Overview
In this unit, you will examine the relationship between human services and the legal context, and develop an understanding of the importance of integrating knowledge of legal systems and processes with human services practice and professional ethics. You will be introduced to the origins of the statutory contexts for human service work in Australia, and to the role which human service practitioners are required to play within these settings. Particular statutory areas are explored in some detail. This unit has a minimum grade requirement for assessments.
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 2 - 2024
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 evaluation
Two lectures were difficult to engage with.
Review lectures to identify ways to increase student engagement.
Feedback from Student evaluation
The unit Moodle site was easy to navigate, and there was a great range of resources. I was surprised at my enjoyment of this subject.
Retain the Moodle site format and the interactive elements of Assessments 1 and 2, and continually review and update unit resources.
- Explain the origins of the statutory frameworks within which human service workers practice
- Demonstrate the difference between criminal and civil statutory processes and law
- Differentiate between the discrete jurisdictions within statutory systems with reference to the roles which human service workers are required to undertake
- Explain how statutory systems impact on the work of human services workers, clients, organisations and the community
- Explain the interaction of statutory systems and processes with professional codes of ethics in human service practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online Quiz(zes) - 40% | |||||
| 2 - Group Discussion - 10% | |||||
| 3 - Written Assessment - 50% | |||||
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 | |||||
Textbooks
Integrating Human Service Law, Ethics and Practice
Edition: 4th edn (2016)
Authors: Kennedy, R., Richards, J., Leiman, T.
Oxford University Press
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780190302726
This textbook is available to access freely online through the CQUniversity Library: SOWK11016 Textbook.
Binding: Paperback
This textbook is available to access freely online through the CQUniversity Library: SOWK11016 Textbook.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.chesham@cqu.edu.au
Module/Topic
The law and human services
Chapter
Chapter 1 & 2
Visit the study week schedule on Moodle for the Week 1 set readings and activities.
Events and Submissions/Topic
Module/Topic
The Australian legal system
Chapter
Visit the study week schedule on Moodle for the Week 2 set readings and activities.
Events and Submissions/Topic
Module/Topic
The place of law within practice frameworks
Chapter
Chapter 3
Visit the study week schedule on Moodle for the Week 3 set readings and activities.
Events and Submissions/Topic
Module/Topic
Professionals and agencies as legal entities?
Chapter
Chapter 4
Visit the study week schedule on Moodle for the Week 4 set readings and activities.
Events and Submissions/Topic
Module/Topic
Managing information
Chapter
Chapter 5
Visit the study week schedule on Moodle for the Week 5 set readings and activities.
Events and Submissions/Topic
Assessment Due - Complete Quiz 1 by Friday, Week 5
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Evidence, witnesses and court reports
Chapter
Chapter 6
Visit the study week schedule on Moodle for the Week 6 set readings and activities.
Events and Submissions/Topic
Assessment Due - Complete the Group Discussion of Quiz 1 by Tuesday, and resit Quiz 1 by Friday, Week 6.
Module/Topic
Legal accountability
Chapter
Chapter 7
Visit the study week schedule on Moodle for the Week 7 set readings and activities.
Events and Submissions/Topic
Module/Topic
Crimes and victims
Chapter
Chapter 8
Visit the study week schedule on Moodle for the Week 8 set readings and activities.
Events and Submissions/Topic
Module/Topic
An introduction to child protection and domestic and family violence law
Chapter
Chapter 9
Visit the study week schedule on Moodle for the Week 9 set readings and activities.
Events and Submissions/Topic
Module/Topic
Housing and income support
Chapter
Chapter 10
Visit the study week schedule on Moodle for the Week 10 set readings and activities.
Events and Submissions/Topic
Assessment Due - Complete Quiz 2 due Friday Week 10.
Module/Topic
Discrimination and harassment
Chapter
Chapter 11
Visit the study week schedule on Moodle for the Week 11 set readings and activities.
Events and Submissions/Topic
Assessment Due - Complete the Group Discussion of Quiz 2 due Tuesday, and resit Quiz 2 due Friday Week 11.
Module/Topic
Voluntary assisted dying
Chapter
Visit the study week schedule on Moodle for the Week 12 set readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Electronic Focused Interactive Learning (eFIL) is an innovative method of assessment that encourages active learning and communication among students, irrespective of location. The eFIL technique will be used in assessable online exercises in weeks 5 and 10, comprising a total of two quizzes to be completed. A detailed schedule of dates, times, and quiz content is available on Moodle.
Instructions
In weeks 5 and 10, you will complete a multiple-choice quiz. Quiz 1 (week 5) and Quiz 2 (week 10) will comprise 20 multiple-choice questions weighted 20% each. You have 30 minutes to complete the quiz.
Each quiz is based on the previous five weeks’ unit content, with 4 multiple-choice questions for each study week (i.e. Quiz 1 will include questions from weeks 1 to 5 and Quiz 2 from weeks 6 -to 10). Each quiz will be weighted 20%.
You will then have the opportunity to re-sit the quiz after discussing your answers with your peers in a small group online discussion forum. To be eligible to re-sit the quiz, you must complete the first attempt of the quiz. The second attempt at the quiz is optional. Please note: The highest mark achieved in the two attempts will go towards the overall mark in this assessment. The requirements of the group discussion are outlined in the Assessment 2 Part B - Group Discussion of Quiz(zes) task.
How is the eFIL different from a regular quiz?
- eFIL assessments provide students with the opportunity to present and discuss their quiz answers with a small group of students online, just as if they were in a classroom tutorial session.
- From Saturday to Tuesday evening, following the completion of the quiz, students will enter a small group discussion forum, where they will have the opportunity to discuss their answers with their peers.
- Students will then have until the Friday evening deadline to take the quiz a second time, with the benefit of further research and knowing the views of other students.
Important note: There is limited opportunity to make up eFIL exercises due to their interactive nature. However, in extenuating circumstances, students can apply for an extension submitted through the AES (Assessment Extension System) located on the unit Moodle site. In situations where an extension is approved, the student will not be able to partake in the small group discussion forum for that fortnight’s quiz and will be graded on only their first attempt at the quiz.
Requirements & Resources
- Students are required to sit the quiz independently.
- The quiz is an open book. Therefore, you can use unit materials and other credible sources (e.g. government websites and books) to complete the quiz.
Literature and references
You are expected to refer to relevant literature and sources to support your answers. Suitable literature includes peer-reviewed journal articles, textbooks, and credible websites, such as government websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian Association of Social Workers.
Submission
The quizzes are in the Assessment tile on the unit Moodle page.
2
Other
ONGOING - Quizzes will take place in week 5 & 10. The quiz is completed in Moodle and undertaken in whatever setting you choose. A detailed schedule of dates, times and quiz content is available on the unit Moodle page.
Results will be calculated immediately.
IMPORTANT NOTE: Each quiz is comprised of two multiple-choice quizzes that weigh 20% each.
| Assessment Criteria | HD (85-100) | D (75-84.5) | C (65-74.5) | P (50-64.5) | F (0-49.5) |
|
The first attempt of the quiz is completed, and an understanding of the fortnightly study topics is demonstrated. (20 marks) |
Completes the quiz. Outstanding knowledge and understanding of the study topics. (17 - 20 marks) | Completes the quiz. Very good knowledge and understanding of the study topics. (15 - 16 marks) | Completes the quiz. Good knowledge and understanding of study topics. (13 - 14 marks) | Attempts the quiz. Adequate knowledge and understanding of study topics. (10 - 12 marks) | Fails to attempt or pass the quiz. Insufficient knowledge and understanding of study topics. (0 - 9 marks) |
No submission method provided.
- Explain the origins of the statutory frameworks within which human service workers practice
- Demonstrate the difference between criminal and civil statutory processes and law
- Differentiate between the discrete jurisdictions within statutory systems with reference to the roles which human service workers are required to undertake
2 Group Discussion
As part of the Electronic Focused Interactive Learning (eFIL) assessment task, students are required to participate in a small group online discussion forum after completing each quiz in weeks 5 and 10. The discussion forums are designed to encourage active learning and communication among students, irrespective of location. In total, there are two quizzes and two online discussions to be completed. Students will then have the opportunity to re-sit the quiz after discussing the questions with peers in a small group online discussion forum. The Unit Coordinator will allocate students to small groups for this task. The Assessment tile on Moodle includes a detailed schedule of dates, times, and quiz content.
You are expected to adhere to acceptable netiquette protocols in all your communications on the Moodle site, including group discussion forums.
Instructions
From Saturday to Tuesday evening, following the completion of each quiz, you will enter a small group discussion forum, where you will have the opportunity to discuss your answers with your peers. Your initial 300-word discussion post should focus on one or two quiz questions you found interesting or challenging. You are also expected to post a response to another student's post. There is no word limit for this post. Important note: Students who provide their answers to the quiz without any discussion will not achieve a pass in that week's group discussion. You will then have until the Friday evening deadline to take the quiz a second time, with the benefit of knowing the views of other students.
Each group discussion task includes the following:
- A 300-word explanation about why you chose that quiz question and the insights gained about the question topic/content from engaging in further research and reading.
- A response to another student's post that shares the insights and learning gained about the topic and content.
- References to literature or other relevant sources to explain and justify your answers and responses. You must share your sources so your peers can verify the information and conduct their own research.
Important note: Due to their interactive nature, there is limited opportunity to make up eFIL exercises. However, in extenuating circumstances, students can apply for an extension submitted through the AES (Assessment Extension System) located on the unit Moodle site. If an extension is approved, the student will not be able to partake in the small group discussion forum for that fortnight's quiz but will be graded on only their first attempt at the quiz. To be eligible to receive marks in that group discussion forum, students who receive an extension will be required to email the unit coordinator a minimum 300-word discussion for that quiz.
Word Limit
There is a 300-word limit for students' initial posts in each eFIL group discussion forum. The word count is considered from the first to the last word of the student's initial group discussion forum post. It excludes the reference list. It includes in-text references and direct quotations.
There is no word limit for responding to another student's post in each group discussion forum.
Weighting
10% - Each group discussion is weighted 5%.
Literature and references
In this assessment, you are expected to refer to relevant literature and sources to support and justify your answers and responses. Referencing your sources will allow other students to confirm the information and conduct their own research. Suitable references include unit resources, peer-reviewed journal articles, textbooks, and credible websites like government websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian Association of Social Workers.
Generative AI
The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in this assessment. This social work practice standard is based on the requirement for students to demonstrate essential human capacities, skills, and knowledge crucial for social work practice as outlined by the Australian Social Work Education and Accreditation Standards (ASWEAS, 2021). Social work relies on human interaction, empathy, ethical decision-making, and effective communication—skills that cannot be adequately assessed through AI-generated content. To ensure the integrity and development of these capabilities, students must verify that any grammar or writing enhancement programs used do not incorporate AI components. Compliance with this social work practice standard is vital for meeting ASWEAS graduate attributes and preparing for professional practice.
Requirements
- It is recommended that students complete their responses in a Word document and cut and paste from the Word document into the respective group forum; this will avoid any loss of work due to internet outages or timeout of Moodle session.
- You may write in the first-person and third-person perspectives.
- While formal academic language is not required for a group discussion, correct spelling and grammar are necessary.
- Use the APA 7th referencing style.
ONGOING - Group discussions will take place the week following the quiz. A detailed schedule of due dates for quizzes and group discussions is posted on Moodle.
Feedback and marks will be returned within two weeks of the completion of each Group Discussion.
Important note: Each group discussion is weighted 5% with an overall Assessment 2 Group Discussion weight of 10%.
| Criteria | Grade | ||||
| HD (85-100%) | D (75-84.5%) | C (65-74.5%) | P (50%-64.5%) | F (Below 50%) | |
| Initial Group Discussion Post (300 words) | |||||
| Demonstrates ability to articulate learning and insights gained from the quiz question/s referring to unit study materials and other relevant literature and sources. ( /3 marks) | Advanced articulation of learning and insights gained about a quiz question/s topic that refers to appropriate literature and sources. (2.55 - 3 marks) | Very good articulation of learning and insights gained about a quiz question/s/topic that refers to appropriate literature and sources. (2.25 - 2.54 marks) | Good articulation of learning and insights gained about a quiz question/s/topic that refers to appropriate literature and sources. (1.95 - 2.24 marks) | Able to articulate learning and insights gained about a quiz question/s/topic that refers to appropriate literature and sources. (1.5 - 1.94 marks) | Inadequate or inappropriate articulation of learning and insights gained about a quiz question/s or refers to inappropriate literature and sources. (0 - 1.49 marks) |
| Response to another student’s post | |||||
| Demonstrates ability to interact with peers and discuss other perspectives and learning. ( /1 mark) | Excellent level of interaction and response to another student’s post that demonstrates the ability to consider and convey another perspective. ( .85 - 1 mark) | Very good level of interaction and response to another student’s post that demonstrates the ability to consider or convey another perspective. (.75 - .84 mark) | A sound level of interaction and response to another student’s post demonstrates the ability to consider or convey another perspective. (.65 - 7.4 mark) | Basic interaction and response to another student’s post demonstrate the ability to consider or convey another perspective. (.5 - .64 mark) | Poor or inadequate interaction and response to another student’s post that does not demonstrate the ability to consider or convey another perspective. (0 - .49 mark) |
| Written expression & referencing | |||||
| Demonstrates ability to produce a well-written discussion post within the word limit that does not use Generative AI, showing appropriate grammar, spelling (Macquarie), and referencing (APA). ( /1 mark) | Outstanding level of written expression and original argument citing relevant literature. Correct referencing with no grammatical or spelling errors. Within the word limit. ( .85 - 1 mark) | Very good level of written expression with very good original argument citing relevant literature. Grammatical, spelling and referencing accuracy and relevancy. Within the word limit. (.75 - .84 mark) | Good level of written expression with sound original argument citing relevant literature. Minor grammatical, spelling and referencing errors. Within the word limit. (.65 - 7.4 mark) | Basic level of written expression with adequate original argument. Adequate grammar, spelling, and referencing. Within the word limit. (.5 - .64 mark) | Poorly written with inaccuracies in grammar and spelling and/or poor referencing. Inadequate or inappropriate argument. (.5 - .64 mark) |
No submission method provided.
- Explain the origins of the statutory frameworks within which human service workers practice
- Demonstrate the difference between criminal and civil statutory processes and law
- Differentiate between the discrete jurisdictions within statutory systems with reference to the roles which human service workers are required to undertake
3 Written Assessment
Social workers and human service workers commonly work with people experiencing issues/problems that have legal elements. While social workers and human services workers cannot provide legal advice, they must have knowledge of various legal frameworks and how they impact service users' lives. Drawing on the unit material for weeks one to twelve and other sources you have located through independent research, identify, describe and discuss the knowledge of legal frameworks required by the human service/social worker to support the service user in the case study effectively. The case study will be uploaded to the Assessment tile on the unit Moodle page early in the term.
Instructions
In essay format, focusing on the impact of the legal context on the service user and social work practice, identify, describe and discuss the knowledge of legal frameworks required by social workers for the provision of appropriate support to the service user in the case study.
Your discussion should include the following:
- Identify and describe the mental health legislation in your state/territory and explain its relevance to the case study.
- Refer to the mental health legislative framework to identify the legal avenues available to the service user to address the issues, including the court/tribunal processes.
- Identify one other law relevant to this case study and explain how it intersects with the mental health law, and human service practice in this situation.
- Explain the importance of social workers' legal duties and obligations to confidentiality in this situation and identify other responsibilities and obligations that could limit confidentiality in the case study. Provide an example to illustrate your point.
- Referring to the AASW Code of Ethics (2020), choose one core social work principle and explain its relevance to working with the service user and the law and legal processes discussed. There are three core AASW professional principles/values: respect for persons, social justice and professional integrity.
Word limit
There is a 1600-word limit (excluding references and appendices). You must remain within 10% of the word limit. The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page and reference list. It includes in-text references and direct quotations.
Literature and references
When appropriate, refer to the relevant legislation and cite and interpret specific and relevant sections. Ensure all sources are correctly cited and use your own words to describe your understanding of any facts or ideas discussed, rather than use strings of quotes (quotes, especially quotes on their own, seldom demonstrate learning and understanding of course content).
Use at least eight relevant references in this assessment to support your discussion. Suitable references include unit resources, legislation, peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature from the internet must be from reputable websites such as government, university, or peak national bodies such as the Australian Association of Social Workers.
Generative AI
The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in this assessment. This social work practice standard is based on the requirement for students to demonstrate essential human capacities, skills, and knowledge crucial for social work practice as outlined by the Australian Social Work Education and Accreditation Standards (ASWEAS, 2021). Social work relies on human interaction, empathy, ethical decision-making, and effective communication—skills that cannot be adequately assessed through AI-generated content. To ensure the integrity and development of these capabilities, students must verify that any grammar or writing enhancement programs used do not incorporate AI components. Compliance with this social work practice standard is vital for meeting ASWEAS graduate attributes and preparing for professional practice.
Requirements
- Include a cover page with your name/student number, unit code, assessment number, unit coordinator, and word count.
- Include a reference list.
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with double line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the APA 7th referencing style.
- The case study will be uploaded to the Assessment tile on the unit Moodle page early in the term.
Week 12 Friday (4 Oct 2024) 6:00 pm AEST
Upload submission via Moodle
Exam Week Friday (18 Oct 2024)
| Assessment Criteria | HD (85-100%) | D (75-84.5%) | C (65-74.5% | P (50-64.5%) | F (49.5-0%) |
| Identifies and describes the relevance of the mental health legislation to the case study and social practice in this practice context. ( /10 marks) | A consistently accurate and comprehensive explanation of the relevance of the law to the case study and practice context. (8.5 - 10 marks) | Frequently detailed and accurate explanation of the relevance of the law to the case study and practice context. (7.5 - 8.45 marks) | An accurate and a good level of detailed explanation of the relevance of the law to the case study and practice context. (6.5 - 7.45 marks) | Mostly accurate and basic explanation of the relevance of the law to the case study and the chosen practice context. (5 - 6.49 marks) | Inaccurate and limited explanation of the relevance of the law to the case study and practice context. (0 - 4.9 marks) |
| Describes the knowledge of the mental health legal avenues/procedures, including court/tribunal processes, available to the service user to address the issues. ( /10 marks) | A consistently accurate and comprehensive explanation of legal procedures and court processes. (8.5 - 10 marks) | Frequently detailed and accurate explanation of legal procedures and court processes. (7.5 - 8.45 marks) | An accurate and good level of detailed explanation of legal procedures and court processes. (6.5 - 7.45 marks) | A basic and mostly accurate explanation of legal procedures and court processes. (5 - 6.49 marks) | An inaccurate and or limited explanation of legal procedures and court processes. (0 - 4.9 marks) |
| Explains the social worker's legal duties and obligations to confidentiality in the situation and identify other responsibilities that could limit confidentiality in the case study. Provide an example to demonstrate your understanding. ( /10 marks) | A consistently accurate and comprehensive discussion of how the law informs the duties, obligations, and responsibilities of workers in this context. Excellent use of example/s to demonstrate understanding. (8.5 - 10 marks) | Frequently detailed and accurate discussion of how the law informs duties, obligations, and responsibilities of workers in this context. Very good use of example to demonstrate understanding. (7.5 - 8.45 marks) | An accurate and good level of detailed discussion of how the law informs the duties, obligations, and responsibilities of workers in this context. Good use of examples to demonstrate understanding. (6.5 - 7.45 marks) | A basic and mostly accurate discussion of how the law informs the duties, obligations, and responsibilities of workers in this context. Adequate use of examples to demonstrate understanding. (5 - 6.49 marks) | An inaccurate and or limited discussion of how the law informs the duties, obligations, and responsibilities of workers in this context. Inadequate or inappropriate use of example to demonstrate understanding. (0 - 4.9 marks) |
| Identifies one other law relevant to the case study and explains how it intersects with the mental health law and social work practice in the case study. ( /10 marks) | A consistent and comprehensive explanation of the relevance of one other law to the case study and practice context. (8.5 - 10 marks) | Frequently detailed and accurate explanation of the relevance of one other law to the case study and practice context. (7.5 - 8.45 marks) | An accurate and a good level of detailed explanation of the relevance of one other law to the case study and practice context. (6.5 - 7.45 marks) | Mostly accurate and basic explanation of the relevance of one other law to the case study and the chosen practice context. (5 - 6.49 marks) | Inaccurate and limited explanation of the relevant law to the case study and practice context. (0 - 4.9 marks) |
| Referring to the AASW Code of Ethics explains the relevance of one professional principle/value to working with the service user and the law and legal processes discussed. ( /5 marks) | Demonstrates a comprehensive understanding of the relevance of the professional value to social work practice in the case study. (4.25 - 5 marks) | Demonstrates a very good level of understanding of the relevance of the professional value to social work practice in the case study. (3.75 - 4.2 marks) | Demonstrates a good understanding of the relevance of the professional value to social work practice in the case study. (3.25 - 3.74 marks) | Demonstrates a sound understanding of the relevance of the professional value to social work practice in the case study and social work role in this situation. (2.5 - 3.24 marks) | Inappropriate or inaccurate understanding of the relevance of the professional value to social work practice in the case study. (0 - 2.49 marks) |
| Demonstrates synthesis and integration of literature, strength and logic of argument that does not use Generative AI, correct spelling (Macquarie) and punctuation, with appropriate citation and referencing (APA 7th) and adheres to the word limit. ( /5 marks) | Consistently accurate spelling and grammar. Evidence of a synthesised, logically sequenced original argument. A good number of relevant references (8+) and consistently accurate referencing. (4.25 - 5 marks) | Frequently accurate spelling and grammar. Very well-constructed, logically sequenced and original argument. Adequate number of references (6 to 8) and accurate referencing. (3.75 - 4.2 marks) | Mostly accurate spelling and grammar. Mostly well-constructed and logically sequenced original argument. Barely adequate number of references (4 to 6) and mostly accurate referencing. (3.25 - 3.74 marks) | At times, spelling and grammatical errors disrupt the meaning and flow of the original argument. An inadequate number of references (less than 4) and/or inaccurate referencing. (2.5 - 3.24 marks) | Significant spelling and grammatical errors. Poorly sequenced with limited original argument. No referencing and/or irrelevant and inaccurate references. Does not adhere to word count. (0 - 2.49 marks) |
- Explain how statutory systems impact on the work of human services workers, clients, organisations and the community
- Explain the interaction of statutory systems and processes with professional codes of ethics in human service 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?
