theme Two: Conceptualising Safety and Education

Chapter

Events and Submissions/Topic

Conceptualising community and community resilience Due: Week 4 Friday (3 Aug 2018) 11:45 pm AEST
Week 5 Begin Date: 06 Aug 2018

Module/Topic

Theme Two: Conceptualising Safety and Education

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Session and talking Assessment Task Two – (Wednesday 6.00 to 6.30pm)

Vacation Week Begin Date: 13 Aug 2018

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 20 Aug 2018

Module/Topic

Theme Three: Safety and Education in the Community

Chapter

Events and Submissions/Topic

Week 7 Begin Date: 27 Aug 2018

Module/Topic

Theme Three: Safety and Education in the Community

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Session and talking Assessment Task Two (Wednesday 6.00 to 6.30pm)

Week 8 Begin Date: 03 Sep 2018

Module/Topic

Theme Three: Safety and Education in the Community

Chapter

Events and Submissions/Topic

Week 9 Begin Date: 10 Sep 2018

Module/Topic

Theme Four: Through the Learning Lens

Chapter

Events and Submissions/Topic

Conceptualising safety and education Due: Week 9 Wednesday (12 Sept 2018) 4:00 pm AEST
Week 10 Begin Date: 17 Sep 2018

Module/Topic

Theme Four: Through the Learning Lens

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Session and talking Assessment Task Three – (Wednesday 6.00 to 6.30pm) 

Week 11 Begin Date: 24 Sep 2018

Module/Topic

Theme Five: In your Own Backyard

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 01 Oct 2018

Module/Topic

Theme Five: In your Own Backyard

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Session and talking Assessment Task Three – (Wednesday 6.00 to 6.30pm)

Review/Exam Week Begin Date: 08 Oct 2018

Module/Topic

Chapter

Events and Submissions/Topic

Safety and eduction in the community Due: Review/Exam Week Monday (8 Oct 2018) 4:00 pm AEST
Exam Week Begin Date: 15 Oct 2018

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Conceptualising community and community resilience

Task Description

Assessment Task One is broken into two separate but linked sections.

Section 1) Argue your understanding of the concept of community, and how that links to the academic literature and to the views of your fellow students.

Section 2) Argue your understanding of the concept of community resilience, and how that links to the academic literature and to the views of your fellow students.


Therefore, the assessment task is based on your engagement with the unit content, the broader academic literature and the posts you and your fellow students make to the activity forums. In your response to each section, you will need to incorporate ideas from two activity posts: one of your own posts plus at least one from another student in the group. As such:

Section 1) Using your own forum post(s) as a basis, you will argue for your understanding of the concept of community and state how that links to the broader academic literature and to what at least one other post from the group says.

Section 2) Using your own forum post(s) as a basis, you will argue for your understanding of the concept of community resilience and state how that links to the broader literature and to what at least one other post from the group says.


Note: You may utilise the forum post of your fellow students to support your view or you may utilise it to contrast with your view. A copy of the selected forum posts must be included as a separate section. Sections 1) and 2) combined will be up to 1000 words (approximately), not including the copy of the forum posts. The copy of the forum posts is therefore in addition to the 1000 words (approximately). 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 1000 words in total, excluding forum posts). The submitted response must include as a minimum:

a) Title page

b) Response to concept of community

c) Response to the concept of community resilience

d) Direct copy of the forum posts being utilised (NOT included in word count)

Note: your response must be supported with appropriate literature


Assessment Due Date

Week 4 Friday (3 Aug 2018) 11:45 pm AEST


Return Date to Students

Vacation Week Friday (17 Aug 2018)


Weighting
20%

Assessment Criteria

The assessment criteria for this unit are in the form of a detailed rubric, which is available from the Moodle site.

However, broadly you will be assessed on:

· Knowledge of the concept of community and community resilience

· Application of knowledge and skills in relation to the concept of community and community resilience

· Communication and presentation


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Identify safety and education needs within the community.
  • Assess the variables that impact upon community safety and education.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

2 Written Assessment

Assessment Title
Conceptualising safety and education

Task Description

Through assessment task two you will explore the notion of safety and education, and more particularly safety and education in relation to a group or geographical location you choose. As such, assessment task two is broken into three separate but linked sections.

Section 1) A group from the community and/ or a geographical location (which you select).

Section 2) A real-life safety and education activity or campaign (which you select).

Section 3) The alignment (or otherwise) of the chosen safety and education activity to the chosen group and/ or location.


The assessment task is based on your engagement with the unit content and broader academic literature relevant to your choices. As such:

Section 1) To set the scene, firstly, you will identify and provide an overview of the community group and/ or geographical location you have selected. This will include characteristics or attributes specific to the group or location and as a result, any needs particular to these. In terms of the needs, these will be those that impact or influence community safety and education, for example (but not limited to), particular language or cultural needs.

Section 2) You will then analyse and provide an overview of the real-life safety and education activity you have chosen.

Section 3) Finally, you will comment on the alignment (or not) between the safety and education activity and the characteristics of the chosen group and/ or location plus provide a list of recommendations for its change. For example, if your analysis of the group revealed specific language or cultural needs, you will comment if these have been met by the safety and education activity or not, and what needs to change to ensure that it does.


Assessment task two informs assessment task three, where you will implement your list of changes to the activity or campaign, so please carefully consider your choices.


Presentation Guidelines:

Assessment task 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

c) Chosen community safety and education activity or campaign

d) Alignment between the group and/ or location and the activity plus list of recommendations for change


Note: your response must be supported with appropriate literature.


Assessment Due Date

Week 9 Wednesday (12 Sept 2018) 4:00 pm AEST


Return Date to Students

Week 11 Wednesday (26 Sept 2018)


Weighting
40%

Assessment Criteria

The assessment criteria for this unit are in the form of a detailed rubric, which is available from the Moodle site.

Broadly, 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


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • 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.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

3 Written Assessment

Assessment Title
Safety and eduction in the community

Task Description

This assessment task 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 or campaign you discussed in assessment task two, you will re-design the activity or campaign to better meet the needs of your chosen community group and/ or geographical location. You will then plan for its relaunch.

Your final submission will, therefore, consist of three sections, including:

Section 1) Copy of the re-designed activity or campaign (annotated so that the changes can be clearly identified);

Section 2) Copy of the implementation plan for the re-designed activity; and

Section 3) Rationale to support the 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 or campaign 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 a group. The implementation plan must therefore clearly articulate this collaboration. For example, what steps you plan to be taken and who will be involved in those steps.

The re-designed activity or campaign 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 submitted assessment will, therefore, include as a minimum:

a) Title page

b) Copy of the re-designed community safety and education activity or campaign

Note: depending on the format of your activity or campaign, you may need to submit this assessment in multiple parts, for example, if your activity or campaign 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 or campaign

d) Rationale for the re-design plus for the implementation of the re-designed activity or campaign. Your rationale will therefore include a discussion of the:

- Nature of the activity or campaign, and its aim and or purpose

- Specific aspects of the re-designed activity that were chosen to meet the needs of the chosen group and / or geographical location

- Specific aspects of the implementation plan chosen to support a collaborative approach to the safety and education activity

- 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 (up to approximately 2000 words in total).


Assessment Due Date

Review/Exam Week Monday (8 Oct 2018) 4:00 pm AEST


Return Date to Students

Exam Week Friday (19 Oct 2018)


Weighting
40%

Assessment Criteria

The assessment criteria for this unit are in the form of a detailed rubric, which is available from the Moodle site.

Broadly, 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


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • 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.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

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?