Unit Synopsis
Building upon concepts in earlier units, you will explore the notion of community, safety, education and their role in the prevention, preparedness and response to emergency and disaster situations and contexts. You will identify theories that specifically support social approaches to learning and apply those approaches to emergency and disaster management. Using real-world examples and situations this unit also considers the variables that impact community safety and education and the design of activities for individuals and groups within the community, particularly those with complex needs.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
The pre-requisite for the unit is DSMG28001 Foundations of Emergency and Disaster Management.
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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 1 - 2026 Profile
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 Postgraduate 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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 20% |
| 2. Written Assessment | 40% |
| 3. Presentation | 40% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 95.24% (`Agree` and `Strongly Agree` responses), based on a 38.89% response rate.
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.
Source: Student Unit Evaluation comments
Students appreciate the preparation and organisation of the learning topics.
Continue to design the learning activities and structure the unit content in a scaffolded, clear, and organised manner.
The lecturer continued to structure the unit and design the learning activities in an organised, clear manner. For example, this was done through having content organised into learning themes in the "Learning Book" on Moodle and posting weekly announcements on Moodle to provide guidance on navigating through the Themes and learning activities each week.
Source: Student Unit Evaluation comments; SUTE Teacher Evaluations
Students felt the lecturer was very responsive, approachable and explained everything well and clearly.
Continue to explain concepts clearly using explicit teaching practices, whilst being responsive and approachable for student queries. Continue to provide prompt replies to students' emails and provide accessible meeting hours for student consultations.
The lecturer provided accessible meeting hours and constructive feedback through one-on-one consultations and regular email check-ins with students. The lecturer also provided timely responses to email queries and to questions posted on the Q&A Discussion forum. Announcements with tips for crafting the assessments and navigating the content were regularly posted on Moodle each week to further support students. Further, the lecturer continued to explain concepts clearly in multiple ways (e.g., lecture slides, lecture recordings, Zoom drop-ins, weekly Announcements, "Learning Guide" book on Moodle).
Source: Student Unit Evaluation comments; SUTE Teacher Evaluations; discussions with students; personal unit coordinator reflection
The assessments included several components and instructions. Some assessments used less traditional or common formats, which students appreciated as it supported their learning of different types of communication and writing. Notably, the types of assessments may be new to some students and may therefore be challenging. Additional support may be needed.
Provide additional Zoom tutorial drop-in sessions, additional resource links on Moodle, and exemplars to exemplify the requirements of the assessments.
To further support students, additional Zoom tutorial drop-in sessions were offered throughout the term, and additional supporting resources were provided (e.g., explainer videos, exemplars).
Source: Student Unit Evaluation comments
Students appreciate the preparation and organisation of various learning materials and resources.
Continue to provide a range of resources to support students' learning and accommodate various learning styles and needs.
In Progress
Source: Student Unit Evaluation comments
Students felt the two templates provided for assessments was confusing and that one template would be clearer to follow.
Only one template for the assessments will be provided to students for clarity.
In Progress
On successful completion of this unit, you will be able to:
- Critically analyse safety and education needs within the community
- Appraise the variables that impact upon community safety and education
- Critically evaluate contemporary perspectives on community-based learning, safety and education
- Formulate educational activities for individuals and groups within the community, including those with complex needs
- Work collaboratively with individuals and groups in the community to enhance learning in a range of settings.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | ||
| 2 - Written Assessment | • | • | • | ||
| 3 - Presentation | • | • | • | • | |
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | • | • | • | • | • |
| 2 - Communication | • | • | |||
| 3 - Cognitive, technical and creative skills | • | • | • | • | • |
| 4 - Research | • | • | • | ||
| 5 - Self-management | • | • | • | • | |
| 6 - Ethical and Professional Responsibility | • | • | • | • | |
| 7 - Leadership | • | ||||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |