Overview
This unit is designed so that you are be able to compare different approaches to community practice and provide the relevant knowledge and skills to critically analyse contexts for community work. You will develop appropriate strategic responses in a range of differing community contexts, including different cultural contexts and from an international perspective. You will develop an understanding of social innovation and the use of social entrepreneurship and social enterprise within communities.
Details
Pre-requisites or Co-requisites
Students will need to have successfully completed 48 credit points.
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 - 2021
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 Verbal feedback; formal evaluation responses
Assessment 1 identified as onerous, being 3 forum posts on three different topics - a lot of research and work required
Discuss whether to change assessment requirement
Feedback from Verbal feedback, reflections from students within assessment 1, formal evaluation response
Week 1 readings identified as overwhelming and confronting (Ife 2016 first chapter, crisis focused)
Week one to be more general introduction to community practice
Feedback from Verbal feedback, formal evaluation response
Introduce ABCD earlier in semester (currently week 9) seen as an important and highly relevant perspective, particularly for assessment 2 due week 6
Rearrange order of weekly topics to reflect usefulness for assessments
Feedback from Formal evaluation response (x2)
Tutorials requested - on campus and via Zoom.
Weekly Zoom sessions can be offered as tutorials if required (student preference this semester was for discussion of topics rather than delivering a powerpoint on the week's topic) Covid-19 restrictions prohibited on campus tutorials
- Critique ideas of community and a range of community work models for practice.
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Integrate cultural competency skills working within the community including working within Indigenous communities
- Explain how social innovation is used within communities.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Online discussion forum - 30% | ||||
2 - Written Assessment - 35% | ||||
3 - Report - 35% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
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 - Online discussion forum - 30% | ||||||||||
2 - Written Assessment - 35% | ||||||||||
3 - Report - 35% |
Textbooks
Community Development in an Uncertain World: Vision, Analysis and Practice
2nd Edition (2016)
Authors: Jim Ife
Cambridge University Press
Binding: Paperback
Additional Textbook Information
Both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
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.
e.cleary@cqu.edu.au
l.hinton@cqu.edu.au
t.irle@cqu.edu.au
Module/Topic
Overview of community practice
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Approaches to community-led development
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Emerging perspectives of community development
Chapter
Resources available in Moodle
Events and Submissions/Topic
Module/Topic
Social innovation in communities
Chapter
Resources available in Moodle
Events and Submissions/Topic
Module/Topic
Community economic development
Chapter
Resources available in Moodle
Events and Submissions/Topic
Assessment Task 1 30%: Week 6: Online discussion Friday 27 August 11:59pm
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Community development in Australia
Chapter
Resources available in Moodle
Events and Submissions/Topic
Module/Topic
Community development around the world
Chapter
Resources available in Moodle
Events and Submissions/Topic
Module/Topic
Continue from Week 7
Chapter
Resources available in Moodle
Events and Submissions/Topic
Module/Topic
Alternative movements to social action
Chapter
Resources available in Moodle
Events and Submissions/Topic
Assessment Task 2 35%: Social innovation within communities. Friday17 September 11:59pm. 1500 words
Social innovation within communities Due: Week 9 Friday (17 Sept 2021) 11:59 pm AEST
Module/Topic
Continue from Week 9
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Technology and how it changes community practice
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Review and reflection
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment Task 3 35%: Community Practice Report. Monday 11 October 9am AEDT. 1500 words.
Community Practice Due: Review/Exam Week Monday (11 Oct 2021) 9:00 am AEST
1 Online discussion forum
Instructions
Please follow the steps below to complete your assessment task:
- A Zoom session will be conducted, recorded, and loaded up into Moodle early in Term by your Unit Coordinator to fully explain the requirements of this Assessment Task.
- In this Assessment Task ensure you demonstrate your understanding and engagement with the weekly topics.
- You will need to make an online posting for Weeks 2,4,6.
- Post a 300-word (maximum) response to one of the forum questions submitted by the Unit Coordinator.
- After you have posted to the Forum, provide two reflective responses to other students’ posts on their response to the forum questions.
- Ensure your reflective responses are at 200 words (minimum). This task is to encourage you to interact with other students but also to develop reflective skills.
- Submit your response to the topic presented and your reflective responses. You will cut and paste from your Moodle site into a Word document along with the relevant student posts by due date and upload into Moodle.
- Use headings if you wish.
- Use literature to inform your posting as well as reflective responses.
Week 6 Friday (27 Aug 2021) 11:59 pm AEST
Submit to Moodle
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
SOWK13011: Response to questions on forum and reflective responses
Assessment 1: Marking Criteria/Rubric
HD 84.5-100% |
D 74.5-84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
Presentation and Structure – overall submission (10%) |
|||||
Excellent responses which completely conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. .Within expected word length. |
Responses mostly conforms to the Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. Within expected word limit. |
Responses adequately conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Mostly correct spelling, grammar, sentence structure and paragraphs, content can occasionally be difficult to follow or understand. Mostly uses headers been written. Within expected word limit. |
Responses occasionally conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Somewhat correct spelling, grammar, sentence structure and paragraphs, content often, can be difficult to follow or understand. Some headers. Within/exceeds expected word limit. |
Responses unsuccessfully conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Poor spelling, grammar, sentence structure and paragraphs, making content difficult to read or follow. No Headers. Deviates from expected word limit. |
......./10 |
HD 84.5-100% |
D 74.5-84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
Demonstrated understanding of the Question posed on the Moodle forum…………….(40%) |
|||||
Excellent demonstration of understanding the question posed on the Moodle forum. It demonstrated wider reading and analysis of question asked. |
Very good demonstration of understanding the question posed on the Moodle forum. It demonstrated clearly wider reading and analysis of question asked. |
Good demonstration of understanding the question posed on the Moodle forum. It demonstrated some reading and analysis of question asked. |
Fair demonstration of understanding the question posed on the Moodle forum. It demonstrated minimal reading and analysis of question asked. |
Poor or no demonstration of understanding the question posed on the Moodle forum. It demonstrated little reading and no analysis of question asked. |
......./40 |
Demonstrates an ability to respond reflectively to other student posts on community practice…….(40%) Two responses required |
|||||
Excellent demonstration of ability to respond reflectively to other student posts on their answers to the question posed. Two responses given |
Very good demonstration of ability to respond reflectively to other student posts on their answers to the question posed. Two responses given |
Good demonstration of ability to respond reflectively to other student posts on their answers to the question posed. Two responses given |
Fair demonstration of ability to respond reflectively to other student posts on their answers to the question posed. Two responses given |
Poor or no demonstration of ability to respond reflectively to other student posts on their answers to the question posed. 1 or no responses given |
....../40 |
Referencing …………………………………………………………………………………………………….(10%) |
|||||
All literature used is appropriate and scholarly. Minimum of 10 references Harvard referencing formatted used with no mistakes. |
Most of the literature used is appropriate and scholarly. Minimum of 8 references. Harvard referencing formatted used with minimal. mistakes |
Most of the literature used is appropriate and scholarly. Minimum of 6 references. Harvard referencing formatted used with some mistakes. |
Some of literature used is appropriate and scholarly. Minimum of 5 references Harvard referencing formatted used with many mistake |
Most of the literature used is inappropriate and not from a scholarly source. Harvard referencing formatted not used. Less than 5 references |
...../10 |
TOTAL MARKS |
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Explain how social innovation is used within communities.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Length: 1500 words
Please follow the steps below to complete your Assessment Task:
- Examine the emergence of social innovation within Australia and the context of this internationally.
- Explore and analyse the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to that community. Give examples.
- In your exploration of social innovation, analyse the pitfalls, disadvantages, or negative elements of social innovation to regional, rural, or remote communities. Give examples.
- Discuss the role of social workers in social innovation in regional, rural or remote communities.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 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 headings
- Use the APA referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Week 9 Friday (17 Sept 2021) 11:59 pm AEST
Please upload to Moodle
SOWK13011: Role of social innovation in regional, rural and remote communities in Australia.
Assesment 2: Marking Criteria/Rubric
HD 84.5-100% |
D 74.5-84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
Presentation and Structure – overall submission (10%) |
|||||
Excellent discussion which completely conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. Introduction and Conclusion have been written. Within expected word length. |
Discussion mostly conforms to the Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. Introduction and conclusion have been written. Within expected word limit. |
Discussion adequately conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Mostly correct spelling, grammar, sentence structure and paragraphs, content can occasionally be difficult to follow or understand. Mostly uses headers Introduction and conclusion have been written. Within expected word limit. |
Discussion occasionally conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Somewhat correct spelling, grammar, sentence structure and paragraphs, content often, can be difficult to follow or understand. Some headers. Introduction and conclusion have been written. Within/exceeds expected word limit. |
Discussion unsuccessfully conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Poor spelling, grammar, sentence structure and paragraphs, making content difficult to read or follow. No Headers Introduction and conclusion have not been included. Deviates from expected word limit. |
....../10 |
Explore and analyse of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities. ………………………………………………….(30%) |
|||||
Excellent exploration and analysis of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities citing clear examples. |
Very good exploration and analysis of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities citing clear examples. |
Good exploration and analysis of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities citing most relevant examples. |
Fair exploration and analysis of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities with limited appropriate examples. |
Poor or no exploration and analysis of the long-term benefits to non-metropolitan communities (that is, regional, rural and remote communities) and how it has contributed positively to those communities No or poor examples given. |
/30 |
Analyse the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities……..(30%) |
|||||
Excellent analysis of the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities citing examples |
Very good analysis of the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities citing examples |
Good analysis of the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities Citing some examples |
Fair analysis of the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities with limited appropriate examples |
Poor or no analysis of the pitfalls, disadvantages or negative elements of social innovation to regional, rural or remote communities with poor or no examples |
………./30 |
Discuss the role of social workers in social innovation in regional, rural or remote communities…….(20%) |
|||||
Excellent discussion the role of social workers in social innovation in regional, rural or remote communities |
Very good discussion the role of social workers in social innovation in regional, rural or remote communities |
Good discussion the role of social workers in social innovation in regional, rural or remote communities |
Fair discussion the role of social workers in social innovation in regional, rural or remote communities |
Poor or no discussion the role of social workers in social innovation in regional, rural or remote communities |
…./20 |
Referencing …………………………………………………………………………………………………….(10%) |
|||||
All literature used is appropriate and scholarly. Minimum of 10 references Harvard referencing formatted used with no mistakes. |
Most of the literature used is appropriate and scholarly. Minimum of 8 references. Harvard referencing formatted used with minimal. mistakes |
Most of the literature used is appropriate and scholarly. Minimum of 6 references. Harvard referencing formatted used with some mistakes. |
Some of literature used is appropriate and scholarly. Minimum of 5 references Harvard referencing formatted used with many mistake |
Most of the literature used is inappropriate and not from a scholarly source. Harvard referencing formatted not used. Less than 5 references |
………./10 |
TOTAL MARKS |
- Critique ideas of community and a range of community work models for practice.
- Integrate cultural competency skills working within the community including working within Indigenous communities
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Report
-
A Report
Length: 1500 words
1. Imagine yourself as the social worker within an Indigenous community.
-
2. Nominate a particular Indigenous community within Australia.
-
3. You’ve been tasked by your field supervisor to write a report as part of a wider Task Force to inform regional social policy and initiatives for those communities within its purview.
-
4. Explore your community and determine what community work models exist.
-
5. Compare the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness within your given community.
-
6. Determine the most effective strategies used.
-
7. Analyse the range of cultural competency skills necessary for those working within Indigenous communities and how these might be utilised to fulfill your task as requested.
-
8. Use current literature to inform your report.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
-
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 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 headings
-
Use the Harvard referencing style. The CQUniversity Academic Learning Centre has an online Harvard Referencing Style Guide.
-
The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
-
You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
-
We recommend that you access your discipline specific library guide: Social Work and Community Services Guide.
-
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
-
For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
-
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
-
Review/Exam Week Monday (11 Oct 2021) 9:00 am AEST
Submit report to Moodle
SOWK13011: Role of social innovation in regional, rural and remote communities in Australia.
Assessment 3: Marking Criteria/Rubric
HD 84.5-100% |
D 74.5-84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
Presentation and Structure – overall submission (10%) |
|||||
Excellent discussion which completely conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. .Introduction and Conclusion have been written. Within expected word length. Report based |
Discussion mostly conforms to the Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure and paragraphs. Introduction and conclusion have been written. Within expected word limit. Report based |
Discussion adequately conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Mostly correct spelling, grammar, sentence structure and paragraphs, content can occasionally be difficult to follow or understand. Mostly uses headers Introduction and conclusion have been written. Within expected word limit. Report based |
Discussion occasionally conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Somewhat correct spelling, grammar, sentence structure and paragraphs, content often, can be difficult to follow or understand. Some headers. Introduction and conclusion have been written. Within/exceeds expected word limit. Report based |
Discussion unsuccessfully conforms to the: Assignment Presentation guidelines. Assignment title page including name, student number, and word count. Poor spelling, grammar, sentence structure and paragraphs, making content difficult to read or follow. No Headers Introduction and conclusion have not been included. Deviates from expected word limit. Failure to write in report formal |
....../10 |
|
|||||
Critique your community and explore what community work models exist ……….(20%) |
|||||
Excellent critique of your nominated community and exploration of what community work models exist |
Very good critique of your nominated community and exploration of what community work models exist. |
Good critique of your nominated community and exploration of what community work models exist. |
Fair critique of your nominated community and exploration of what community work models exist. |
Poor or no critique of your nominated community or exploration of what community work models exist. |
......./20 |
Compare the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. You will recommend the most effective strategies used.………………………………………………………………………………………………(30%) |
|||||
Excellent comparison of the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. Excellent determination of the most effective strategies used. |
Very good comparison of the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. Very good determination of the most effective strategies used. |
Good exploration and comparison of the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. Good determination s of the most effective strategies used. |
Fair comparison of the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. Fair determination ns of the most effective strategies used. |
Poor or no comparison of the range of strategies that provide positive outcomes for your community-based context and evaluate their usefulness. Poor or no determination of the most effective strategies used. |
......./30 |
|
|||||
Discuss the role of social workers in social innovation in regional, rural or remote communities………………………………………………………………………………….(20%) |
|||||
Excellent discussion the role of social workers in social innovation in regional, rural or remote communities |
Very good discussion the role of social workers in social innovation in regional, rural or remote communities |
Good discussion the role of social workers in social innovation in regional, rural or remote communities |
Fair discussion the role of social workers in social innovation in regional, rural or remote communities |
Poor or no discussion the role of social workers in social innovation in regional, rural or remote communities |
…./20 |
Analyse the range of cultural competency skills necessary when working within Indigenous communities…….(10%) |
|||||
Excellent analysis of the range of cultural competency skills necessary when working within Indigenous communities |
Very good analysis of the range of cultural competency skills when working within Indigenous communities |
Good analysis of the range of cultural competency skills when working within Indigenous communities |
Fair analysis of the range of cultural competency skills when working within Indigenous communities |
Poor or no analysis of the range of cultural competency skills when working within Indigenous communities |
........./10 |
Referencing …………………………………………………………………………………………………….(10%) |
|||||
All literature used is appropriate and scholarly. Minimum of 10 references Harvard referencing formatted used with no mistakes. |
Most of the literature used is appropriate and scholarly. Minimum of 8 references. Harvard referencing formatted used with minimal. mistakes |
Most of the literature used is appropriate and scholarly. Minimum of 6 references. Harvard referencing formatted used with some mistakes. |
Some of literature used is appropriate and scholarly. Minimum of 5 references Harvard referencing formatted used with many mistakes. |
Most of the literature used is inappropriate and not from a scholarly source. Harvard referencing formatted not used. Less than 5 references |
………./10 |
TOTAL MARKS |
- Critique ideas of community and a range of community work models for practice.
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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.