SWSP5133 Academic And Communication Skills :

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UNIT OUTLINE

SWSP5133: Academic and Professional Communication Skills

Discipline of Social Work

Some Social Work units in Trimester 2 2022 will be delivered online to ensure the health of students and staff during the COVID19 pandemic. This is a temporary mode of delivery that has the approval of the AASW. 

Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians, whose lands, winds and waters we all now share, and pay respect to their unique values, and their continuing and enduring cultures, which deepen and enrich the life of our nation and communities. Social workers commit to acknowledge and understand the historical and contemporary disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work practice. Social workers are responsible for ensuring that their practice is culturally competent, safe and sensitive.

Document Name	Unit Outline SWSP5133 Academic and Professional Communication
Responsibility	Academic Dean
Version	UO SWSP5133.V1.1

1.  Unit Description

This SWSP5133 Academic And Communication Skills unit provides students with an orientation to professional human service literacies and academic study at a post-graduate level. Students will be orientated to the class space and the teaching and learning philosophy of the Discipline of Social Work. Students will receive readings related to their discipline and will be taught the skills that are relevant to their success in post-graduate education. In this unit students will develop and produce a range of written texts in professional genres including case notes and client referral. Students will also develop advanced skills to plan, structure and write essays in an academic style and presentation skills for a range of audiences. The use of Turn-It-In as a self-assessment tool in academic writing in combination with the use of reference managers and library search tools will be introduced. Students will also be introduced to the information and technology communication (ICT) skills required for study success.

2.  Unit Information

Unit level and type	AQF 8 core
Credit point value	8 (out of a total of 32)
Prerequisites	Nil
Co-requisites	Nil
Equivalent Units	Nil
Delivery modes	Online
Course	Graduate Certificate of Human Services

• Development of Learning Outcomes and Graduate Attributes

3.1    Unit Learning Outcomes

On successful completion of this SWSP5133 Academic And Communication Skills unit, students will be able to:

1. Exhibit an advanced understanding of the requirements of professional communication
2. Demonstrate an advanced ability to think critically, analyse, interpret, process and communicate information effectively
3. Develop and critically apply advanced research skills
4. Demonstrate an advanced ability to develop and support community engagement strategies
5. Develop advanced ICT skills for community development initiatives
6. Display advanced communication skills suitable for community development initiatives
7. Develop and apply advanced professional communication skills appropriate to social work or other human services professions

3.2    Course Learning Outcomes

Graduates of the GCHS will have specialised knowledge, skills, and applied knowledge applicable to highly skilled human services work including the following domains:

Thematic area	Key Practice Areas
Values into Practice	Understand and engage with communities, building and maintaining relationships with individuals and groups demonstrating autonomy, well- developed judgement, adaptability and responsibility.
Engaging with Communities	Develop and support collaborative working and community participation demonstrating an ability to analyse, generate and transmit solutions to complex problems.
Organising for Change	Enable communities to take collective action, increase their influence and if appropriate their ability to access, manage and control resources and services by critically analysing, evaluating and transforming information.
Learning for Change	Support people and organisations to learn together and to raise understanding, confidence and the skills needed for social change displaying advanced social theoretical and technical knowledge.
Diversity and Inclusion	Design and deliver participatory practices, policies, structures and programmes that recognise and respect diversity and promote inclusion demonstrating advanced theoretical and technical knowledge.
Developing and improving Policy and Practice	Develop, evaluate and inform practice and policy for community development, using participatory evaluation to inform and improve strategic and operational practice displaying advanced theoretical and technical knowledge
Professional Communication	Facilitate professional exchanges of ideas and collaborative work practices displaying advanced capacity in transmitting knowledge, skills and ideas to others.

3.3    ACAP Graduate Attributes

Successful completion of this SWSP5133 Academic And Communication Skills unit also contributes specifically to the development of the following ACAP Graduate Attributes:

GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts and through multiple modalities

GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime

GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond constructively across diverse settings

GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across multiple contexts

GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities

GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of opportunity

GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice

GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams, groups and communities

GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future

4.  Learning and Teaching Process

This SWSP5133 Academic And Communication Skills unit is taught over 13 weeks and totals 3 student contact hours per week. Students will participate in teaching and learning activities including:

• Lectures and critical discussion
• Tutorials and skill development activities
• Online pre-learning activities
• Online post-learning

Depending on the delivery mode, this unit’s content is to be delivered to students via

• a weekly 3 hour lecture [via Zoom]. These three hours will be interactive class time, and will include didactive materials, discussion, readings, assessment and class activities.

In addition to timetabled contact hours, students are expected to undertake at least 9.5 hours of personal study each week to review seminar materials and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 150 hours (including teamwork, individual self-study and reading).

5.  Student Attendance

The Australian Association of Social Workers requires students maintain 80% attendance for each SWSP5133 Academic And Communication Skills unit of study. Students are responsible to provide supporting documentation for missed classes.

Students are also required to provide evidence of how they have kept abreast with the course content, this will be assessed by submitting a 500-word outline summarising the content of each missed session. Students who miss more than three (3) sessions for a class offered weekly or one (1) session for a weekend block will not be able to pass the unit. In circumstances where attendance requirements are not met, the result ‘Fail Incomplete’ will be awarded. For more information refer to the participation and learning policy: Student Participation and Attendance Policy

5.1  Trimester Key dates

The Trimester Key Dates can be accessed at https://www.acap.edu.au/current-students/key-dates/

6.  Weekly Schedule

Week	Topic	Assessment
1.	Overview Community Development and Human Services Communication Setting Learning Goals & commencing reflective diary	Assessment 1 scaffold: emails & letters
2.	Research in the Human Services Databases, Library Searches, using Statistics & Local Area Plans Evaluating journal papers for authority & reliability	Assessment 1 research: youth activity programs, local services & area demographics
3.	Developing Professional Reviewing & Notetaking skills Note-taking skills in lectures & seminars Note-taking when reading journal papers	Assessment 1 scaffold: SMART goals to make a poster
4.	Professional Language and Communications 1: Communication strategies to engage stakeholders	Assessment 1: grant-writing skills (evidence-based programs)
5.	Professional Language and Communications 2: Making correct use of conventions (e.g. Academic Integrity and Referencing) Paraphrasing, plagiarism, referencing and the academic voice
6.	Essay & Paragraph Structure Understanding essay structure. Developing paragraphs through nominalised topic sentences with supporting sentences, examples and statistics.	Assessment 1 due
7.	Break week: no classes
8.	Critical Thinking and Cultural Competency Thinking critically by using the 5W1H to discuss #BLM How our upbringing and background inform our reactions
9.	Professional Communication in Human Services Using neutral language in case report writing Choosing appropriate support services for clients	Assessment 2 due
10.	Presentation Styles The structure of seminar presentations and how to link ideas.
11.	Team Presentations Group presentations on community development models and approaches	Assessment 3 due
12.	Writing Reflectively and Critically Analysing academic writing and essay writing
13.	Linking Research, Reflection and Critical Analysis How to organise critical analysis, reflective writing and theory/research into a paragraph.	Assessment 4 due

• Assessment Overview

The assessment in this SWSP5133 Academic And Communication Skills Unit has FOUR components as listed below:

Assessment Type	Due Date	Learning Outcomes	Weighting	Length
Assessment 1: Professional Portfolio 1	Week 6, Sunday by 11.55pm AEST/AEDT	a,b,c,d,e,f,g	25%	2,000 words (equivalent)
Assessment 2: Professional Portfolio 2	Week 9, Sunday by 11.55pm AEST/AEDT	a,b,c,d,e,f,g	25%	2,000 words
Assessment 3: Team Presentations	Week 11, Sunday by 11.55pm AEST/AEDT	a,b,c,d,e,f,g	25%	12-14 minutes
Assessment 4: Reflective Essay	Week 13, Sunday by 11.55pm AEST/AEDT	a,b,c,d,e,f,g	25%	2,000 words + reference list

* Students must achieve at least an overall Pass grade in order to pass the unit.

8.  Assessment Policy and Procedures

The ACAP Assessment Policy and Procedure located on the ACAP website is a full statement of the principles and practice, which inform the design, development and implementation of assessment at ACAP. Available: https://www.acap.edu.au/current-students/managing-my-course/a-z-policies/

8.1. Assessment Practice

Academic integrity and professional standards

Plagiarism is the inclusion of another person’s work within your submission without acknowledgement or permission. Plagiarism is regarded as a form of cheating. The penalties associated with misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP students must familiarise themselves with the ACAP Academic Integrity Policy, and the Academic Misconduct Policy. Available at https://www.acap.edu.au/current-students/managing-my-course/a-z- policies/.

Submitting Assessments

Assignments are submitted via the class space by the due date and time given in the Assessment Overview. Unit educators will provide instructions and demonstration of the submission process prior to the due date for the first SWSP5133 Academic And Communication Skills assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contact ACAP IT Support and email their educator.

Ensure you keep a copy of all assessments submitted. This includes audio visual recordings.

Examinations and presentations must be attended as scheduled, unless by prior arrangement due to Academic Consideration. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment piece, and may impact a student’s overall grade in the unit.

Late submission of assessments

Should a student without an approved extension fail to submit an assessment piece by the due date, they will attract a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.

Extensions

Should a student require an extension they must apply in accordance with the Official SWSP5133 Academic And Communication Skills Assessment Extension Guidelines (refer to Attachment 2 of the ACAP Assessment Policy and Procedure). All students apply online: via the official ACAP Extension Application Form.

Academic Consideration

Students may submit an Application for Academic Consideration based on unforeseeable adverse circumstances which have impacted their, or one or more members of their group’s ability, to meet assessment deadlines. (Refer to Attachment 4 of the ACAP Assessment Policy and Procedure). Access the form on the ACAP website).

Receiving marks for assessments

Students will normally be notified of marks for individual assignment via the class space.

Changes to assessments

Other than in exceptional circumstances, no changes should be made to the assessment profile published in this Unit Outline after the end of Week 1 in any teaching period. If after this time it becomes necessary to make changes to an assessment, any modifications must be approved by the Dean and communicated to all students in writing.

Appeals against grades

Each student has the right to appeal against an SWSP5133 Academic And Communication Skills assessment decision. The student is the only person who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access the ACAP Assessment Appeal Form on the ACAP website.

9.  Prescribed and Recommended Readings

9.1. Prescribed

Brick, J., Herke, M., & Wong, D. (2020). Academic culture: A student’s guide to studying at university

(4th ed.). Macmillan.

Weisman, D., & Zornado, J. (2018). Professional writing for social work practice. (2nd ed.). Springer Publishing Company.

9.2  Recommended

The recommended readings for this SWSP5133 Academic And Communication Skills unit are located in the readings list on the class space.

Journals

• ADVANCES: Journal of Social Work and Welfare Education
  • Australian Journal of Social Issues
  • Australian Social Work
  • Critical Social Work
  • Journal of Social Work (UK)
  • Journal of Social Work Education (USA)

10.   Learning Resources and Support

Academic and Learning Support

Students’ first point of contact for academic support is their SWSP5133 Academic And Communication Skills unit educator. Contact details for the staff in this unit are available in the class space. Here students will find consultation hours for this unit and the best means for contacting individual staff.

Library

Comprehensive library services are available to support and enhance your learning experience at ACAP. The ACAP Library site (http://libguides.navitas.com) provides access to book collections, including electronic books and professional journals listed in this unit. ACAP librarians can help with your research needs in person at our Sydney, Melbourne and Brisbane campuses, and by email or phone. Contact details: http://libguides.navitas.com/contact_us

Technical Support

For user guides, IT policies and technical: https://www.acap.edu.au/current-students/services-and- support/it-acap/

The Student Learning Support (SLS) service

The SLS website (https://sls.navitas-professional.edu.au/) provides information on effective study habits and information that will assist you to structure, format and reference an assignment successfully. This site also provides information on a range of workshops and tutorials to support students with study skills, academic writing and language learning. SLS Advisors offer consultations online or in person, at our Sydney, Melbourne, Brisbane, Perth, Adelaide and Byron Bay campuses. Contact details: https://sls.navitas-professional.edu.au/contact-us

Smarthinking

Smarthinking is an assignment review service available in many Diploma and Bachelor level SWSP5133 Academic And Communication Skills units. Check the class space for links to the Smarthinking service.

Personal Support

ACAP counsellors provide free confidential support and personalised assistance to help students to manage their personal issues and to help develop strategies to concentrate on their studies.

Sessions are available online or in person, at our Sydney, Melbourne, Brisbane, Perth, Adelaide and Byron Bay campuses: https://www.acap.edu.au/current-students/services-and-support/counselling- support/

Administrative Support

All students have access to a dedicated Student Experience team who can assist with administration matters. For more information: https://www.acap.edu.au/current-students/services-and- support/student-services/

11.  Appendix: Assessment Detail Assessment 1

Week Due	Sunday, Week 6 by 11.55pm (AEST/AEDT)*
Assessment Type	Professional Portfolio 1
Weighting	25%
Aligned Learning outcomes	Exhibit an advanced understanding of the requirements of professional communicationDemonstrate an advanced ability to think critically, analyse, interpret, process and communicate information effectivelyDevelop and critically apply advanced research skillsDemonstrate an advanced ability to develop and support community engagement strategiesDevelop advanced ICT skills for community development initiativesDisplay advanced communication skills suitable for community development initiativesDevelop and apply advanced professional communication skills appropriate to social work or other human services professions
Length	2,000 words

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check your time zone to ensure that you submit your assessment on time. If required, use a time zone converter.

Assessment 1 Details and Instructions

The purpose of this SWSP5133 Academic And Communication Skills assessment is for you to develop and demonstrate your professional communication skills including those suitable for community development initiatives.

Key Assessment Task:

You are to create a project plan and supporting communication materials for a local youth program (for young people aged 12-18) focussed on the development of activity program.

Assessment Context:

In this scenario, you work with the Ballimore Community Centre (Appendix A) and part of your role involves community development. For this assessment it is your task to implement a physical activity program in your Local Government Area (LGA) aimed at local young people. You are to assume the Ballimore Community Centre is in the Local Government Area where you live. If you are not currently resident in Australia your teacher will nominate an LGA for you to research. An example of the type of program you may want to implement is as follows:

Case Study Example: Skate into Schools

‘Skate into Schools’ is a learn-to-skateboard program for girls and boys that has been adopted by a city council as part of a public health campaign in a metropolitan city. Originally developed by ‘She Shreds Australia Inc’., this program teaches skateboarding in a safe and sequential manner, developing basic skills that enable skaters of all ages to enjoy skating and to have the necessary ability and understanding to safely navigate around their local skate park. This program teaches physical, social and emotional learning and as such covers many elements of the school curriculum (as outlined by ACARA HPE Curriculum). Within the

program, opportunities to promote and sustain physical activity are wide and varied. In its’ implementation it is recommended schools connect with their local councils, businesses and organisations to consider options that support school contexts.

Source: Adapted from Student Health Initiative, Tasmania: https://documentcentre.education.tas.gov.au/Documents/Student-Health-Initiative-Examples- of-Community-Organisations-and-Initiatives.pdf

Other physical activity examples you might consider include:

• use a school environment to – plan and build a school fitness trail, bike track, walking track, orienteering course
• training student fitness leaders to work with classes within a school
• build partnerships with the local sporting club(s)
• use the local environment – a nearby beach to learn surf life-saving skills, kayaking, or beach volleyball
• access local businesses – run dance, gymnastics, bootcamp sessions – to create videos for later use in daily fitness sessions

Process:

1. Make sure you understand the case study above including the acronyms used.
2. Choose one of the activities from the ‘other physical activity examples’ list. From this one activity, research examples of this kind of program and create a project proposal. Following this, develop the following:
   1. An email and letter approaching the Local Council asking for support for the program. Included in this is a professional letter to the administrator to the Local Council outlining the program and a ‘FAQ sheet’ (frequently asked questions) that includes key details about the program
   1. A poster suitable for both hard copy posting at a community/activity centre and online posting outlining the new program using a communication style and strategy in line with the targeted audience.
   1. A funding application to NSW club grants for your project. This includes a short project outline and plan, aims, objectives, significant, timelines, budget, and supporting community groups (see the class space for the NSW Club Grants Application Form). To aid your planning for this, reference SMART goal planning (Strategic, Measurable, Achievable, Realistic, Timely).

** Remember to add some reflection notes on your reflection diary on your learning development for this assessment in preparation for assessment 4

How to do well in Assessment Task 1

• Attend all classes and engage fully in each session
• Read required readings
• Thoroughly research program examples of the type of physical activity you propose to implement
• Follow the in-class scaffolds given
• Give and receive feedback in a positive and productive manner

Marking Criteria: Assessment 1

	Not satisfactory	Satisfactory	Good	Very Good	Outstanding
Content
1.  The overall instructions of the assignment have been followed producing a portfolio that is professional in look and content.
2. The information provided in each communication is accurate and logically coherent.
3. There is evidence that all steps outlined under the process for this assignment were attempted
4.  The project plan and grant application are factual, professional looking, engaging and take an evidence- based approach.
5. The project management plan clearly outlines the logic it follows and provides information to all key activities.
Structure, Presentation and Referencing
1.  The text is structured into clear paragraphs
2.  Information within each paragraph is presented logically
3.  Linking words and phrases are used to ensure flow
4.  Formal language is used
5.  Third person and first person are used appropriately
6. In-text referencing follows APA referencing style (7th ed.)
7.  Sentence structure is accurate
8.  Punctuation is accurate
9.  Spelling is accurate
10. Assignment coversheet is filled in correctly and attached to the assignment		No		Yes
11. Word count is within + or – 10% of requirement		No		Yes
Overall Assessment 1 Mark:     /100 Weighted scale:         /25 Grade:
Comments:

Assessment 2

Week Due	Sunday, Week 9 by 11.55pm (AEST/AEDT)*
Assessment Type	Professional Portfolio 2
Weighting	25%
Aligned Learning Outcomes	Exhibit an advanced understanding of the requirements of professional communicationDemonstrate an advanced ability to think critically, analyse, interpret, process and communicate information effectivelyDevelop and critically apply advanced research skillsDemonstrate an advanced ability to develop and support community engagement strategiesDevelop advanced ICT skills for community development initiativesDisplay advanced communication skills suitable for community development initiativesDevelop and apply advanced professional communication skills appropriate to social work or other human services professions
Length	2000 words

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check your time zone to ensure that you submit your assessment on time. If required, use a time zone converter.

Assessment 2 Details and Instructions

The purpose this SWSP5133 Academic And Communication Skills assessment is for students to demonstrate their proficiency in specialised human services communications. This assessment tasks include writing a case report based on an observed case work interview; assessing the needs of two case study clients and creating a portfolio of support services for them.

Context of assessment:

You are employed as a case manager at the Ballimore Community Centre (Appendix A)

Assessment tasks Part A

You are to listen to the first case study example in Baker, S. (Producer/Director). (2018). Social Work Example Interview . Retrieved from https://www.youtube.com/watch?v=S_UySUPAMM4

From this you are to fill out a client assessment form (Appendix B) using appropriate neutral and observational language to describe all relevant information including the client’s situation, needs, goals and strengths.

Part B

For each of your case study clients, including the client from Part A above and case study 2 Aaron, and case study 3 Maria (outlined in Appendix C) you are required to undertake research into the key support needs facing them including work support, adolescent mental health and domestic family violence.

In undertaking this research, you will develop an understanding of the issues that your three (3) clients may experience. As evidence of your research, you are to complete a Support Service Information Sheet (Appendix D) for a minimum of three (3) support services you have identified as likely to assist your clients in resolving some of their issues. These services must be located within your local geographic area and attend to any cultural considerations relevant to client need.

NB. If you are undertaking this assessment from outside Australia your teacher will provide you with a relevant local area to research services in.

How to do well in Assessment 2

1. Attend all sessions and complete the set readings
2. Active participation in class discussions
3. Use a range of academic resources including books and journal articles
4. Follow the templates given

Marking Criteria: Assessment 2

	Not Satisfactory	Satisfactory	Good	Very Good	Outstanding
Content
1.  Appropriate and relevant information is selected from the video case study interview
2.  Demonstrated ability to understand the complexity of the case for each client.
3. Demonstrated ability to follow the Centre procedures through completing the case management proformas.
4. Demonstrated capacity to research community service industry and support services.
5. Demonstrated understanding of key social factors impacting on client and selecting appropriate services in response
6.  Demonstrated understanding of the type and level of support to be provided by nominated agencies.
Structure and Presentation
1.  Appropriate categories are used to record information given in the case studies
2.  Language used is appropriate to case records
3. Appropriate terminology is used to describe client needs, interests and goals
4.  Linking words and phrases are used to ensure flow
5.  Formal language and third person are used
6.  Sentence structure is accurate
7.  Punctuation is accurate
8.  Spelling is accurate
9. Assignment coversheet is filled in correctly and attached to the assignment		No		Yes
10. Word count is within + or – 10% of requirement		No		Yes
Overall Assessment 2 Mark:     /100 Weighted scale:         /25 Grade:
Comments:

Assessment 3

Week Due	Week 11 presented in class
Assessment Type	Team Presentation
Weighting	25%
Aligned Learning Outcomes	Exhibit an advanced understanding of the requirements of professional communicationDemonstrate an advanced ability to think critically, analyse, interpret, process and communicate information effectivelyDevelop and critically apply advanced research skillsDemonstrate an advanced ability to develop and support community engagement strategiesDevelop advanced ICT skills for community development initiativesDisplay advanced communication skills suitable for community development initiativesDevelop and apply advanced professional communication skills appropriate to social work or other human services professions
Length	12-14 minutes

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check your time zone to ensure that you submit your assessment on time. If required, use a time zone converter.

Assessment 3 Details and Instructions

In teams of up to three, students are to apply the skills that have been taught in the unit to date by developing a team presentation on the topic:

“Community Development is a core activity of community services”

Students are to define community development and including at least 3 different models or approaches to community work in this, supporting this uses references from credible sources. Highly recommended readings are:

Ife, J. (2018). Change from Below, Community Development in an Uncertain World (2nd Edition), Chapter 6. https://doi-org.ezproxy.navitas.com/10.1017/CBO9781316342855 and;

Kenny, S., McGrath, B., & Phillips, R. (2017). In S. Kenny, B. McGrath, & R. Phillips, (Eds.) The Routledge Handbook of Community Development: Perspectives from around the globe. https://ebookcentral.proquest.com/lib/acap/detail.action?docID=4913022

They are to then present a relevant local case study that illustrates this approach, outline its key features including the community development model it corresponds to, the key community needs this project addressed, the overall development steps of the project, the relative success of the project, limitations of the project and lessons to be learned by human service workers including a critical reflection as to where barriers and oppositions to a future implementation of such a project may lie.

Your presentation will be marked according to the following criteria:

1. An introduction that clearly introduces the topic, outlines why this topic is important, and provides a ‘road map’ to the structure of your presentation and a summary of your argument.
2. A clear definition of key terms or concepts along with appropriate academic references
3. Logically sequenced structure
4. A logically consistent development of a fact-based argument using at least 10 references.
5. A conclusion that summarises the main points of your presentation without introducing new material
6. Elements to engage an audience
7. Contribution by each team member
8. References and a reference list using APA 7th edition.

** Remember to add some reflection notes on your team processes and presentation into your reflection diary in preparation for Assessment 4

*** Your PowerPoint presentation should be submitted by the Wednesday of the previous week, Week 10 for conferencing, so you have time to address any issues before you do the final presentation

Marking Criteria: Assessment 3

	Not Satisfactory	Satisfactory	Good	Very Good	Outstanding
Content
1. An introduction that clearly introduces the topic, why the topic is important, and provides a ‘road map’ to the structure of your presentation and a summary of your argument.
2. A clear definition of key models of community development, appropriately referenced
3.  A well-selected case study with an outline of key processes and type of community development it represents
4. Critical reflection of the core concepts of community development and where barriers to this may lie
5. A conclusion that summarises the main points of your presentation without introducing new material
Structure, Presentation and Referencing
1. Ability to clearly present your argument/ ideas in a manner which engages the audience
2.  Evidence of both teamwork and individual contributions
3.  Reference list follows APA referencing style (7th ed.)
4. Written expression on slides is accurate and uses correct grammatical structures
5. Presentation guidelines are followed as specified on the Student Learning Support website		No		Yes
6.  Presentation time is within + or – 10% of requirement		No		Yes
Overall Assessment 3 Mark:     /100 Weighted scale:         /25 Grade:
Comments:

Assessment 4

Week Due	Sunday, Week 13 by 11.55pm (AEST/AEDT)*
Assessment Type	Reflective Essay
Weighting	25%
Aligned Learning Outcomes	Exhibit an advanced understanding of the requirements of professional communicationDemonstrate an advanced ability to think critically, analyse, interpret, process and communicate information effectivelyDevelop and critically apply advanced research skillsDemonstrate an advanced ability to develop and support community engagement strategiesDevelop advanced ICT skills for community development initiativesDisplay advanced communication skills suitable for community development initiativesDevelop and apply advanced professional communication skills appropriate to social work or other human services professions
Length	2000 words

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check your time zone to ensure that you submit your assessment on time. If required, use a time zone converter.

Assessment 4 Details and Instructions

Students are to apply the skills they have learned in this unit to analyse their own learning processes and write a reflective essay on what insights this provides them into how adult learning has been constructed in this Graduate Certificate program.

Engaging with both your own learning goals you set at the start of trimester and at least 3 learning moments you recorded in your learning diary, write an essay that outlines how your experiences of learning this trimester have shaped your own understanding of the adult learning environment in this College. Critically reflect on your own learning by referencing the literature on the subject, especially as outlined in your textbook, Brick, J., Herke, M., & Wong, D. (2020). Academic culture: A student’s guide to studying at university (3rd ed.). Macmillan, to describe what you understand of the adult learning environment of higher education in Australia, including expectations on learners, educators and institutions.

Your written overview will be marked according to the following criteria:

1. An introduction that clearly introduces the topic, outlines why this topic is important, and provides a ‘road map’ to the structure of your essay and a summary of your argument.
2. Reference to your learning goals and least 3 learning moments from your learning diary
3. A clear definition of key terms or concepts along with appropriate references
4. Correct paragraph structure
5. A logically consistent development of a fact-based argument using at least 6 references.
6. A conclusion that summarises the main points of your essay without introducing new material

• References and a reference list using APA 7th edition.

How to do well in Assessment Task 4

• Attend all classes and engage fully in each session
  • Read required readings
  • Give and receive feedback in a positive and productive manner
  • Use readings listed on page 7 of this Unit Outline to guide your reflection and understanding

Marking Criteria: Assessment 4

	Not Satisfactory	Satisfactory	Good	Very Good	Outstanding
Content
1. An introduction that clearly introduces the topic, why the topic is important, and provides a ‘road map’ to the structure of your essay and a summary of your argument.
2. A clear definition of key terms or concepts, appropriately referenced
3. Students own learning goals and at least three learning moments are clearly outlined and reflected upon
4. A logically consistent development of a fact-based argument using the prescribed and recommended texts for this course
5. Critical reflection on the core concepts of adult learning in the Australian higher education field and in ACAP
6. A conclusion that summarises the main points of your essay without introducing new material
Structure, Presentation and Referencing
1.  Essay is structured into clear paragraphs
2. Each paragraph contains one main theme and several sentences that elaborate on the main theme
3.  Linking words and phrases are used to ensure flow
4.  Formal language is used
5.  In-text referencing follows APA referencing style (7th ed.)
6.  Sentence structure is accurate
7.  Punctuation is accurate
8.  Spelling is accurate
9. Reflective thinking guidelines are followed as specified on the Student Learning Support website		No		Yes
10. Assignment coversheet is filled in correctly and attached to the assignment		No		Yes
11. Word count is within + or – 10% of requirement		No		Yes
Overall Assessment 4 Mark:     /100 Weighted scale:         /25 Grade:

APPENDIX A

Ballimore Community Centre

The Ballimore Community Centre provides services for the local neighbourhood in community development work, community education, youth work, case work/case management, support groups and general information. Specialist support workers are employed in the areas of Aboriginal Support, CALD Support and Aged Services. Funding has been received from the Commonwealth to provide ‘Community Engagement’ with Boarding House residents. An outreach office for Centrelink, Employment Plus and Legal Aid is provided. Other groups use the centre to hold neighbourhood meetings, yoga and meditation classes, AA and NA groups and Weight Watchers.

The centre works closely with other support services such as the community based social housing provider, the local domestic violence support service, and the local community health centre.

You have recently been employed by the Ballimore Community Centre as their Assistant Case Manager for clients with complex needs. In your work you are expected to undertake the following duties:

• intake interviews & conduct client assessments
• develop and monitor case management plans
• provide individual support, information, referral & advocacy services to your client
• ensure all services are culturally sensitive, appropriate and respectful of cultural heritage for all CALD and ATSI clients
• use, maintain and review current proforma and follow procedures as outlined in the Centre’s Policy & Procedures Manual
• ensure all records and files are up to date & kept securely

Your position reports to the Case Manager of the Ballimore Community Centre. The Centre is managed by a non-executive Board of Directors and funding is received from the Commonwealth government, State Government and fundraising through weekly markets.

The Centre has a set of policies and procedures which has been developed to comply with all the legislative requirements and government requirements for each of the funded programs. All policies and procedures must be followed when conducting work at the centre or as a representative of the centre. The policies and procedures will ensure consistency in dealing with your clients, that all decision making is fair and equitable for the clients and that the Ballimore Community Centre provides a quality service to all its clients.

You have a case load of three clients with complex needs including trauma and abuse, mental illness and domestic violence. For each client you will be required to develop an understanding of their issues and the services available to assist them. To assist you in your work you will use the established forms for maintaining records and files of each of your clients (see Appendices).

These forms include:

Support Services Information Sheet Assessment Interview Checklist Assessment Report

Client Case Management Plan Service Referral Form

All above documents can also be found in the Ballimore Community Centre website under forms; https://sites.google.com/view/ballimorecommunityservices/forms

APPENDIX B

Name:	DOB:	AGE:
Child’s Name:	DOB:	AGE:
Child’s Name:	DOB:	AGE:
Address:
Suburb:	Postcode:
Telephone:	Mobile:
Emergency Contact:	Phone:

Case Manager’s Name:

Date:

PRESENTING ISSUES

Emotional/Mental Health/Behavioural Issues (Including issues of anger management; mental health disorder e.g. depression, ADHD, ODD etc.)

Alcohol & Other Drugs (Include Information on drug of choice, length & frequency of use

etc.)

Children’s Education (Include information on current literacy & numeracy levels; attendance and any other risk factors)

Current living arrangement. Include information on whom the client is residing with. Indicate if this is a successful situation or if this is not healthy circumstances. This may include economic issues such as income and stability of employment

 PERSONAL & FAMILY HISTORY

Personal history of the client: include any factors which may contribute to the current situation. Include family history and her/his relationships with the children and other people within the family or close friends.

RISK INDICATORS

Identify any risks of self-harm or harm to the children. Outline the level of risk in terms of high, medium or low and explain why you have selected this level.

STRENGTHS

Identify significant strengths in the client’s life including people who may provide support, physical support such as housing and/or personal traits the client has displayed which can assist the client in addressing their needs.

Assess the child/children’s strengths and needs. Include a snapshot of a his/her functioning at a specific point in time (emotional, physical and psychological well-being)

SERVICES INVOLVED:

Is the client currently enrolled in any other programs? (Details.)

APPENDIX C

Case Study 2: Aaron

Aaron is a 19 year old young man who is currently experiencing difficulty in his relationships with his family. He has been asked to move out of home and he has nowhere to go. He recently quit his course at TAFE and now spends a lot of time in bed. He doesn’t feel part of the family and the family don’t seem to like him as he is always very angry. He agrees that he is angry and can’t understand why he is angry and why he can’t be bothered doing anything. His mother is very concerned about him and does not want him to leave home but her husband will not accept his behaviour in “his home”. His mother noticed a change in Aaron’s behaviour during the beginning of year 12. He was a high performing student and then his grades started to drop and he started to miss a lot of school.

The school asked Aaron and his parents to explain his absences but his father said he was lazy and angry and he needed “to pull his socks up” and did not want to discuss it further. The school offered no more support and Aaron was not allowed to complete his exams as he had not completed all his assessments nor completed the attendance requirements. His mother has asked him to come along to the Community Centre to talk to someone as she is desperate to help him and feels he is at risk if he moves out of home.

Case Study 3: Maria

Maria is an older woman from an Italian background in her late sixties and has been with her husband for over forty five years. She has three children but they have all moved away for study or work. They rarely visit as they do not like their father and have never got on with him. Maria feels very isolated as she has no one to talk to and her husband doesn’t allow her to go anywhere or meet anyone except to do the shopping. He checks how long she is out and only gives her an hour to complete all the shopping. Maria’s husband has started to hit her if she doesn’t do the ‘right thing’. He has hit her in the past, however as the children got older he stopped because they would stand up to him and protect their mother. They have tried to get Maria to leave but she is fearful he would come and hurt the children and she worries about what everyone would say at her local church group. Just lately her husband has become more violent and is punching her and the bruises are obvious. He recently punched her in the face and broke her nose. She attended the local clinic and the doctor attending asked Maria whether her husband caused the broken nose. She stated that she fell. The doctor reported his concerns to the community nurse. A few days later the community nurse visited Maria at home and noted that she had further bruising. The nurse reported it to the police under the legislation on Mandatory Reporting. Police charged her husband and he was instructed to leave the family home until the matter was heard. Maria does not feel safe by herself and she is worried about her husband. She has been referred to you for more coordinated support.

APPENDIX D
Ballimore Community Centre Support Service Information Sheet
Name of Service:
Address:
Postal Address:
Telephone/Fax
Email Address
Contact Person
Position
Description of service
Target Group
Eligibility
Access Fee
Wheelchair Access
Waiting List
Notes

-End-

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