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 - 2019

Online

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 Have your Say feedback

Feedback

Moodle status feature

Recommendation

Explore the possibility of including a status feature in the Moodle site, which allows students to mark themes off when they are complete.

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: 15 Jul 2019

Module/Topic

Theme One: Conceptualising community and community resilience

Chapter

Events and Submissions/Topic

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

Week 2 Begin Date: 22 Jul 2019

Module/Topic

Theme One: Conceptualising community and community resilience

Chapter

Events and Submissions/Topic

Week 3 Begin Date: 29 Jul 2019

Module/Topic

Theme One: Conceptualising community and community resilience

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Help Session (Wednesday 6:00pm to 6.30pm AEST)

Week 4 Begin Date: 05 Aug 2019

Module/Topic

Theme Two: Conceptualising safety and education

Chapter

Events and Submissions/Topic

Assessment 1 - Conceptualising community and community resilience Due: Week 4 Wednesday (7 Aug 2019) 4:00 pm AEST
Week 5 Begin Date: 12 Aug 2019

Module/Topic

Theme Two: Conceptualising safety and education

Chapter

Events and Submissions/Topic


Vacation Week Begin Date: 19 Aug 2019

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 26 Aug 2019

Module/Topic

Theme Two: Conceptualising safety and education

Chapter

Events and Submissions/Topic

Week 7 Begin Date: 02 Sep 2019

Module/Topic

Theme Three: Safety and education in the community

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Help Session (Wednesday 6:00pm to 6.30pm AEST)

Week 8 Begin Date: 09 Sep 2019

Module/Topic

Theme Three: Safety and education in the community

Chapter

Events and Submissions/Topic

Assessment 2 - Conceptualising safety and education Due: Week 8 Wednesday (11 Sept 2019) 4:00 pm AEST
Week 9 Begin Date: 16 Sep 2019

Module/Topic

Theme Four: Through the learning lens

Chapter

Events and Submissions/Topic

Week 10 Begin Date: 23 Sep 2019

Module/Topic

Theme Four: Through the learning lens

Chapter

Events and Submissions/Topic

Online Classroom Drop-in Help Session (Wednesday 6:00pm to 6.30pm AEST)

Week 11 Begin Date: 30 Sep 2019

Module/Topic

Theme Four: Through the learning lens

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 07 Oct 2019

Module/Topic

Theme Five: In your own backyard

Chapter

Events and Submissions/Topic

Assessment 3 - Safety and eduction in the community Due: Week 12 Friday (11 Oct 2019) 11:45 pm AEST
Review/Exam Week Begin Date: 14 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 21 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Assessment 1 - Conceptualising community and community resilience

Task Description

In order to understand the safety and education needs within a community and the variables that impact upon safety and education, you need to understand the concepts of community and community resilience. These concepts are foundational and from their broad conceptual view you can plan and develop broadly applicable and more importantly for this unit, specific community safety and education activities. Given this, in assessment task one you will focus on your understanding of these core concepts and what they tell us about the safety and education needs and the variables present within a given community.


Assessment Task One is broken into two separate but linked sections. In section one you will argue your understanding of the concept of community, and how that links to the academic literature and to the views of your fellow students. In section two you will 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 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 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 - 1400 words, not including the copy of the forum posts. The copy of the forum posts is therefore in addition to the word count. Importantly, your response must be supported by appropriate literature (please refer to the assessment criteria rubric).


Presentation Guidelines

Assessment one is submitted via Moodle. You are free to present the response in a written format that best suits you, however, it must include:

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)


Assessment Due Date

Week 4 Wednesday (7 Aug 2019) 4:00 pm AEST


Return Date to Students

Vacation Week Wednesday (21 Aug 2019)


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

Submission Instructions
Submitted through Moodle

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
Assessment 2 - Conceptualising safety and education

Task Description

In assessment task two you will explore the notion of safety and education and more particularly safety and education in relation to a group and/or geographic location you choose and real-life safety and education activities. As such, assessment task two is broken into two separate but linked sections.


Section 1) In section 1) you will select a real-life safety and education activity from the nine (9) examples provided to you in the “Tailored Examples” page in Theme One of the Moodle site. Once you have selected your activity, you must analyse the activity and answer the following questions:

- What is the name of the activity?

- Who produced the activity?

- What is the target group/ and or target location of the activity?

- What is one characteristic of this group and/ or geographic location? How is this characteristic conceptualised in two (2) separate pieces of literature?

- What is the broad aim of the activity?

- What are the key messages of the activity?

- How is the activity delivered to the target audience?

- What is one strength and limitation of this approach?

- In what ways is the activity specifically targeted to meet the needs of the group and/or geographic location?

- Why might these choices have been made (in relation to your group and/ or geographic location)?


Section 2) In section 2), you select a specific group from within the broader community and/or a geographical location that you would like to explore in more detail and conduct an analysis. Firstly, you will identify and provide an overview of the group and/or geographic location and use the literature to support your discussion. You will then identify and using appropriate literature (please refer to the assessment criteria rubric) explore specific characteristics or attributes of the group and/ or geographic location, for example (but not limited to), language, cultural characteristics, issues of mobility, geographic features such as isolation, being flood or cyclone prone and so forth. You will then discuss how these characteristics or attributes may impact or influence community safety and education for the group and/or geographic location.


Presentation Guidelines:

You are free to present the response in a written format that best suits you, however, will be 1500 – 1800 words (approx.) and must include a:

a) Title page;

b) Section 1

c) Section 2


Assessment Due Date

Week 8 Wednesday (11 Sept 2019) 4:00 pm AEST


Return Date to Students

Week 10 Wednesday (25 Sept 2019)


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

Submission Instructions
Submitted through Moodle

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
Assessment 3 - Safety and eduction in the community

Task Description

Assessment Task Three draws on your work from assessment task one and two and allows you to plan a real-life activity. In this assessment task you will take the group and/or geographical location you selected in assessment task two, and then propose a safety and education activity and its implementation. Importantly, you will also discuss the ways in which you would involve the group itself in implementing the activity that is, your collaboration with the group and/ or geographical location. Therefore, the community safety and education activity must be suitable for use within a group context and plan to be implemented in collaboration with a group.

As such, Assessment Task Three consists of two sections, including:


Section 1) You will select an existing community safety issue, for example, flood safety, bushfire safety, water safety and propose a community safety and education activity which is specifically tailored to your chosen group and/or geographic location. Using references (please refer to the assessment criteria rubric) to support your work, you will answer the following questions:

- What is the aim of your proposed activity?

- What are the key messages of the activity?

- Who is the target group and/ or geographic location?

- Why are these messages important, and in particular, to your chosen group and/ or location?

- What does the chosen activity look like (what are its elements)? 

- Why have you proposed it to look this way (why have you selected these particular elements)?

Note: Using the literature (please refer to the assessment criteria rubric), you must provide a rationale for your specific choices above.


Section 2) Copy of the implementation plan for the proposed activity. The implementation plan must clearly articulate a collaboration with the intended target group and/ or geographic location (and other others as is appropriate). For example, what steps you propose to be taken, who will be involved in those steps. Again, using the literature you must provide a rationale for the particular approach.


Presentation Guidelines:

You are free to construct the response in a style that best suits you and your activity (including, if useful, images or pictures). The submitted assessment will be up to 2000 words and include as a minimum:

a) Title page;

b) Community safety and education activity and rationale;

c) Implementation plan for the activity and rationale for your implementation choices.


Assessment Due Date

Week 12 Friday (11 Oct 2019) 11:45 pm AEST


Return Date to Students

Exam Week Friday (25 Oct 2019)


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

Submission Instructions
Submitted through Moodle

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?