SAP101 Foundations Of Sociology And Politics :
Unit Outline Trimester 1 2023
SAP101 Foundations of Sociology and Politics for Community Service Workers
COURSE Bachelor of Community Services
LEVEL OF STUDY 1st Year
CORE/ELECTIVE Core
CREDIT POINTS 15 Credit Points TOTAL COURSE CREDIT POINTS 360 credit points DURATION One trimester
LEARNING MATERIALS 4-6 hours a week Concept videos, required texts
LEARNING ACTIVITIES 4 hours per week (focus questions, independent learning questions,
interactive online forums, and unassessed quiz TOTAL WORKLOAD PER WEEK 10 hours per week
PRE-REQUISITE Nil
CO-REQUISITE Nil
SAP101 Foundations Of Sociology And Politics DESCRIPTION
This unit introduces foundational knowledge in sociology and politics to underpin community service practice.
Sociological theory is introduced to explain the links between individual lives, social structure, and social institutions. The changing face of Australian society is substantiated. Inequality is explored through an examination of class, race, gender, and age. Poverty, problematic drug use, family violence, youth and adult mental health are presented as social issues that require political responses. Key processes and institutions of Australian government are investigated including areas of relevant social policy responsibility
GRADUATE ATTRIBUTES
Graduates of Stott’s College are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Stott’s College’s Graduate Attributes which you should demonstrate on completion of the course.
| Professional | |
| GA1 | Hold a body of knowledge relevant to their field of study that includes an understanding of theories, practices, and the scope of their discipline; |
| GA2 | Have the skills Essential to operate effectively within their chosen profession; |
| Personal | |
| GA3 | Have developed an appreciation, tolerance and ability to work effectively across the entire diversity spectrum; |
| GA4 | Be able to work independently and collaboratively; |
| GA5 | Be able to set appropriate goals for ongoing intellectual and professional development; |
| GA6 | Be self-critical and identify shortcomings in their own knowledge, skills and abilities; |
| GA7 | Understand ethical responsibilities and behaviour pertinent to their chosen discipline and profession and practice the behaviour to the highest standards; |
| GA8 | Have developed a high level of oral, visual and written communication skills, across a range of communication technologies, relevant to their fields of study, and recognise the importance of maintaining these; |
| Academic | |
| GA9 | Be able to identify the need for data, information and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools and methodologies and be able to critically evaluate the information in terms of its validity, accuracy, currency against one’s own values; |
| GA10 | Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative and critical; |
| GA11 | Be able to understand, define, analyse, evaluate, investigate problems and make informed recommendations and decisions. |
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Foundations Of Sociology And Politics COURSE LEARNING OUTCOMES
The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian Quality Framework specifications for bachelor’s degrees (AQF Level 7). On completion of the degree, graduates will have achieved these learning outcomes in the following dimensions:
| Knowledge | |
| CLO1 | Demonstrate broad knowledge of a range of community services theories and frameworks. |
| CLO2 | Develop an appreciation for the legal framework in which organisations and communities operate. |
| CLO3 | Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family and mental health. |
| CLO4 | Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality. |
| Skills | |
| CLO5 | Critically review, analyse, and evaluate knowledge in community services theories and frameworks. |
| CLO6 | Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards. |
| CLO7 | Apply critical thinking and judgement in identifying and solving problems in case management interventions. |
| CLO8 | Demonstrate advanced counselling and communication skills in dealing with clients and other professionals. |
| Application of Knowledge and Skills | |
| CLO9 | Demonstrate applied research skills including projects. |
| CLO10 | Identify clients with complex and diverse needs and develop appropriate service provision. |
| CLO11 | Practice case management ethically and intentionally within established legal, policy and professional frameworks and codes of ethics. |
| CLO12 | Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability. |
UNIT LEARNING OUTCOMES
| LO1 | Define sociological concepts relevant to Australian community service practice |
| LO2 | Explain key Australian social structures, social institutions, and social issues |
| LO3 | Identify the Australian system of government and relevant policy responsibilities |
| LO4 | Illustrate academic reading and online learning skills |
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ONLINE LEARNING
SAP101 is delivered fully online through Moodle. SAP101 aims to provide first year bachelor students with structured learning materials and learning activities for student engagement at a time that suits
students, within given timeframes. Each weeks’ learning materials and activities are designed to lead to the achievement of the unit assessments, which in turn lead to the unit and course outcomes and graduate attributes. Students engage in the unit in small campus-based workshop groups and have a dedicated trained tutor/facilitator to guide them to the assessment tasks. Students are provided with a face-to-face webinar in week one to help develop familiarity with the Moodle page and how to access its various functions.
Students in first year will experience a combination of online, blended and face to face units. The skills learnt in each of these learning interfaces will be transferable to direct practice on graduation. Much contemporary welfare work requires familiarity with a range of IT interfaces including concise written and asynchronous communication.
This fully online unit recognises that adult learners like to take responsibility for their learning within a supportive setting. This means that to be successful, learners will:
- Have access to the minimum technology requirements for the unit.
- Know and follow all academic policies and procedures.
- Establish a consistent study pattern comprising 10 hours a week over two or three sessions that incorporates private study time and social engagement through forums with other students.
- Ensure that there is enough study time allocated for all enrolled units
- Focus on the assessment tasks and utilise each weekly activity to enable movement towards achievement of that assessment
- Understand that undertaking the assessment tasks is the means of achieving the unit learning outcomes.
- Take responsibility for knowing when the assessments are due and to hand them in on time.
- Acknowledge that they and fellow learners require a safe and supportive space to test new understanding of ideas and concepts.
- Follow instructions provided online and work through (in your own time) the learning materials (videos and texts, focus questions, moderated forums, and weekly unassessed quiz).
- Ask for help using the general forums as soon as questions or problems arise.
CONTENT
Topics will include:
Foundational sociology, understanding people as social beings, weeks 1-4
- Introduction to sociology and community services work.
- Exploring Sociological Imagination
- Contemporary Sociology Theory 1
- Contemporary Sociology Theory 2
Dimensions of Australian society, and using a human rights and social justice lens, an exploration of key social issues. Weeks 5-8
- Australian Social Issues – Understanding Family
- Australian Social Issues – Class
- Australian Social Issues – Race and Intersectionality
- Australian Social Issues – AOD and Deviance
Political and policy processes that frame social issues into funded policies and programs. Weeks 9-12
- Social Policy for social issues
- Australian Government
- Non-Government Organisations and Policy Change.
- Pulling it all together -community service work, sociology, policy and politics.
ASSESSMENT SUMMARY (SEE DETAIL IN APPENDIX 1)
Assessment questions must be directed to your Tutor. To pass this unit, students are to achieve an aggregate mark of 50% for all assessment tasks. Refer to the
Assessment Grades section at the end of the unit outline for important information regarding awarding of grades
| Description | Type | CLOs | LOs | Weight | Due Date | |
| 1 | To ensure students understand how to use Moodle for learning early in trimester | Online skills evaluated | GA8 | LO4 | 10% (2 x 5%) | Week 3 and 8 Moodle contributions |
| 2 | 2 x online quiz | Online quiz | CLO1 | LO1 | 30% | Quiz 1 Monday 13/03 – Monday |
| Concepts from | LO2 | (2×15%) | 20/03 (week 6) | |||
| weeks 1-5 | LO3 | Quiz 2 Monday 24/04 – Monday | ||||
| weeks 6-11 | 01/05 (week 12) | |||||
| 3 | 1000-word essay assessing sociological imagination | Academic essay | CLO1 CLO5 CLO9 | LO1 | 25% | End of week 5: Sunday 12th March 11.59 pm |
| 4 | 2000-word essay | Academic | CLO1 | LO2 | 35% | End of Week 11 |
| demonstrating | essay | CLO4 | Sunday 23rd April 11.59 pm | |||
| understanding of | CLO6 | LO3 | ||||
| Australian society, social | CLO5 | |||||
| problems, and policy | CLO9 | LO4 | ||||
| responses |
WEEKLY OUTLINE
( some small detail may change as the unit progresses and students will be fully informed)
| Week | Dates | Topic | Learning Activities | Assessment |
| 1 | Feb 6 | Intro to Unit Intro to online learning Sociology and CS work Theoretical frameworks for CS work Nature/ nurture and George What is a society? | Read Unit outline Attend your timetabled webinar to learn how to use Moodle Watch introductory videos on Moodle What you already know about “society” Discuss nature and nurture influences on George’s life a case study | |
| 2 | Feb 13 | Sociological Imagination | Essential text | |
| Sociology | Germov and Poole (2019) Ch 1 up to page 10 | |||
| Theories, concepts perspectives | Essential text Mills (2000) The Promise page 3-5 | |||
| Personal trouble public issue | Recommended resources | |||
| Agency | There are many YouTube videos on various aspects of sociology particularly | |||
| Social structure | classical sociologists. There are some for you to look at on the Moodle page | |||
| Social institutions | Watch concept videos on Moodle week 2 | |||
| Classical theorists | Contribute to online discussion | |||
| Blind spots /Legacy | Share your views on George using sociological language | |||
| Sociology today | Additional reading Germov and Poole (2019) chapter 2 | |||
| Globalisation and post traditionalism | Commence essay 1 | |||
| Sociological questions | Learning to be self-reflexive in the classroom, self-disclosure in the | |||
| classroom | ||||
| 3 | Feb 20 | Contemporary Sociological Theory 1 | Essential text | Moodle contributions |
| Consensus theories | Germov and Poole (2019) | assessed this week | ||
| Social interaction theories | Ch 3 pp 44-47 social interactionism | Stage 1, 2, 3 Salmon (2011) e | ||
| Socialisation | pp 48-49 structural /functionalism | learning | ||
| I and me | Recommended text | |||
| Functionalism | Germov and Poole Ch 5 (2019) broad overview of socialisation from 106-112 | |||
| Systems theories | Bauman and May 2001 thinking sociologically chapter 1 oneself with others | |||
| Institutions and | watch concept videos for week 3 | |||
| forum activities apply theory to self |
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| 4 | Feb 27 | Sociological theory 2 Conflict theories Structuration theory Feminism Southern theory Post modern sociology Enduring questions and issues in sociology | Essential text Germov and Poole (2019) Chapter 3 Page 57-66 Plummer (2010) in a world I never made Watch concept videos on Moodle for week 4 Contribute to online activities to help make sense of conflict theory Discussion: how does conflict theory provide an explanation for who i have become? | |
| 5 | Mar 6 | Australian social issues institutions and change Understanding ‘Family’ Family violence Functionalist view Social interactionist view Critical view | Essential text Germov and Poole (2019) chapter 7 Watch concept videos this week Discussion Reflect on your own family practises Gender and family | Essay 1 Sunday 12th March 11.59 pm (AEST) |
| 6 | Mar 13 | Australian social issues Conflict theories Class and inequality Poverty | Essential text Germov and Poole (2019) Ch 11 Class in Australia Listen to the podcast on inequality and class Consider your experiences of class Community services work and class. Discuss final assignment Finding academic readings activity 1 | Quiz 1 Monday 13/03 – Monday 20/03 |
| 7 | Mar 20 | Australian social issues Racial and ethnic divisions in Australia Intersectionality young people leaving care as another example of intersectionality | Essential text Germov and Poole (2019) Chapter 14 Race and Reconciliation Watch this week concept video Discussion how do different theories interpret racial division | |
| 8 | Mar 27 | Australian Social Issues Social Explanations of Problematic drug use Deviance frameworks The social explanations of health Summary contested explanations of social issues in Australia | Essential text Germov and Poole (2019) Chapter 16 Deviance and social control Watch concept videos on Moodle Consider the theoretical frameworks for the social issue you have selected. Using academic readings 2 | Second online in class contribution assessment Salmons (2011) stages 4-5 |
| 9 | Apr 3 | Social Policy for Social Issues Policy as political and rational | Essential text McClelland (2020) chapter 1 what is social policy Watch Concept videos of this week available on Moodle Questions and Discussion on Moodle putting ideas into policy Write draft introduction |
| 10 | Apr 10 | Australian government and government departments the institutional context | Essential text Maddison and Dennis (2013) ‘Chapter 1: The policy context’ pp 17-33. The parliament in the Australian constitution https://www.aph.gov.au/About_Parliament/Senate/Powers_practice_n_pro cedures/Constitution/chapter1 Watch Concept videos Respond to discussion questions on the Moodle page Identify level of government and government department in paper Identify a relevant policy | |
| 11 | Apr 17 | NGOs Advocacy and policy change | Essential text McClelland and Chen (2020) chapter 4 the institutional context of policy change How community Service workers can engage in policy change. | Essay 2 End of Week 11 Sunday 23rd April 11.59 pm |
| 12 | Apr 24 | Summary understanding community service work, sociology policy and politics | No Essential readings | Quiz 2 Monday 24/04 – Monday 01/05 (week 12) |
ESSENTIAL READING
The unit uses the E books available in the AE library
The theoretical base for the unit is drawn from the Australian sociology text: Germov, J. & Poole, M. (Eds.) (2019). Public Sociology: An Introduction to Australian Society (4th ed.). Crows Nest, NSW: Allen & Unwin.
The following chapters provide the basis for the quiz. Ch 1, Ch 3, Ch 7, Ch 11, Ch 14, Ch 16. (Chapter 2 additional) can be downloaded as PDFs from the AE library.
Licence 3 copies and get up to 156 pages, use any PDF software, does not expire. The policy part of the unit draws from McClelland and Smyth
McClelland, A., & Smyth, P. (2014). Social policy in Australia: understanding for action. South Melbourne: Oxford University Press
Get up to 98 pages, use any PDF software, does not expire. The 2020 edition has more limited downloads but is also available to read online. Ch 1 and 4 are the basis for the quiz questions.
Maddison and Dennis (2013) ‘Chapter 1: The policy context’ in An introduction to Australian public policy theory and practice. 2nd ed., Cambridge University Press, pp 17-33. Quiz questions.
Essential Journal Articles
Students are to search for their own journal articles through the AJCW and the ProQuest sociology search engine both on the AE library page to inform the final essay.
The Australian Journal of Community Work (AJCW) is the official journal of ACWA
APA requires that students source the URL of their cited journals, and we are keen for students to use sociologically informed literature in this unit.
RECOMMENDED READING
There are other very good introductory sociology texts, if you can locate them as E books or second hand, they may be affordable. (A good sociology text can be used for years through your course and into your practice.)
Giddens A. and Sutton, P., (2021) Sociology, 9th edition, Polity Press, Cambridge CB2 1UR, UK is a very good introduction to sociology application. With Anthony Giddens as author one, it is superlative theoretically but its context is the UK. If you can find 8th or lower edition second hand it would be worthwhile.
WEB PAGES:
ABS https://www.abs.gov.au/ AIHW https://www.aihw.gov.au/ ACOSS https://www.acoss.org.au/
About parliament https://www.aph.gov.au/About_Parliament
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ASSESSMENT DETAILS
ASSESSMENT 1 ONLINE SKILLS (10%)
This assessment is designed to identify students who need additional support to transition to online learning.
Each student’s Moodle forum contribution will be evaluated in weeks 3 and week 8
The assessment is based on the Salmon (2011) model of stages for online learning. The model is provided to students in week 1.
Week 3 assessment is based on:
Stage 1: access and motivation Stage 2: online socialisation Stage 3: information exchange.
Week 8 assessment is based on:
Stages 1-3
Stage 4: knowledge construction
Stage 5: development/critical thinking/
Each of those weeks will contribute up to 5% to student’s final grade.
In week 3 each student will self-evaluate. See the Moodle site for details Online activities that can be scored in week three
General forum
- Ask a relevant question in a general forum (1 mark) Weekly forum:
- Follow the instructions on timing, word limits and number of posts (1 mark)
- Appropriately follow a thread (1 mark)
- Establish a positive social space: (1 mark)
- Use a fellow student’s name in a post and /or
- Acknowledge something someone else has said and /or
- Use respectful/encouraging/friendly language and /or
- Help other students understand a new concept/offer information to others and or
- Begin to establish an online identity (1 mark)
- Appropriate sharing of life story in an academic setting
- Willingness to share relevant life experience to advance own and others learning Online activities that can be scored in week 8
Week 8
- As week 3 (max 3 marks for all 1-5 present)
- Have an online conversation with others to build understanding (1 mark)
- Reflect on personal experience using unit knowledge/ can identify change in own mental model (1 mark)
ASSESSMENT 1A – WEEK 3 ASSESSMENT CRITERIA
| Criteria | Weighting 5% |
| Asked a relevant question in a general forum | 1 |
| Followed the instructions on timing, word limits and number of posts | 1 |
| Establish a positive social space: Use a fellow student’s name in a post and /orAcknowledge something someone else has said and /orUse respectful/encouraging/friendly language and /orHelp other students understand a new concept/offer information to others | 1 |
| Demonstrated use of literature | 1 |
| Begin to establish an online identity Appropriate sharing of life story in an academic settingWillingness to share relevant life experience to advance own and others learning | 1 |
| TOTAL | /5 |
ASSESSMENT 1B -WEEK 8 ASSESSMENT CRITERIA
| Criteria | Weighting 5% |
| Basics: Asked a relevant question in a general forumFollowed the instructions on timing, word limits and number of postsAppropriately follow a discussion thread (To score 1 all need to be present) | 1 |
| Establish a positive social space: Use a fellow student’s name in a post and /orAcknowledge something someone else has said and /orUse respectful/encouraging/friendly language and /orHelp other students understand a new concept/offer information to others (To score 1 all need to be present) | 1 |
| Establish an online identity Appropriate sharing of life story in an academic settingWillingness to share relevant life experience to advance own and others learning (To score 1 all need to be present) | 1 |
| Have an online conversation with others to build understanding | 1 |
| Reflect on personal experience using unit knowledge | 1 |
| TOTAL | /5% |
ASSESSMENT 2 QUIZ (30%)
Assessment 2 comprises 2 quiz, 1 each for weeks 1-5 and 6-11
- The quiz will include multiple choice and true and false questions drawn from the Essential readings and Essential video lectures and will assess understanding of key weekly concepts.
- Preparation for the quiz will include the week’s readings and learning activities.
- Each student will have one attempt at the quiz.
- Each quiz is worth 15%
- Each quiz will have 15 questions.
- Each quiz is designed to be closed book
- Each quiz will be available for a week, be time limited to 30 minutes and undertaken online
- The quiz will be randomised so that students have different questions
Each Quiz will be available for 7 days from Monday 8.00am to the following Monday 8.00am. Quiz 1 (weeks 1-5 content)
- Open Monday 13- Monday 20 March (week 6) Quiz 2 (weeks 6-11 content)
- Open Monday 24 April – Monday 01 May (week 12)
ASSESSMENT 3 ESSAY 1 (25%)
Week Due: 5
Due Date: Sunday 12 March 11.59 pm (AEST) Word Count: 1000 words
Learning goals associated with this assessment
LO1 Define sociological concepts relevant to Australian CS practice LO4 Demonstrate reading skills
Consider the following statements.
Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given, and transmitted from the past. (Marx, K 1852:1)
Neither the life of an individual nor the history of a society can be understood without understanding both.
(Mills C 2000 p.3)
The sociological imagination demands that we ‘think ourselves away’ from the familiar routines of our daily life in order that we may look at them from a new point of view which may appear strange, at least at first. (Giddens, A; Sutton, P. ,2021 p. 5)
Topic: Draw on two sociological theories presented in this unit to discuss how you are a social being and have become who you are today. Identify specific instances where agency and structure have been influential.
In this 1000-word essay, written in academic style, you will show you have read the Essential readings through demonstrating understanding of the key concepts in weeks 1, 2, 3 and 4
Assessment Criteria
Demonstrated understanding of two sociological theories presented in this unit 25 Demonstrated understanding of agency and structure 25
Demonstrated use of the essential texts 25 Academic Style, writing, expression, APA 25
Total /100 weighted to 25%
ASSESSMENT 3: MARKING RUBRIC
| Criteria | High Distinction | Distinction | Credit | Pass | NN (Fail) |
| Demonstrated understanding | Everything in | Has selected two | Has selected 2 | Has selected two | Does not discuss |
| of two sociological theories | Distinction plus can | contrasting theories, | theories from this | theories from this unit, | theories used in this |
| presented in this unit | discuss two theories | can discuss the | unit, is able to | is able to distinguish | unit. Even if the |
| critically showing the | theories in relation to | clearly define and | between them, has | student tells a good | |
| different contributions | their identity | discuss the main | used at least one | story of their life, they | |
| these theories have | development. The | features. Has | concept from each | fail this part if they do | |
| made to sociology. Has | discuss is rich with | shown a | theory Has attempted | not discuss theory. | |
| a complex | examples of different | relationship | to draw a relationship | ||
| understanding of | institutions structures | between their | between identity and | ||
| identity development | and theoretical | identity and social | social structure | ||
| interpretations. | structure | ||||
| Demonstrated understanding | Everything in | Clearly defines agency | Demonstrates an | Demonstrates an | Does not discuss |
| of agency and structure | distinction but has a | and structure and has | understanding of | understanding of both | either agency or |
| critical understanding | a four or five rich | agency and | agency and structure | structure | |
| of agency and | examples from their | structure, clearly | but the examples are | ||
| structure and can | life that are correct. | defines them, and | weak or may not be | ||
| discuss the complexity | can correctly | completely correct | |||
| and nuances of agency | identify one or two | ||||
| and structure. | examples in their | ||||
| life | |||||
| Demonstrated use of the | References all the | References all the | References all the | References all the | Does not use the |
| Essential texts 25 | required literature in | required literature in | required literature | required literature in | required literature |
| weeks 1-4 and can | weeks 1-4 and uses | in weeks 1-4 and | weeks 1-4 but doesn’t | ||
| critique the texts | each text very well. | uses at least 2 of | use it as well as credit | ||
| appropriately. | the required texts | ||||
| well | |||||
| Academic Style, writing, | All of distinction and | Good APA including | Uses APA with no | Using APA but some | Does not use APA or |
| expression, APA 25 | interesting to read. | quotes and page | errors. No errors in | small errors. Some | writes in a way that iis |
| numbers and clear | expression and | errors in expression but | not comprehensible. | ||
| expression | paragraphs are well | and some messy | |||
| organised. | paragraph structure |
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ASSESSMENT 4: ESSAY 2
Due Date: 23rd April 11.59pm (Australian Eastern Standard Time) Word Count: 2000 words
Background
This assessment stretches across three learning goals.
L02 Explain key Australian social structures, social institutions, and social issues
L03 Identify the Australian system of government and policy responsibilities for relevant social issues LO4 Illustrate academic reading skills
You are asked to show you understand that social issues are understood differently from different theoretical perspectives. This is a key skill in community services work because different theories are dominant at different times, and you will need to develop your practice theoretical framework to inform your practice.
Your paper will show you understand that there is never one complete explanation for social issues but there may be multiple explanations
The second part of the paper asks you to recognise that governments can act on social issues through policy responses. The constitutional structure of government in part shapes the response.
The essay therefore crosses sociology, politics, and policy. Essential reading and referencing:
This paper must be drawn from:
- the given literature for your topic in this unit
- at least two peer reviewed journal articles using the college library https://lms.stotts.edu.au/course/view.php?id=10
- one of those articles must come from the Australian community workers association journal https://www.acwa.org.au/ajcw/current-issue/
- at least one from the ProQuest sociological data base https://www.proquest.com/?accountid=192049
- you may use information found on Australian state or federal government web pages
- you may use information found on Australian non-government or peak organisations identified in this unit
- The paper will be written in academic style and use APA 7th referencing including correct referencing for E book titles, and online accessed journal articles and web sources. See Acknowledge Education guide to APA 7 https://lms.stotts.edu.au/course/view.php?id=10
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Topic The explanations for the problem can be identified through the Essential reading and/ or the journal articles.
The social issues can be framed in the language of your explanations but need to be covered in this unit; for example, poverty, inequality, family-based issues such as violence or harm to children, youth issues, mental health or problematic drug and alcohol use. You can also narrow down your topic by examining the issue in relation to a particular group based on for example, location (rural or remote), gender, age, non-English- speaking migrants, or Indigenous Australians.
ASSESSMENT 4- ASSESSMENT CRITERIA
| Criteria | Weighting 35 |
| Conceptual understanding of sociology and social problem theory | 25 |
| Demonstrated understanding of government and policy | 25 |
| Demonstrated literature search and use of all required types of literature | 25 |
| Academic Style, writing, expression | 25 |
| TOTAL | /100 |
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ASSESSMENT 4: MARKING RUBRIC
| Criteria | High Distinction | Distinction | Credit | Pass | NN (Fail) |
| Conceptual understanding of social explanations for social problems | |||||
| Understanding of government and policy | |||||
| Demonstrated literature search and appropriate use | |||||
| Writing style and Referencing |
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IMPORTANT NOTES ON PASSING THIS UNIT
Technology Requirements for Online/Hybrid Courses
All online courses require access to the Internet. Unless you will be traveling to a campus computer lab, you will need to have access to your own computer and a high-speed Internet Service Provider. A webcam and a headset or microphone for your computer is recommended and may be required.
TECHNOLOGY PROFICIENCY
You should be proficient in the following:
- basic computer skills
- working with Moodle (Learning Management System)
- using Zoom Video conferencing (for live classes)
- using a web browser
- finding resources through search engines
- downloading and installing software
- familiarity with using browser plug-ins (e.g., PDF reader, video, audio)
- using a word processing, presentation software, or other productivity applications
- experience/familiarity with a variety of file formats such as: .pdf “Portable Document Format”, .rtf “Rich Text Format”, .doc or .docx “Microsoft Word Document”, and .txt “Text document”
- the ability to be self-directed in learning new technology skills (e.g., following a handout, a step-by-step tutorial, online video help, or access to support to learn necessary skills)
COMPUTER MINIMUM REQUIREMENTS
Hardware
- PC, Mac, Chromebook, or tablet
- Speakers
- Microphone
- Webcam
Software
- Windows 10 or newer
- Mac OS 10.14 or newer
- The most recent release of Chrome or Firefox is Recommended
Internet Connection
- High speed Broadband Internet Connection is Required
Moodle Unit Site
Important information, announcements, learning materials, learning activities and assessment specifications concerning this unit can also be found on Moodle, accessible via https://lms.stotts.edu.au/. Ensure to log in on a regular basis and undertake activities which are set on Moodle. The written assessments will also need to be submitted through Moodle unless the tutor sets other methods of submission.
Please follow the below link to activate your Moodle account:
1. Type the URL: https://lms.stotts.edu.au/ Username: Student Number Password: Student Number
For example, your student number is 1037234. To activate your Moodle, you will:
- Enter your username: 1037234
- Enter your password: 1037234
Once you log-in, you will be Essential to reset your password. Please remember your password and store it safely.
Student Portal on RTOManager
RTOManager is your student portal. All enrolment details, fee records and results will be updated through RTOManager.
Please follow the below instructions to activate your RTOManager account:
- Type the URL: https://ae.rtomanager.com.au/
- Username: Student Number
- Password: (will be emailed to you when your account has been setup, normally one week after your enrolment).
Once you log in, please click the Profile section, and update your details accordingly, i.e., address, email, phone number, etc.
(As part of your enrolment requirements, it is mandatory for students to provide your most up-to-date details in the system.)
You may also click on “Change Password” and reset the password provided to you. Please ensure that you do not share your login details with others.
Email Communication
Emails to the educators must be sent from the Stott’s student email account and vice versa. If students access their emails through a provider other than Stott’s, it is the student’s responsibility to ensure that Stott’s emails are forwarded to the student’s private email address. Stott’s will use email communications as primary means of communicating important enrolment and study information to students.
Course Progress
Students should become familiar with the academic policies and procedures regarding course progress as found on https://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx
To demonstrate satisfactory course progress, a student will need to achieve at least a “Pass” result in at least 50% of units undertaken in each trimester. Where applicable, the student must at all times be capable of completing the course within the expected duration as specified on the Confirmation of Enrolment (CoE).
If the student fails to demonstrate this, they will be identified as a student who is “at-risk” of failing to complete their course within the expected duration. In order to avoid this and to ensure that the student’s study will improve in the subsequent trimester, the student will be Essential to attend an intervention meeting with the Academic Support Officer (or the relevant Stott’s College representative) to discuss their study needs and appropriate study support strategies. It is crucial that the student attends this meeting to avoid further actions being taken by the College that might seriously affect the student’s enrolment status.
If the student is unable to attend this meeting due to compassionate or compelling circumstances outside of the student’s control, the student will need to e-mail the Academic Support Officer (or Stott’s College representative) to organise an alternative meeting.
Individual and Group Assessments
All assessments will have clear guidelines on whether they must be completed individually or as a formal group assessment. While group discussion is encouraged, the final submission for an individual written assessment must be the student’s original work. All collaboration and assistance received must be clearly acknowledged. See below for information on Plagiarism and other forms of Academic Misconduct.
Assignment Extension of Due Dates
All written assessments must be submitted on Moodle by the due date and time the assessment is due. Written assessments should be submitted with the Assessment Cover Sheet and follow the Written Assessment Formatting Guidelines available on Moodle. Emails and hard copies will not be considered a submission. A duplicate copy of all work submitted must be kept by the student.
Permission to make a late submission of an assignment must be obtained from the tutor. Extension requests for up to 7 days must be submitted in writing to the tutor before the assessment due date. Having ‘work in other units’ will not be accepted as reasonable grounds for granting an extension. Additionally, excuses involving computers or printers will not be accepted as valid reasons for late submission. It is the student’s responsibility to organise their assessments so that all Essential work is submitted by the due date.
Where the student’s work is submitted after the due date and compassionate or compelling grounds cannot be established, there will be a penalty of 5% of the total weight of the assessment for each day (including public holidays and weekends) the submission is overdue. Late submissions will only be allowed up to 14 days after the original due date (minus the period for an approved extension, where applicable).
| Due Date | Length of Extension | Form | Approval |
| Before Due Date Before Due Date After Due Date | Up to a maximum of 7 days | In writing, such as through an e- mail | Tutor |
| More than 7 days | Application for Special Consideration Form (Student Portal) | Course Coordinator | |
| Application for Special Consideration Form (Student Portal) Must be submitted within three days of the due date | Course Coordinator |
Absence during Presentations, Exams and Invigilated Tests
If the student is requesting for an extension that is longer than 7 days or unable to complete an assessment (including a presentation or test) due to compassionate or compelling circumstances, the student must complete and submit the Application for Special Consideration Form to the Course Coordinator within three days of the assessment due date. Appropriate evidence and documentation must also be supplied to support the claim. Minor illnesses (such as headaches, colds and minor gastric upsets) and excuses such as timetable confusion or forgetfulness are not considered to be valid reasons for special consideration. The form is available on the Student Portal.
A deferred or a supplementary examination or online test may be administered as scheduled by the Department. Students will only be granted one opportunity to take a deferred test.
For students with life circumstances or personal limitations that may affect their course of study, it is recommended that they contact the Dean or Course Coordinator as soon as possible.
Plagiarism and Academic Misconduct Plagiarism and academic misconduct
Stott’s College aims to produce graduates with attributes of honesty, integrity and ethical behaviour. Stott’s
College expects students to strive for the best results they can from their own efforts and to gain results that reflect their achievements. It is expected that students will avoid behaviours that are dishonest such as contract cheating, plagiarism and collusion. It is your responsibility to learn the conventions and become familiar with the policy and procedures relating to academic misconduct.
Contract Cheating
Occurs when a student submits work that has been completed for them by a third party, irrespective of the third party’s relationship with the student, and whether they are paid or unpaid (Harper & Bretag et al 2018).
The consequences and more information can be found in Stott’s College’s Academic Misconduct policy and
procedure at https://ae.rtomanager.com.au/
Results or Grade Review
If the student would like to request a review of their assessment results, the student must fill and submit the Application for Review or Remark of Assessment Form (Student Portal on RTOManager) within 20 working days to the Course Coordinator or delegate. Reviews after this date will not be heard. There will be a charge associated with this application, and any changes made to the results will override the original results and be final.
Student Support
The lecturers and tutors will be able to assist the student regarding unit specific questions or assessment queries. In addition to this, there are a variety of other academic and non-academic support services available to assist students in their study ranging from how to analyse assignment questions, researching for background reading, structuring answers to rewriting skills and citing and referencing correctly. Please contact your
Academic Support Officer in your campus or program for more details. There will also be workshops on library and study skills available throughout the trimester for all students. These workshops are extremely useful for study, and they can help students obtain excellent academic outcomes.
ASSESSMENT GRADES
| Code | Grade (Nomenclature) | Mark | Information |
| HD | High Distinction | 80- 100 | Outstanding comprehension and demonstration of Unit Learning Outcomes |
| D | Distinction | 70-79 | Excellent comprehension and demonstration of Unit Learning Outcomes |
| C | Credit | 60-69 | Sound comprehension and demonstration of Unit Learning Outcomes |
| P | Pass | 50-59 | Satisfactory comprehension and demonstration of Unit Learning Outcomes |
| PSA | Pass Supplementary Assessment | 50 | Awarded a Pass after successfully passing a supplementary assessment |
| N | Fail | Below 50% | Fails to achieve Satisfactory comprehension and demonstration of Unit Learning Outcomes |
| R | Resit | 45-49 | Interim grade pending result of supplementary assessment. Success in the supplementary assessment will result in a PSA. If resulting in unsuccessful result, N. IMPORTANT: Only students who have attempted all assessment tasks in the unit may be eligible for a supplementary assessment. |
| ND | Deferred Result | – | Interim grade pending result of a deferred exam |
| DNS | Did Not Sit Exam | 0-60 | Completed some assessments of the unit but did not attempt final exam |
| DNA | Did Not Attempt Unit | 0 | Enrolled in unit, did not withdraw but did not attempt any unit assessments |
| Q | Did Not Make Terms | 0-100 | Failed unit for any other reason |
| W | Withheld Result | – | Results withheld for non-payment of fees, outstanding library books other administrative reasons |
| CT | Credit Transfer | – | Unit previously completed at another Higher Education Provider and deemed equivalent |
| RPL | Recognition of Prior Learning | – | Awarding of credit for unit other than Credit Transfer, i.e., completion of lower AQF level course and subsequent credit exemptions |
Version Control
| Version | 1 for Asynchronous Design (Version 1.1) |
| Study Period | Trimester 3-2022 |
| Reviewer | Tertiary Program Manager & Director of Curriculum Note to Educator/Trainer: The layout and structure of this document must not be changed. Any changes you make to the contents must be reported to the Head of Discipline before each study period. These changes will be recorded. |
| Date of Review | No reviews yet conducted |
| Design | Designed and delivered according to the Acknowledge Education Digital Learning Design Framework (2021) and Salmon (2011, 2013), the unit was developed by Dr Dianne Cox in consultation with Arthur Spendier (Unit Coordinator) and Dr Narelle Whatley (Course Coordinator). |
Document Change and Review log
Provide details of changes made to the document and the rationale for the changes, including student feedback, continuous improvement, or as part of quality assurance review
| Date | Version | By | Notes |
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