Overview
The purpose of this unit is to further develop understanding and application of the concept of reconciliation in various context, including workplaces and communities. The unit examines discourses and case studies about reconciliation. Experiential learning will be used to explore competing views on reconciliation and its continuing relevance to society. The unit is mandatory for students enrolled in the Bachelor of Social Work course
Details
Pre-requisites or Co-requisites
SOWK11015 Professional Communication in Human Services OR (SOWK11012 Introduction to Social Work A AND SOWK11013 Introduction to Social Work B).
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 Unit Evaluation
Some unit material was outdated and needed renewal, including more current references and updated terminology.
A rewrite of the unit has commenced and the weekly topics will be revised to reflect the appropriate current terminology. The unit content will be updated and more contemporary references provided to students.
Feedback from Unit Evaluation
There needed to be more information on the assessments, particularly the NAIDOC week writing task and the Reconciliation Action Plan essay.
In addition to the extra assessment information and Zoom help sessions provided to students, there will be exemplars provided of past assignments with guiding comments included. The weekly Zoom tutorial sessions with students will include more worked examples to support the lecture material. In future, students will be guided through the NAIDOC and Reconciliation Action Plan documents as preparation for their assignment.
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Develop skills and knowledge as to how to engage with people from different cultures in the workplace and community with a view to promoting reconciliation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 25% | ||||
| 2 - Portfolio - 35% | ||||
| 3 - Written Assessment - 40% | ||||
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 - Group Discussion - 25% | ||||||||||
| 2 - Portfolio - 35% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- ZOOM
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.hinton@cqu.edu.au
y.savage-torrens@cqu.edu.au
s.rockloff@cqu.edu.au
Module/Topic
Module 1:What is Reconciliation?
Introduction to the unit and Moodle site. Understand the unit learning outcomes; assessment items and criteria; and participation in group discussion forums.
Chapter
Please access the readings through the eReading List on the Moodle site.
There is no set textbook for this unit.
Events and Submissions/Topic
Read, learn and understand the Appropriate Terminology and Welcome and Acknowledgement of Country protocol documents.
Module/Topic
Module 2: What is reconciliation and why have it?
Chapter
Events and Submissions/Topic
ONLINE FORUM 1 - DUE
Module/Topic
Module 3: From protection to reconciliation and workplace legislation
Chapter
Events and Submissions/Topic
ONLINE FORUM 2 - DUE
Module/Topic
Module 4: Diversity of Aboriginal and Torres Strait Island cultures and communities
Chapter
Events and Submissions/Topic
ONLINE FORUM 3 - DUE
Module/Topic
Module 5: Confronting stereotypes at home, at play and at the workplace
Chapter
Events and Submissions/Topic
ONLINE FORM 4 - DUE
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 6: Reconciliation in government, governance and policy
Chapter
Events and Submissions/Topic
Module/Topic
Module 7: Reconciliation in community and organisations
Chapter
Events and Submissions/Topic
Module/Topic
Module 8: Reconciliation in the family
Chapter
Events and Submissions/Topic
Module/Topic
Module 9: Social Policy: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 10: Community and organisations: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 11: Family: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 12: Reconciliation, a global comparison.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
Aim
The aim of this assessment is to examine, discuss and critique topics relevant to Reconciliation.
Instructions
This assessment is 1500 words in total and comprises your four discussion forum posts (each 250 words) on the topic provided cut and pasted from the Moodle Discussion Forum and placed in a Word doc (max 1000 words). Plus, add your Summary (max 500 words) reflection.
Please follow the steps below to complete your Assessment Task:
FORUM DISCUSSIONS
During Weeks 2-5, discussion topics will be provided by the Unit Coordinator.
You are to provide a comment on each topic (each 250 words maximum) in the Assessment 1 discussion forum.
Your comments must cover these four (4) aspects:
-be focused on developing and contributing to exploration, understanding, and critique of the weekly topic or question,
-include your personal opinion as an informal approach,
-include an academic standard with quote correctly referenced and,
-ensure that you are actively using your professional communication skills and knowledge, and AASW Code of Ethics and Practice Standards; in that you are respectful of people's worldview, beliefs and value system, and also able to engage in advocacy of a respectful nature should you feel that an expressed opinion is of a judgemental, discriminatory, and/or disrespectful manner.
The Unit Coordinator reserves the right to remove any posts that are deemed inappropriate or/and not consistent with the values and beliefs of the AASW.
FINAL SUMMARY (500 words)
You are to submit a final summary at the start of Week 6.
The final summary must be a piece of reflective writing that will inform practice for the future (reflexive practice) of 500 words.
You are encouraged to use the material posted on the forums but ensure this is cited (that is, the date you posted this information/response on the forum and the forum you posted this on).
You are to respond to:
"As a result of collaborating and discussion with peers on the varied topics regarding Reconciliation, - my practice framework has been transformed by..."
Please note: Students are encouraged to write in first person for both products. Please be mindful to present personal belief with the use of "I believe".
WHAT IS SUBMITTED TO MOODLE:
For this Assessment Task in your submission to Moodle in Week 6 you will provide the following:
• Your 4 discussion posts to the topics provided cut and pasted from the Moodle Assessment 1 Discussion Forum and placed in a Word doc (max 1000 words)
• Your Summary (500 words) reflection
• A coversheet
• Headers to be used
• An introduction and conclusion are not required.
Literature and references
In this assessment use at least 8 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.
Week 6 Monday (23 Aug 2021) 11:59 pm AEST
A weekly discussion from weeks 2-5. Students must participate in every discussion to be marked/graded on this assessment. Final Summary due at the start of Week 6
Week 7 Friday (3 Sept 2021)
SOWK14004: Discussing Reconciliation
Assessment 1: Marking Criteria/Rubric
This Assessment Task (Online forum discussion and Summary will be marked together in this 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%) |
|||||
|
Assignment cover page including name, student number, and word count. Uses headers. Excellent discussion with correct spelling, grammar, and paragraph structure. Within expected word length. All online forum entries and summary submitted. |
Assignment title page including name, student number, and word count. Uses headers Correct spelling, grammar, sentence structure, and paragraphs. Within expected word limit. All online forum entries and summary submitted. |
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. Within expected word limit. 3 online forum entries and a summary submitted. |
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. Within/exceeds the expected word limit. 2 online forum entries and a summary submitted. |
The assignment title page includes name, student number, and word count. Poor spelling, grammar, sentence structure and paragraphs, making the content difficult to read or follow. No Headers. Deviates from the expected word limit. Difficult to discern the forum entries and summary. |
/10 |
|
Key concepts identified and defined. (10%) |
|||||
|
Excellent explanation of the concept of Reconciliation and other related concepts. |
Very good explanation of the concept of Reconciliation and other related concepts. |
Good explanation of the concept of Reconciliation and other related concepts. |
Fair explanation of the concept of Reconciliation and other related concepts. |
Poor or no explanation of the concept of Reconciliation and other related concepts. |
/20 |
|
Forum Discussions - Discussion of the topics and issues associated with reconciliation in an Australian context. (30%) |
|||||
|
Excellent exploration and analysis of Reconciliation in Australia in your answers. |
Very good exploration and analysis of Reconciliation in Australia in your answers. |
Good exploration and analysis of Reconciliation in Australia in your answers. |
Fair exploration and analysis of Reconciliation in Australia in your answers. |
Poor or no exploration and analysis of Reconciliation in Australian in your answers. |
/30 |
|
Final summary - reflective writing that will inform practice for the future (30%) |
|||||
|
Excellent reflective writing on the principles and practice of Reconciliation in the workplace and community. |
Very good reflective writing on the principles and practice of Reconciliation in the workplace and community. |
Good reflection writing on the principles and practices of Reconciliation in the workplace and community |
Fair reflective writing on the principles and practice of Reconciliation in the workplace and community. |
Poor or no reflective writing on the principles and practice of Reconciliation in the workplace and community. |
/30 |
|
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 the 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 |
|||||
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Communication
- Information Literacy
2 Portfolio
Aim
This assessment aims to show that you have actively grasped the concept of Reconciliation and how it affects a community and workplace.
Instructions
Please follow and consider the following when preparing and presenting your Assessment Task:
-
- A Zoom session explaining this Assessment Task will be conducted. Your Unit Coordinator will post the date for this session on your Moodle site. This session will be recorded.
-Ensure you have a clear understanding of the concept of Reconciliation before attempting to undertake this Assessment Task.
-
- In this Assessment Task, you are required to plan and undertake a short Reconciliation activity. The activity will be 10-15 minutes in length and you are encouraged to be engaging with your audience and creative in planning your Reconciliation activity (visual resources are encouraged). The activity should be interactive, engaging, be culturally sensitive, and aimed at delivering awareness of Reconciliation in the workplace and community.
- The presentation and plan needs to show your understanding of the history of Reconciliation in Australia, how your activity is culturally sensitive to the needs of the local community, and how the activity supports and builds on the principles of Reconciliation in the workplace and community.
- The portfolio should include a plan of the activity, covering the aim of the activity, what was undertaken, and any pictures/scanned artwork, and so on. The portfolio needs to provide an account of the reconciliation activity. Included in your portfolio will be a short reflection (250 words max) on your experience related to presenting your activity in the Zoom session.
- The short reflective summary (250 words max - approx two paragraphs) covering: How you found the experience of planning and implementing your Reconciliation activity, what you learned from the experience, what you would do differently next time.
- A suitable day and time will be arranged with students for the Zoom presentation in week 9, before the due date of the portfolio.
Submission will include:
Present your Reconciliation activity in a Zoom session to the Unit Coordinator and other Social Work students in the unit and answer questions about your activity at the end of the session.
Submitting your Portfolio containing the Reconciliation activity plan (1500 words) and any materials/resources used to conduct the activity. Include a reference list.
Please note very carefully: it is very important to be aware of, and respect, cultural protocol requirements when using images, recordings or any other material. You must ask for permission to use such material; this is very important when inviting people who identify themselves as Aboriginal or Torres Strait Islanders to participate in your event project. It is very important to ensure that no copyright is breached by uploading photographs and other images to your portfolio. Ensure that you obtain permission from owners before scanning and using photos and images and acknowledge photographers and artists.
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: the Australian Association of Social Workers.
Week 9 Friday (17 Sept 2021) 11:59 pm AEST
Submit online
Week 11 Friday (1 Oct 2021)
Feedback will be given via Moodle
SOWK14004: Portfolio and Reconciliation Activity
Assessment 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 |
|
Structure and presentation (10%) |
|||||
|
Assignment cover page including name, student number, and word count. Uses headers. Excellent discussion with correct spelling, grammar, and paragraph structure. Within expected word length. |
Assignment title page including name, student number, and word count. Uses headers. Correct spelling, grammar, sentence structure, and paragraphs. Within expected word limit. |
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. Within expected word limit. |
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. Within/exceeds the expected word limit. |
The assignment title page includes name, student number, and word count. Poor spelling, grammar, sentence structure, and paragraphs, and the content is difficult to read or follow. No headers. Deviates from the expected word count. |
/10 |
|
Plan of the Reconciliation activity in the portfolio (30%) |
|||||
|
Excellent outline and discussion of the Reconciliation activity plan for the Australian community and workplace. |
Very good outline and discussion of the Reconciliation activity plan for the Australian community and workplace. |
Good outline and discussion of the Reconciliation activity plan for the Australian community and workplace. |
Fair outline and discussion of the Reconciliation activity plan for the Australian community and workplace. |
Poor or no outline and discussion of the Reconciliation activity plan for the Australian community and workplace. |
/30 |
|
Presentation of the Reconciliation activity..(30%) |
|||||
|
Excellent presentation of the Reconciliation activity. The activity delivered was highly interactive, engaging, and culturally sensitive. |
Very good presentation of the Reconciliation activity. The activity delivered was mostly interactive, engaging, and culturally sensitive. |
Good presentation of the Reconciliation activity. The activity delivered was generally interactive, engaging, and culturally sensitive, |
Fair presentation of the Reconciliation activity. The activity delivered was somewhat interactive, engaging, and culturally sensitive. |
Poor or no presentation of the Reconciliation activity. There was a poor level of interaction and engagement with the audience, and there were lapses in cultural sensitivity. |
/30 |
|
Referencing (15%) |
|||||
|
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 the 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 |
/15 |
|
Reflective summary of the Reconciliation Activity in the portfolio. (15%) |
|||||
|
Excellent reflective summary provided. |
Very good reflective summary provided. |
Good reflective summary provided. |
An adequate reflective summary provided. |
Poor or no reflective summary provided. |
/15 |
|
TOTAL MARKS |
|||||
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Develop skills and knowledge as to how to engage with people from different cultures in the workplace and community with a view to promoting reconciliation.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Written Essay
Word length: 2000 words
Using the unit material and independent reading and research, write an essay addressing ONE of the following topics:
1. Discuss the arguments for and against a treaty with Aboriginal Australians based on the five principles of reconicliation.
2. Identify one government policy and one community policy and discuss how they implement the five principles of reconciliation in the workplace and community for a more reconciled society.
3. The over-representation of Indigenous Australian children in the child protection system exists. Discuss the issues and the policy change needed by considering the principles of reconciliation and current debate.
4.Discuss the Juukan Gorge event and the debate associated with Reconciliation Action Plans in Australia and workplace relations, and the change needed.
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: the Australian Association of Social Workers.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman or Arial.
Use 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 if you wish.
Include an Introduction and Conclusion and a Reference list at the end on a new page.
Use the Harvard (author-date) referencing style. (The Abridged Harvard Referencing Style Guide 2020)
Week 12 Friday (8 Oct 2021) 11:59 pm AEST
22 October 2021
SOWK14004: Reconciliation.
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. 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. 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 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 used. Within/exceeds the 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 the content difficult to read or follow. No Headers used. Deviates from the expected word limit. |
.../10 |
|
Introduction and conclusion .(20%) |
|||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. A clear and succinct conclusion that provides closure to the topic and nicely outlines the final direction of the paper. | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. The conclusion provides a clear and appropriate closure with some outline of the final direction of the paper. | Appropriate introduction that introduces the topic and there is some outline of the direction of the paper. An appropriate conclusion to the topic tries to outline the final direction of the paper. | An introduction is apparent although it consists only of a list of the contents of the paper. The topic is not clearly introduced. The conclusion is apparent, although it consists of only a brief closure of the topic. The topic is not clearly concluded. | No recognisable introduction - the topic is not introduced and/ or there is no direction offered in respect of the paper. No recognisable conclusion or conclusion content is not reflective of the discussion. |
.../20 |
|
.Uses and defines key concepts . (20%) |
|||||
|
Excellent explanation of the concept of Reconciliation and other key concepts as they relate to the topic chosen. |
Very good explanation of the concept of Reconciliation and other key concepts as they relate to the topic chosen. | Good explanation of the concept of Reconciliation and other key concepts as they related to the topic chosen. | Fair explanation of the concept of Reconciliation and other key concepts as they relate to the topic chosen. | Poor or no explanation of the concept of Reconciliation and other key concepts as they relate to the topic chosen. |
../20 |
|
Approach and argument address the selected topic.(40%) |
|||||
|
Excellent development of main points and arguments/approaches relevant to the topic. Uses strong examples and supporting evidence. |
Very good development of main points and arguments/approaches relevant to the topic. Uses many appropriate examples and supporting evidence. |
Good development of main points and arguments/approaches relevant to the topic. Uses some examples and supporting evidence. |
Fair development of main points and arguments/approaches relevant to the topic. Adequate examples and supporting evidence used. |
Poor or no development of main points and arguments/approaches relevant to the topic. Discussion no supported by appropriate examples and supporting evidence. |
. /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 the 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 |
|||||
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
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?
