The aim of this assessment is to encourage you to interact with other students to develop reflective skills and demonstrate your understanding of the unit material.   

Instructions 

You are writing to demonstrate your understanding and engagement with the weekly topics, literature, and materials available to you, as outlined in the study schedule through research, reflection, and participation in online forums. You will write a 300-word forum post and respond to two reflective peer response posts. Each reflective peer response post is to be 100 words.  

Forum and reflective peer responses are required for weeks 2, 4, and 6. The total 1500-word assessment includes: 

3 x 300-word forum posts and 

6 x 100-word reflective peer responses.  

Where appropriate, refer to the literature to support your discussion and provide an in-text citation for the sources. If you use a direct quote as part of your discussion, it must be indicated as such, and you will need to provide full reference details using APA (7th Edition) referencing style. 

Please follow the steps below to complete your assessment task: 

1. In weeks 2,4, and 6 you will respond to the forum questions posted by the Unit Coordinator (three posts) in the Assessment tile on the Moodle site. Please complete the two reflective peer responses by 11 pm Friday of weeks 2, 4, and 6. 

2. To prepare for each forum post read the relevant required set textbook chapters, and other readings and view the weekly topic resources on the Moodle site and in the e-Reading list. 

3. Familiarise yourself with the key concepts and perspectives covered in the unit. 

4. Search the CQU library and databases for useful references for each of the chosen questions and undertake further reading. 

5. Draft an outline before writing your response. Use examples to illustrate your applied understanding. 

6. Provide in-text citations to support your discussions and include any references cited at the end of your post and add a single reference list at the end of each post. 

7. Once you have made your post to the discussion forum, you will be able to view other student posts and can prepare two reflective peer response posts (respond to two different student forum postings). Each peer response post needs to be 100 words (maximum). 

8. Scholarly conventions are required and appropriate communication in accordance with the AASW Code of Ethics (2020). 

Generative AI   

• Generative AI (GenAI) refers to any artificial intelligence that can generate new content.  Gen-AI must not be used in any way for producing the assessment task which requires demonstration of human capacities/skills/knowledge.     
• Please be aware that certain features in programs such as Grammarly and other writing aids incorporate Gen-AI capabilities that can rewrite sentences or entire paragraphs. The use of these features to generate or substantially alter content in your submission is not allowed.   

Literature and references 

In this assessment, use a minimum of ten contemporary references (<10 years) sourced from the CQUniversity library in this assessment to support your discussion. The required set textbook is one suitable reference. You may also use seminal scholarly literature where relevant. Suitable references include 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. 

Requirements   

• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).   
• Include page numbers on the top right side of each page in a header.    
• Write in the first-person perspective.    
• Use formal academic language (avoid contractions).   
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.    
• The word count is considered from the discussion’s first word to the discussion’s last word.  
• The word count excludes the reference list but includes in-text references and direct quotations.  
• No Abstract, Table of Contents, Introduction or Conclusion sections are required for this assignment. Do not include any images, tables, graphs, or additional appendices.  
• Submit your assessment as a single file via the unit Moodle site in Microsoft Word format only.  

Resources

• You can use unit provided materials, the set textbook, and other credible sources (e.g., journal articles, books, grey literature) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
• 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.

Submission

Submit your three forum post answers and your six reflective peer responses via the unit Moodle site in a single Microsoft Word file. You can copy and paste from your Moodle site into a Word document. Clearly identify the week for each forum post (week 2, 4 or 6) and state the students’ names whose posts you are responding to for each peer response post.

Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for Assessment One. 

Demonstrates adherence to the word count (10%) 

8.5-10  All responses adhere to the word count.   

7.5-8.4  Adheres to the word count for most responses.   

6.5-7.4  Adheres to the word count for several responses.   

5-6.4  Adheres to the word count for half the responses.   

0-4.9  Fails to adhere to the word count for most or all responses.  

Forum post & reflective posts (75%) *each week’s forum post & set of reflective posts are worth 25% (total 75% of the overall mark).    

Wk.2 Demonstrates understanding of the question posed on the Moodle forum (15%)  

17-20 Week 2.  A comprehensive and critical discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

14.9-16.9  A strong and appropriate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

12.9-14.8  An adequate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

9.9-12.8  A mostly relevant discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

0-9.8  None or inadequate discussion and lacks many: Independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

Wk.2 Demonstrates an ability to respond reflectively to (2) other student posts on community practice.  (10%)  

17-20  Reflexive posts.  An excellent demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

14.9-16.9  A very good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

12.9-14.8  A good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

9.9-12.8  Fair demonstration of ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

0-9.8  The content provides no or inadequate discussion and lacks many: Independent reading and research, relevant arguments, supporting examples, relevant concepts and evidence of originality.  

Wk.4 Demonstrated understanding of the question posed on the Moodle forum (15%)  

17-20 Week 4.  A comprehensive and critical discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

14.9-16.9  A strong and appropriate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

12.9-14.8  An adequate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

9.9-12.8  A mostly relevant discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

0-9.8  None or inadequate discussion and lacks independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

Wk.4 Demonstrates an ability to respond reflectively to (2) other student posts on community practice. (10%)    

17-20 Reflexive posts. An excellent demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

14.9-16.9  A very good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

12.9-14.8  A good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

9.9-12.8  Fair demonstration of ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

0-9.8  Content provides no or inadequate discussion and lacks many: Independent reading and research, relevant arguments, supporting examples, relevant concepts and evidence of originality.  

Wk.6 Demonstrated understanding of the question posed on the Moodle forum. (15%)  

17-20 Week 6.  A comprehensive and critical discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

14.9-16.9  A strong and appropriate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

12.9-14.8  An adequate discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

9.9-12.8  A mostly relevant discussion and includes independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

0-9.8  None or inadequate discussion and lacks many: independent reading and research, relevant arguments, supporting examples, relevant concepts, and evidence of originality.  

Wk.6 Demonstrates an ability to respond reflectively to (2) other student posts on community practice. (10%)  

17-20 Reflexive posts. An excellent demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

14.9-16.9  A very good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

12.9-14.8  A good demonstration of the ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

9.9-12.8 Fair demonstration of ability to respond reflexively to other students’ posts on their answers to the question posed. Two answers were given.  

0-9.8  Poor or no demonstration of ability to respond reflectively to other students’ posts on their answers to the questions posed. One or no responses were given.  

Writing Quality. Shows appropriate grammar, spelling & paragraph structure.  (5%) 

4.3-5  Consistently accurate with spelling, grammar, and paragraph structure.  

3.8-4.2  Minimal (2-3) critical spelling, grammar, or paragraph structure errors.  

3.2-3.7  Few (3 - 4) critical spelling, grammar, or paragraph structure errors.  

2.5-3.1  Several (4-5) critical spelling, grammar, or paragraph structure errors  

0-2.4  Many (>6) spelling, grammar, or paragraph structure errors.  

Referencing.(10%) 
Demonstrates ability to source relevant contemporary references & to apply APA style to intext referencing. (5%)

4.3-5  A minimum of ten contemporary references were used. Consistently integrates references to support and reflect ideas, factual information, and quotations with consistently accurate in-text referencing.  

3.8-4.2  A minimum of nine contemporary references were used. Generally, integrates references to support and reflect ideas, factual information, and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified.  

3.2-3.7  A minimum of nine contemporary references were used. Frequently integrates references to support and reflect ideas, factual information, and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors are identified.  

2.5-3.1 A minimum of nine contemporary references were used. Occasionally integrates references to support and reflect ideas, factual information, and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors were identified.   

0-2.4  The required number of ten references is not used, or none are contemporary. Fails to or infrequent attempts (>6 errors) to integrate references to support & reflect ideas, factual information & quotations. Inconsistent with APA 7th Edition style.  >6 inaccuracies with in-text referencing.  

Demonstrates ability to apply APA 7th Edition referencing list style & prepare a reference list.(5%)  

4.3-5  The reference list is in alphabetical order and fully adheres to APA 7th Edition reference list presentation guidelines.   

3.8-4.2  The reference list is in alphabetical order and frequently adheres to reference list presentation guidelines.  

3.2-3.7  The reference list is in alphabetical order and mostly adheres to reference list presentation guidelines.  

2.5-3.1  The reference list is in alphabetical order and occasionally adheres to reference list presentation guidelines.  

0-2.4  The reference list does not appear in alphabetical order and does not adhere to reference list presentation guidelines.  

The aim of this assessment is to explore different understandings of community in Australia and examine community development models addressing two social issues impacting Indigenous. It involves examining community development models implemented in different contexts in Indigenous Australian communities and critically analysing how they support cross-cultural competency to understand their applicability and effectiveness in diverse cultural contexts and communities against 

Instructions 

Please follow the steps below to complete your assessment task: 

1. Select one social issue relating to the social determinants of health impacting Indigenous Australian people and communities (e.g., lower education achievement, unemployment, homelessness, over-representation of Indigenous Australian youth in the criminal justice system). 
2. Drawing on examples of two different community development models used in Indigenous Australian communities to combat the chosen social issue(s), assess how well they promote Indigenous Australians’ self-determination, social justice, inclusion, and economic well-being. 
3. Evaluate how the two community development models support cross-cultural competency using Kenny and Hand’s (2023) cross-cultural competency checklists. 
4. Explain how Indigenous Australian communities, as a concept of community, are distinct from other ideas of community. 

You are encouraged to discuss your ideas and resources with the unit coordinator and others in the Moodle Discussion Forum and Zoom tutorial sessions. 

Generative AI   

• Generative AI (GenAI) refers to any artificial intelligence that can generate new content.  Gen-AI must not be used in any way for producing the assessment task which requires demonstration of human capacities/skills/knowledge.     
• Please be aware that certain features in programs such as Grammarly and other writing aids incorporate Gen-AI capabilities that can rewrite sentences or entire paragraphs. The use of these features to generate or substantially alter content in your submission is not allowed.   

Literature and references 

In this assessment, use a minimum of ten contemporary references (<10 years) sourced from the CQUniversity library in this assessment to support your discussion. The required set textbook is one suitable reference. You may also use seminal scholarly literature where relevant. Suitable references include 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. 

Requirements   

• Do not use dot points or numbered lists in your assignment. 
• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).   
• Include page numbers on the top right side of each page in a header.    
• Write in the third-person perspective.    
• Use formal academic language (avoid contractions).   
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.    
• The word count is considered from the Discussion’s first word to the last word.  
• The word count excludes the reference list but includes in-text references and direct quotations.  
• Do not include an Abstract, Table of Contents, Introduction, Conclusion, or any images, tables, graphs, or appendices.  

Resources

You can use unit provided materials, the set textbook, and other credible sources (e.g., journal articles, books, grey literature) to reference your argument. The quality and credibility of your sources are important.

We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.

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.

Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for Assessment two. 

Writing quality & structure (10%) 
8.5 - 10  Consistently accurate with spelling, grammar, and paragraph structure without error. Adheres to the word count.    
7.5-8.4  Minimal (2-3) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
6.5-7.4  Few (3 - 4) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
4.5-6.4  Several (4-5) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
0-4.9  Many (>6) errors with spelling, grammar, or paragraph structure.  Fails to adhere to the word count.  

Discussion (75%) 
Identify and explain the social issue linked to the social determinants of health for Indigenous Australians. (10%)  
8.5 - 10   An excellent discussion on the social issue linked to the social determinants of health for Indigenous Australians 
7.5-8.4  A very good discussion on the social issue linked to the social determinants of health for Indigenous Australians 
6.5-7.4  A sound discussion on the social issue linked to the social determinants of health for Indigenous Australians 
4.5-6.4  A basic discussion on the social issue linked to the social determinants of health for Indigenous Australians 
0-4.9  Poor or no discussion on the social issue linked to the social determinants of health for Indigenous Australians. The discussion is not succinct.  

Explain Indigenous Australian communities as one concept of community, distinct to other ideas of community. (15%)  
12.7-15 An excellent and concise discussion of the different ideas of community starting with Indigenous Australian communities.  
11.1-12.6 A very good discussion of the different ideas of community, starting with Indigenous Australian communities  
9.7-11  A sound discussion of the different ideas of community, starting with Indigenous Australian communities.  
7.5-9.6 A basic discussion of the different ideas of community, starting with Indigenous Australian communities.  
0-7.4   Poor or no discussion of the different ideas of community or there is inadequate discussion of Indigenous Australian communities. The discussion is not succinct. 

Summarise the two different community development models used in Indigenous Australian communities (10%)  
8.5 - 10  An excellent and concise summary of the two different community development models used in Indigenous Australian communities.  
7.5-8.4  A very good summary of the two different community development models used in Indigenous Australian communities. 
6.5-7.4  A sound summary of the two different community development models used in Indigenous Australian communities.  
4.5-6.4  A basic summary of the two different community development models used in Indigenous Australian communities. 
0-4.9  Poor or no summary of the two different models or there is only one model summarised. The discussion is not succinct. 

Critically assess the two different community development models used in Indigenous Australian communities & how they promote Indigenous Australians’ self-determination, social justice, inclusion & economic well-being. (20%)  
17-20 An excellent critical assessment of the two community development models used in Indigenous Australian Communities and how they promote Indigenous Australians' self-determination, social justice, inclusion, and economic well-being.  
14.9-16.9  A very good critical assessment of the two community development models used in Indigenous Australian Communities and how they promote Indigenous Australians' self-determination, social justice, inclusion, and economic well-being.   
12.9-14.8  A sound critical assessment of the two community development models used in Indigenous Australian Communities and how they promote Indigenous Australians' self-determination, social justice, inclusion, and economic well-being.   
9.9-12.8  A basic critical assessment of the two community development models used in Indigenous Australian Communities and how they promote Indigenous Australians' self-determination, social justice, inclusion, and economic well-being.   
0-9.8 Poor or no assessment with little or no readings, supporting examples or very limited evidence of originality. The discussion is not succinct.  

Evaluate how the two community development models support cross- cultural competency in social work using Kenny & Hand’s (2023) checklists & highlights the differences between the two models (20%)  
17-20  An excellent critical evaluation of how two community development models support cross-cultural competency in social work using Kenny & Hand’s (2023) checklists discussing the differences between the two models. 
14.9-16.9  A very good critical evaluation of how two community development models support cross-cultural competency in social work using Kenny & Hand’s (2023) checklists discussing the differences between the two models. 
12.9-14.8   A sound critical evaluation of how two community development models support cross-cultural competency in social work using Kenny & Hand’s (2023) checklists discussing the differences between the two models.   
9.9-12.8  A basic critical evaluation of how two community development models support cross-cultural competency in social work using Kenny & Hand’s (2023) checklists discussing the differences between the two models. 
0-9.8   Poor or no discussion of any cultural competency components in social work using Kenny & Hand’s (2023) checklists. There is little or no readings, supporting examples or limited evidence of originality. The discussion is not succinct. 

Referencing (15%) 
Integrates references & adopts correct in-text referencing (5%)  
4.3-5 Consistently integrates references to support and reflect all ideas, information, and quotations. Consistently accurate with in-text referencing.   
3.8-4.2  Generally, integrates references to support and reflect ideas, information, and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified.  
3.2-3.7  Frequently integrates references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified.  
2.5-3.1  Occasionally integrates references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified.   
0-2.4  Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, information & quotations. Referencing is inconsistent with APA style.  >6 inaccuracies with in-text referencing.  

Reference list meets APA (7th edition) referencing style guidelines uses contemporary references (10%) 
8.5-10 A minimum of ten up-to-date references were used including 5 journal articles as well as relevant books & websites.  
The reference list appears in alphabetical order. It fully adheres to APA style & reference list presentation guidelines with zero errors.  
7.5-8.4  A minimum of ten up-to-date references were used including 4 journal articles as well as relevant books and websites.   
The reference list appears in alphabetical order. Generally, adheres to APA style & reference list presentation guidelines with only a few (1-2) consistent reference list errors.  
6.5-7.4 A minimum of ten up-to-date references were used including 3 journal articles as well as relevant books and websites.   
The reference list appears in alphabetical order. Frequently adheres to APA style & reference list presentation guidelines but with several (3-4) consistent reference list errors.  
4.5-6.4  A minimum of ten up-to-date references were used including 2 journal articles as well as relevant books and websites.   
The reference list appears in alphabetical order. Occasionally adheres to APA style & reference list presentation guidelines but with numerous (5-6) consistent reference list errors.  
0-4.4 The required number of ten up-to-date references is not used. Journal articles are not sourced. Most references are not up to date. Chosen websites are not credible.  
The reference list does not appear in alphabetical order and/or it does not adhere to APA style & reference list presentation guidelines due to multiple errors.  

This assessment aims to demonstrate your understanding of the community development models that exist for people living with disability. Identify and examine the community development models used within this community and evaluate their performance in general and in comparison, to other models. Understand how social work practitioners can use these community development models to promote a more inclusive and equitable society by advocating for policy changes that support people living with disability in Australia. 

Instructions 

Please follow the steps below to complete your assessment task: 

1. Identify and describe two community development models that social workers use in the disability community within Australia (e.g., the Asset Based Community Development model).  
2. Discuss the positive and negative aspects of these two community development models and support with real life examples. 
3. Critically evaluate the application of these two community development models, focusing on their practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities.  
4. Discuss how these models contribute to achieving equity for people living with disability in Australia, and support with real life examples. 

Generative AI   

• Generative AI (GenAI) refers to any artificial intelligence that can generate new content.  Gen-AI must not be used in any way for producing the assessment task which requires demonstration of human capacities/skills/knowledge.     
• Please be aware that certain features in programs such as Grammarly and other writing aids incorporate Gen-AI capabilities that can rewrite sentences or entire paragraphs. The use of these features to generate or substantially alter content in your submission is not allowed.   

Literature and references 

In this assessment, use a minimum of ten contemporary references (<10 years) sourced from the CQUniversity library in this assessment to support your discussion. The required set textbook is one suitable reference. You may also use seminal scholarly literature where relevant. Suitable references include 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. 

Requirements   

• Your assessment must include the following sections: Cover page, Discussion, References.   
• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).   
• Include page numbers on the top right side of each page in a header.    
• Write in the third-person perspective.    
• Use formal academic language (avoid contractions).   
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.    
• The word count is considered from the discussion’s first word to the discussion’s last word.  
• The word count excludes the reference list but includes in-text references and direct quotations.  
• No Abstract and Table of Contents, Introduction, or Conclusion sections are required for this assignment. Do not include any images, tables, graphs, or appendices.  

Resources

You can use unit provided materials, the set textbook, and other credible sources (e.g., journal articles, books, grey literature) to reference your argument. The quality and credibility of your sources are important.

We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.

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.

Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for Assessment Three.   

Writing quality & structure (10%) 
8.5 - 10  Consistently accurate with spelling, grammar, and paragraph structure without error. Adheres to the word count.    
7.5-8.4  Minimal (2-3) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
6.5-7.4  Few (3 - 4) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
4.5-6.4  Several (4-5) critical spelling, grammar, or paragraph structure errors. Adheres to the word count.  
0-4.9  Many (>6) errors with spelling, grammar, or paragraph structure.  Fails to adhere to the word count.  

Discussion (75%) 
Identify and describe two community development models used in the Australian disability community (10%)  
8.5 - 10   An excellent discussion of two relevant models used in the Australian disability community. 
7.5-8.4  A very good discussion of two relevant models used in the Australian disability community. 
6.5-7.4  A sound discussion of two relevant models used in the Australian disability community. 
4.5-6.4  A basic discussion of two relevant models used in the Australian disability community. 
0-4.9 Poor or no discussion of two relevant models used in the Australian disability community The discussion is not succinct.  

Discuss the positive & negative aspects of the two selected models & support with real life examples (15%)  
12.7-15 An excellent and concise discussion of the two selected models with the use of real life examples.  
11.1-12.6 A very good and concise discussion of the two selected models with the use of real life examples. 
9.7-11  A sound and concise discussion of the two selected models with the use of real life examples. 
7.5-9.6 A basic and concise discussion of the two selected models with the use of real life examples. 
0-7.4   Poor or no discussion of the two selected models with the use of real life examples. The discussion is not succinct. 

Critically evaluate the application of one of the community development models with coverage of practical implications & effectiveness in promoting social participation, economic well-being, & non-discrimination for people with disabilities. (30%)  
25.4-30 An excellent critical evaluation of the application of the two community development models, that includes practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities.  
22.4-25.3 A very good critical evaluation of the application of the two community development models, that includes practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities. 
19.4-22.3 A sound critical evaluation of the application of the two community development models, that includes practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities. 
14.9-19.3 A basic critical evaluation of the application of the two community development models, that includes practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities. 
0-14.8 Poor or no evaluation of the application of the two community development models, that includes practical implications and effectiveness in promoting social participation, economic well-being, and non-discrimination for people with disabilities.  The discussion is not succinct.  

Discuss how these two models contribute to achieving equity for people living with disability in Australia & support with real life examples (20%)  
17-20  An excellent critical discussion of how these two models contribute to achieving equity for people living with disability in Australia, with the use of real life examples. 
14.9-16.9  A very good critical discussion of how these two models contribute to achieving equity for people living with disability in Australia, with the use of real life examples. 
12.9-14.8   A sound critical discussion of how these two models contribute to achieving equity for people living with disability in Australia, with the use of real life examples. 
9.9-12.8  A basic critical discussion of how these two models contribute to achieving equity for people living with disability in Australia, with the use of real life examples. 
0-9.8   Poor or no discussion of how these two models contribute to achieving equity for people living with disability in Australia, with the use of real life examples. The discussion is not succinct. 

Referencing (15%) 
Integrates references & adopts correct in-text referencing (5%)  
4.3-5 Consistently integrates references to support and reflect all ideas, information, and quotations. Consistently accurate with in-text referencing.   
3.8-4.2  Frequently integrates references to support and reflect ideas, information, and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified.  
3.2-3.7  Generally, integrates references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified.  
2.5-3.1  Occasionally integrates references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified.   
0-2.4  Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, information & quotations. Referencing is inconsistent with APA style.  >6 inaccuracies with in-text referencing.  

Reference list meets APA (7th edition) referencing style guidelines and uses contemporary references (10%) 
8.5-10 A minimum of 10 up-to-date references were used including 5 journal articles as well as relevant books & websites.The reference list appears in alphabetical order. It fully adheres to APA style & reference list presentation guidelines with zero errors. 
7.5-8.4  A minimum of ten up-to-date references were used including 4 journal articles as well as relevant books and websites.The reference list appears in alphabetical order. Generally, adheres to APA style & reference list presentation guidelines with only a 1-2 consistent reference list errors.  
6.5-7.4 A minimum of ten up-to-date references were used including 3 journal articles as well as relevant books and websites.The reference list appears in alphabetical order. Frequently adheres to APA style & reference list presentation guidelines but with several (3- 4) consistent reference list errors.  
4.5-6.4  A minimum of ten up-to-date references were used including 2 journal articles as well as relevant books and websites.The reference list appears in alphabetical order. Occasionally adheres to APA style & reference list presentation guidelines but with numerous (5-6) consistent reference list errors.  
0-4.4 The required number of ten up-to-date references is not used. Journal articles are not sourced. Most references are not up to date. Chosen websites are not credible.The reference list does not appear in alphabetical order and/or it does not adhere to APA style & reference list presentation guidelines due to multiple errors.