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EDSE12023 - Individuals, Families & Communities

General Information

Unit Synopsis

The influences of contemporary society and their impact on the wellbeing of individuals, families and communities are integral to the teaching of Home Economics and its related subjects in secondary schools. This course provides knowledge of these issues through critically informed investigations and design challenges that engage a range of social, cultural, historical, political, environmental, ethical, economic and technological perspectives on individuals and families taking action to enhance their relationships with living and built environments, and implement changes in their lives to positively impact well being. This area of study aligns with the Home Economics syllabi and provides opportunities to develop strategies for designing activities that will challenge and engage students in the classroom and beyond.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

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 2 - 2015

Term 1 - 2017 Profile
Distance
Term 1 - 2018 Profile
Distance
Term 1 - 2019 Profile
Mixed Mode
Term 1 - 2020 Profile
Mixed Mode
Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Mixed Mode
Term 1 - 2023 Profile
Mixed Mode
Term 1 - 2024 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 66.67% (`Agree` and `Strongly Agree` responses), based on a 40.00% 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 survey
Feedback
Expectations about the community-service task need to be more clearly outlined in the assessment and in Moodle
Recommendation
Revise expectations about community service in the assessment and Moodle content.
Action Taken
External review has been initiated for clarification of assessment and content.
Source: Student surveys and direct emails to UC
Feedback
Support from Academic staff
Recommendation
Continue to provide support to students.
Action Taken
Support provided to students.
Source: Student survey
Feedback
Align content and assessment with current school-based requirements
Recommendation
Unit to undergo review with UC and external stakeholder to ensure content currency and assessment alignment.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Identify ways in which different family types and relationships function in our ever changing society and understand that the wellbeing of individuals, families and communities are interdependent, supported or challenged by social structures and change, resources availble, communication and conflict resolution strategies.
  2. Critically evaluate influences such as government and non-government agencies, education and technological advances on social trends and structures in our society and their impact on wellbeing.
  3. Identify the relevant points of view (perspectives) relating to a specific issue and how they impact the wellbeing of individuals, families and communities.
  4. Outline the many factors related to the built environment that affect individuals and families such as housing designs, forms and types, population trends, history and cultural background, building materials, needs of families, work, lifestyle choices and government policies.
  5. Design pedagogies and assessment instruments encompassing relevant curriculum frameworks in secondary schools.

Australian Institute of School Leadership (AITSL, 2013), Professional Standards for Teachers (Graduate Level):

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area; 2.2 Content selection and organisation

Standard 4: Create and maintain supportive and safe learning environments

4.4 Maintain student safety

Standard 6: Engage in professional learning

6.2 Engage in professional learning and improve practice; 6.3 Engage with colleagues to improve practice

Standard 7: Engage professionally with colleagues, parents/carers and the community

7.2 Comply with legislative, administrative and organisational requirements; 7.4 Engage with professional teaching networks and broader communities

 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Portfolio
2 - Written Assessment