Overview
This unit enhances understanding and application of the concept of reconciliation in various contexts, including the workplace and community. It is suitable for those interested in the advancement of reconciliation within contemporary Australian society . You will apply First Nations literature and pedagogy to develop cross cultural knowledge and contemporary approaches of reconciliation. You will be introduced to an intercultural critical reflection model (First Nations Ways of Knowing, Being and Doing) that strengthens professional practice across organisational contexts.
Details
Pre-requisites or Co-requisites
Completion of 96 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 1 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Evaluation
Time management could be improved.
Review assessment due date and requirements, along with weekly readings and activities to support students in their weekly learning and assignment preparation.
Feedback from Unit Evaluation
Interactive discussions with other students and Zoom sessions on upcoming assessments were enjoyed.
The Unit Coordinator will continue to deliver unit content and support students' engagement and learning throughout the term.
- Analyse the concept of reconciliation in the context of the Australian community and workplace.
- Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
- Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
- Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of reconciliation.
This unit supports students to develop understanding and application of the concept of reconciliation in various contexts, including the workplace and community. The unit applies First Nations literature and pedagogy to facilitate and support the ASWEAS (2020) required curriculum content.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 25% | ||||
| 2 - Creative work - 40% | ||||
| 3 - Written Assessment - 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 | ||||
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: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
p.watkin@cqu.edu.au
e.cleary@cqu.edu.au
Module/Topic
Module 1:What is Reconciliation and why have it?
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: Diversity of Aboriginal and Torres Strait Islander cultures and communities.
Chapter
Events and Submissions/Topic
ONLINE FORUM 1 - DUE
Module/Topic
Module 3: Racism in the Australian First Nations context
Chapter
Events and Submissions/Topic
ONLINE FORUM 2 - DUE
Module/Topic
Module 4: From protection to reconciliation and workplace legislation
Chapter
Events and Submissions/Topic
ONLINE FORUM 3 - DUE
Module/Topic
Module 5: Reconciliation, resources and rights in First Nations communities
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: Intergenerational trauma in First Nations communities
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: Building relationships and collaborative partnerships with First Nations peoples and communities
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 the unit content covered between weeks 1 - 4. This assessment requires you to draw on scholarly and grey literature that amplify First Nations voices.
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. Your reflection will be developed using the Intercultural Reflection Model (Bennett & Redfern, 2022).
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:
1. Be focused on developing and contributing to exploration, understanding, and critique of the weekly topic or question,
2. Include your opinion as an informal approach,
3. Include a First Nations academic standard with quote correctly referenced and,
4. 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 and/or not consistent with the values and beliefs of the AASW.
FINAL SUMMARY (500 words)
You are to submit a final summary by 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).
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".
Literature and references
In this assessment use at least 10 contemporary references (<10 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 College of Nursing or the Australian Association of Social Workers.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman, 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.
You may write in the first-person perspective (I, my)
Use formal academic language.
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA 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.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only. All forum posts (weeks 2-5) must be copy-pasted to a word document. You must include your 500-word summary on this same document. See below for additional instructions regarding submission.
Learning Outcomes Assessed
1. Analyse the concept of reconciliation in the context of the Australian community and workplace.
2. Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
3. Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
4. Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of reconciliation.
References
Bennett, B., & Redfern. H. (2022). An Intercultural critical reflection model. Journal of Social Work Practice 36(2), 135-147 https://doi.org.10.1080/02650533.2022.2067139
Week 7 Monday (22 Apr 2024) 11:59 pm AEST
Week 8 Friday (3 May 2024)
Assessment 1 - Forum Posts and Summary Reflection
| Criteria |
High Distinction 84.5 - 100% |
Distinction 74.5 - 84.49% |
Credit 64.5 - 74.49% |
Pass 49.5 - 64.49% |
Fail <49.5% |
| Demonstrates relevance and quality of discussion posts; develops and contributes to the exploration, understanding and critique of the weekly topics. (5 marks) |
All posts demonstrate excellence in terms of relevance, quality and critique is respectful and contributes to understanding of the weekly topics. | All posts demonstrate relevance, quality and critique that is respectful and contributes to understanding of the weekly topics. | Posts generally demonstrate relevance, quality and critique that is respectful and contributes to understanding of the weekly topics. | Posts are generally relevant to the weekly topic or question with an adequate level of understanding demonstrated. | There are inadequate posts or irrelevant responses to the weekly topics or topics are misunderstood or don’t contribute to discussions appropriately. |
| Demonstrates integration of opinion through respectful engagement with people's worldview, beliefs, and value systems and advocates in a respectful nature when engaging with potentially discriminatory or disrespectful opinions in accordance with AASW Code of Ethics and Practice Standards (10 marks) |
Excellent integration of opinion in an informal approach through respectful engagement in accordance with AASW Code of Ethics and Practice Standards | Very good integration of opinion in an informal approach through respectful engagement in accordance with AASW Code of Ethics and Practice Standards | Good integration of opinion in an informal approach through respectful engagement in accordance with AASW Code of Ethics and Practice Standards | Adequate integration of opinion in an informal approach through respectful engagement in accordance with AASW Code of Ethics and Practice Standards | Inadequate integration of opinion / or approach is disrespectful or not accordance with AASW Code of Ethics and Practice Standards |
| Reflective Writing demonstrates contributions apply the intercultural reflection model to contribute to the discussion forum. (5 marks) |
Highly developed reflective writing demonstrating excellent application of the intercultural reflection model that integrates information and insights from discussion posts | Very good reflective writing demonstrating very good application of the intercultural reflection model that integrates information and insights from discussion posts | Good reflective writing applying and integrating information and insights from discussion posts, using the intercultural reflection model | Adequate reflective writing applying elements of the intercultural reflection model that integrates information and insights from discussion posts | Inadequate or limited reflective writing or insights and information was disconnected from the discussion points |
| Final summary demonstrates adherence to word limits, clarity, and coherence of writing. (5 marks) |
Excellent summary that adheres to the requirements | Very good summary that adheres to the requirements | Good summary that mainly adheres to the requirements | Adequate summary that generally adheres to the requirements with some errors in writing or word limits | Inadequate or absent summary with major errors |
- Analyse the concept of reconciliation in the context of the Australian community and workplace.
- Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
- Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
- Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of reconciliation.
2 Creative work
Aim
Drawing on Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing', this assessment requires you to develop a culturally responsive, interactive project that aims to effect transformational change for reconciliation.
Instructions
Please follow the steps below to complete your assessment task:
The assessment should be presented as a creative, interactive activity / project that reflects cultural responsiveness and safety to achieving reconciliation in contemporary Australian society. Example projects may be musical / song item, dance / performance, technological-based activity / project, a keynote speech, a community-based initiative, a formal presentation, or a mixture of these modalities. The creative work must reflect one of the actions as identified by the 2024 National Reconciliation Week theme. A 1000-word reflection must accompany the creative work.
Assessment details:
Creative Work:
The creative work must be no longer than 12 minutes in presentation and no shorter than 10 minutes.
The theme for National Reconciliation Week 2024 is Now More Than Ever. You are required to develop and present an activity that develops participants’ awareness of this theme and Reconciliation more broadly. Your activity must align with the prescribed actions of Reconciliation Australia (2024); these will be posted in Moodle once released.
The creative project should be aligned with at least one of the 2024 Reconciliation actions (TBA on Moodle), and can incorporate multiple actions if desired. The project is an opportunity to show creatively, your understanding of Reconciliation and how you would help to educate others on this subject more broadly. The creative project should amplify First Nations scholarly literature and voices pertinent to Reconciliation in Australian contemporary society.
Reflection component:
Word count: 1000-word count justifying your choice of activity and how your activity/ project achieves reconciliation. As part of this reflection, please comment on the following:
1. Reason for creative work/activity/project chosen
2. How this project seeks to achieve Reconciliation
3. Challenges encountered when completing this creative project
4. Future recommendations for improvement/addition to this creative project
5. Final thoughts/comments on the project undertaken and its intended outcomes
Literature and references
In this assessment use at least 10 contemporary references (<10 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 (e.g., Reconciliation Australia). 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 College of Nursing or the Australian Association of Social Workers.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman, 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 for the creative project (if you are developing a song, you can use first-person)
You may use first-person perspective (I, my) for the reflection
Use formal academic language.
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA 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.
Learning Outcomes Assessed
Analyse the concept of reconciliation in the context of the Australian community and workplace.
Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of Reconciliation.
References
Martin, K., & Mirraboopa, B. (2009). Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re‐search. Journal of Australian Studies, 27(76), 203-214. https://doi.org/10.1080/14443050309387838
Reconciliation Australia. (2024). National Reconciliation Week. https://nrw.reconciliation.org.au/actions-to-be-a-voice-for-reconciliation-2023/
Week 10 Friday (17 May 2024) 11:59 pm AEST
Week 12 Friday (31 May 2024)
| Assessment Criteria |
High Distinction 84.5 - 100% |
Distinction 74.5 - 84.49% |
Credit 64.5 - 74.49% |
Pass 49.5 - 64.49% |
Fail <49.5 |
| The written reflection describes how the project aligns with 2024 reconciliation theme amplifying First Nations scholarly literature and voices, providing a strong reflection on the theme. (10 marks) |
The written reflection effectively justifies how participants' awareness of the reconciliation week theme is achieved and effectively amplifies First Nations scholarly literature and voices demonstrating a deep understanding of cultural safety and sensitivity. | The written reflection justifies how participants' awareness of the reconciliation week theme is developed with a high degree of cultural responsiveness | The written reflection demonstrates how participants' awareness of the reconciliation week theme is achieved with appropriate use of First Nations literature with cultural sensitivity and safety in mind. | The written reflection provides basic discussion about how participants' awareness of the reconciliation week theme is achieved. The reflection amplifies First Nation scholarly literature and voices to a limited extent. Written reflection promotes change for reconciliation but could have been developed with more cultural sensitivity and safety. |
The written reflection does not effectively amplify First Nations scholarly literature and voices and does not align with the 2024 reconciliation theme. The activity has not been developed with cultural sensitivity and safety in mind. |
| Use of Aboriginal Ways of Knowing, Being and Doing: The project must effectively draw on Martin & Mirraboopa's (2009) framework 'Aboriginal Ways of Knowing, Being and Doing' to create a culturally responsive and interactive project. (10 marks) |
The project clearly demonstrates an in-depth understanding and application of Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing’. | The project demonstrates a good understanding and application of Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing’. | The project demonstrates understanding and application of Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing’. | The project demonstrates a basic understanding of Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing’. | The project demonstrates insufficient understanding of Martin & Mirraboopa's (2009) framework 'Aboriginal ways of knowing, being and doing’. |
| Effectiveness in promoting awareness of the National Reconciliation Week theme. The project effectively promotes awareness of the selected theme through its design and implementation. (10 marks) |
The project effectively develops participants' awareness of the reconciliation week theme, demonstrating creativity and cultural responsiveness. | The project develops participants' awareness of the reconciliation week theme, demonstrating creativity and cultural responsiveness | The project develops participants' awareness of the reconciliation week theme, demonstrating some creativity and cultural responsiveness | The project develops participants' awareness of the reconciliation week theme, demonstrating limited creativity and cultural responsiveness | The project does not effectively develop participants' awareness of the reconciliation week theme, demonstrating limited creativity and cultural responsiveness |
| Creativity and originality within a culturally safe and responsive manner (10 marks) |
The project demonstrates exceptional creativity, originality, interactivity, responsiveness, and safety. The activity is innovative and engaging. | The project demonstrates a high level of creativity, originality, interactivity, responsiveness, and safety. | The project demonstrates a satisfactory level of creativity, originality, interactivity, responsiveness, and safety. | The project demonstrates a basic level of creativity, originality, interactivity, responsiveness, and safety. | The project does not demonstrate an adequate level of creativity, originality, interactivity, responsiveness, and safety. |
- Analyse the concept of reconciliation in the context of the Australian community and workplace.
- Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
- Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
- Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of reconciliation.
3 Written Assessment
Aim
The aim of this assessment is to understand and analyse how the perpetration of interpersonal and systematic racism undermines the processes of achieving reconciliation in contemporary Australian society. The assessment requires students to critically evaluate these processes by using a First Nations critical reflection model.
Instructions
Please follow the steps below to complete your assessment task:
According to the 2021 State of Reconciliation Report: Moving from Safe to Brave, there has long been calls for Reconciliation in Australia and whilst progress has been slow, Australia as a nation have made advances in moving toward a more reconciled society, overcoming interpersonal and systemic racism (Reconciliation Australia, 2021). In this assessment, you are required to describe the key characteristics of interpersonal and systematic racism experienced by Aboriginal and Torres Strait Islander communities, and critically analyse the ways in which individuals can 'overcome racism' in contemporary Australian society and move toward Reconciliation.
Use the 'Intercultural reflection model' (Bennett & Redfern, 2022) to support your critical analysis.
Reference your essay using scholarly literature, using the APA referencing style.
Your essay should cover the following key points:
- What are the characteristics of personal and structural racism experienced by Aboriginal and Torres Strait Islander communities?
- Outline the Race Relations aspect of Reconciliation Australia’s ‘Dimensions of Racism’.
- Explain the ongoing impacts of racism on Aboriginal and Torres Strait Islander communities.
- Apply the Intercultural Reflection Model to analyse the ongoing attitudes, behaviours and beliefs of First Nations and non-First Nations peoples. How can this analysis assist to overcome racism in contemporary Australian Society? (recommended 300-500 words for this final section of the assessment)
The following is advised in completing this essay:
- Utilise the content of Week 3 - Racism in the First Nations Australian context.
- Use First Nations scholarly and grey literature to amplify the voices of First Nations academics, professionals and community-based perspectives.
- Consider recent perpetrations of racism across Australia, there are examples provided on Moodle to get you started.
- Familiarise yourself with the Intercultural Reflection Model and demonstrate the application of this in your response.
- Headings can be used, but are not required.
Literature and references
In this assessment use at least 10 contemporary references (<10 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, 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.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA 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.
Learning Outcomes Assessed
1. Analyse the concept of reconciliation in the context of the Australian community and workplace.
2. Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
3. Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
4. Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of Reconciliation.
References
Bennett, B., & Redfern. H. (2022). An Intercultural critical reflection model. Journal of Social Work Practice, 36(2), 135-147 https://doi.org.10.1080/02650533.2022.2067139
Reconciliation Australia. (2021). 2021 State of Reconciliation in Australia Report: from Safe to Brave. https://www.reconciliation.org.au/wp-content/uploads/2021/02/State-of-Reconciliation-2021-Full-Report_web.pdf
Review/Exam Week Friday (7 June 2024) 11:59 pm AEST
Exam Week Friday (14 June 2024)
| Assessment Criteria |
High Distinction 84.5 - 100% |
Distinction 74.5 - 84.49% |
Credit 64.5 - 74.49% |
Pass 49.5 - 64.49 % |
Fail <49.5 % |
| Demonstrated understanding of the concept of reconciliation in the community and workplace (5 marks) | Demonstrates a highly developed and nuanced understanding of the concept of reconciliation through analysis of the context and evaluates the importance of reconciliation in promoting social justice and equality. | Demonstrates very good understanding of the concept of reconciliation through analysis of the context and evaluates the importance of reconciliation in promoting social justice and equality. | Demonstrates good understanding of the concept of reconciliation through analysis of the context and evaluates the importance of reconciliation in promoting social justice and equality. | Adequate understanding of the concept of reconciliation through discussion of the context identifying links to social justice and equality. | Inadequate conceptualisation of reconciliation demonstrated, or context and principles inaccurately or inadequately applied to the written essay. |
| Demonstrated understanding of the Race Relations aspect of Reconciliation Australia’s dimensions of Reconciliation (5 marks) | Excellent level of understanding of the Race Relations aspect of Reconciliation Australia’s dimensions of Reconciliation | Very good level of understanding demonstrated across the dimensions | Good level of understanding demonstrated across the dimensions. | Adequate level of understanding demonstrated across the dimensions | Inadequate level of understanding demonstrated across most dimensions. |
| Demonstrated application of the First Nations critical reflective lens using the Intercultural Reflection Model (10 marks) | Highly skilled application of the First Nations critical reflective lens using the Intercultural Reflection Model. | Very good application of the First Nations critical reflective lens using the Intercultural Reflection Model. | Good application of the First Nations critical reflective lens using the Intercultural Reflection Model | Adequate application of the First Nations critical reflective lens using the Intercultural Reflection Model | Inadequate or incorrect application of the First Nations critical reflective lens using the Intercultural Reflection Model. |
| Demonstrated analysis of the perpetration of interpersonal and systematic racism in relation to reconciliation (5 marks) | Highly developed analysis of the perpetration of interpersonal and systemic racism incorporating evaluation of the impact racism has on reconciliation. | Well-developed analysis of the perpetration of interpersonal and systemic racism incorporating evaluation of the impact racism has on reconciliation. | Good analysis of the perpetration of interpersonal and systemic racism incorporating evaluation of the impact racism has on reconciliation. | Adequate discussion of the perpetration of interpersonal and systemic racism incorporating evaluation of the impact racism has on reconciliation. | Inadequate discussion of the perpetration of interpersonal and systemic racism or poor understanding of the relationship between racism and reconciliation identified. |
| Considers and evaluates an example of recent perpetrations of racism (5 marks) | Highly developed analysis and evaluation of perpetrations of racism across Australia demonstrating understanding of the ongoing challenges to reconciliation in Australia. | Well-developed analysis and evaluation of perpetrations of racism across Australia demonstrating understanding of the ongoing challenges to reconciliation in Australia. | Good analysis and evaluation of perpetrations of racism across Australia demonstrating understanding of the ongoing challenges to reconciliation in Australia. | Adequate discussion and evaluation of examples of perpetrations of racism across Australia demonstrating understanding of the ongoing challenges to reconciliation in Australia. | Limited or poor discussion of examples of perpetrations of racism across Australia. |
| Attention to diverse scholarly literature, First Nations literature, grammar, and spelling; including paragraph structure and clarity of expression. Legibility and format; word length (5 marks) | Widely researched (8+ references) and no errors in presentation or structure. | Very good level of research and referencing (6+ references) with minimal errors in presentation or structure. | Good level of research and referencing (6+ references) with infrequent errors in presentation or structure. | Adequate level of research and referencing (5+ references) with errors or referencing issues and some presentation issues with the essay structure. | Inadequate research or referencing (5 or less references) with frequent errors or major referencing issues / presentation structural issues that impact on the readability of the essay. |
- Analyse the concept of reconciliation in the context of the Australian community and workplace.
- Analyse impacts of historic legislative and political implications to the advancement of reconciliation within First Nations communities.
- Apply a First Nations critical reflective lens (First Nations Ways of Knowing, Being and Doing) to reconciliation and critical discourses.
- Demonstrate engagement skills required for working with people from different cultures in the workplace and community to promote the five domains of reconciliation.
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?
