UNIT OUTLINE CAS101 COMMUNITY DEVELOPMENT

Bachelor of Community Services

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CAS101 Community Development – Trimester 2-2019

UNIT TITLE CAS101 Community Development

COURSE Bachelor of Community Services

LEVEL OF STUDY 1st year, Trimester 2

CORE/ELECTIVE Core

CREDIT POINTS 15 credit points

TOTAL COURSE CREDIT POINTS 360 credit points

DURATION One Trimester

LECTURE AND TUTORIAL HOURS 2 hours lecture, 1 hour tutorial

PERSONAL STUDY HOURS 7 hours

TOTAL WORKLOAD PER WEEK 10 hours

PRE-REQUISITE Nil

CO-REQUISITE Nil

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CAS101 Community Development – Trimester 2-2019

CAS101 Community Development

Unit Description:

This unit builds on the fundamental concepts of the community services framework. It examines the community development’s conceptual approach to building active and sustainable communities in order to enhance community social economic and environmental objectives. A community development approach can be applied to many different areas including health, education, employment, enterprise development, infrastructure and town planning. This unit examines the values, principles and practical skills of capacity building. Furthermore, students will learn models of innovative community development programs including, public housing, disadvantaged groups, rural areas and Aboriginal communities.

Course Learning Outcomes:

The course learning outcomes for the Bachelor of Community Services course 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. CL10 Identify clients with complex and diverse needs and develop appropriate service

provision. CL11 Practice case management ethically and intentionally within established legal, policy

and professional frameworks and codes of ethics. CL12 Integrate feedback from clinical supervision and cultivate the capacity for reflective

practice, professional responsibility and accountability.

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CAS101 Community Development – Trimester 2-2019

Unit Learning Outcomes

At the completion of this unit a student should be able to:

LO1 Demonstrate an understanding of the community development values and principles.

LO2 Explain capacity building models in different areas including health, education and employment.

LO3 Discuss capacity building models for the Aboriginal and Torres Strait Islander communities.

LO4 Discuss the application of community development frameworks in the area of health, education and employment.

LO5 Analyse contemporary innovative community development programs and their impacts on disadvantaged and marginalised groups.

LO6 Evaluate group processes and applied skills in group settings.

Content

1. Introduction to community development 2. Domestic community groups & aid organisations 3. Principles and skills of community development practice 4. Strategic community planning in initiating social action & change 5. Collaboration and advocacy work 6. What is capacity building? 7. The nature of social disadvantage and marginalisation of groups 8. Building capacity for marginalised groups 9. Innovative community development programs in disadvantaged areas & cultural

communities 10. Capacity building for Aboriginal, Torres Strait Islander and Refugee Peoples 11. Innovative community development programs in public housing 12. Review

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CAS101 Community Development – Trimester 2-2019

LEARNING TASKS AND ASSESSMENT Assessment in this unit will consist of a combination of coursework:

In order to pass this unit, students are required 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. Attendance is crucial to pass this unit.

Assessment Weight Due Learning

Outcomes Assessed

Course Learning Outcomes

INDIVIDUAL ASSESSMENT TASK In class Literature review

5% Week 3 LO1,2 CLO1,9

FUNDING PROPOSAL The assessment will be marked in 2 stages:

1. Class participation

and attendance at tutorials. Gathering of information and design of funding proposal

2. Individual Funding

Proposal (1500-2000 words)

INDIVIDUAL ASSESSMENT Word count: 1500 –2000

words

60% 20% 40%

Weeks 4-8 Week 10

LO1-6 CLO5-9, 10 CLO2

END of TERM TEST on fundamental Community Development concepts

25% Week 12 L011-6 CL01-10

TUTORIAL PARTICIPATION & ACTIVITIES

10% Week 1-3 & 9-12

LO1-5 CLO1,5,6,8

TOTAL 100%

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CAS101 Community Development – Trimester 2-2019

WEEKLY OUTLINE

Week Topic Text reference and set readings Tutorial Activity

Week 1

Introduction to community development

Willis (2011, chp1); Ife (2016, chp3 & chp6)

Welcome & outline tutorial activities and assessments Watch videos on Community Tool Box http://ctb.ku.edu/en In preparation for next week’s tutorial choose a community group or aid agency to read about in order to prepare for discussion in next week’s tutorial.

Week 2

Domestic community groups and aid organisations

http://dfat.gov.au/aid/who-we-work-with/ngos/Pages/list-of-australian-accredited-non-government-organisations.aspx https://www.vinnies.org.au http://www.redcross.org.au/together-as-partners.aspx

Group tutorial: research on existing community groups and aid agencies. In small groups discuss the organisations you chose to read about in your weekly readings. How do you believe these organisations are building community?

Week 3

Principles and skills of community development practice

Ife (2016, chp 12, & 13); Community Tool Box-Section 9, Community Action Guide: Framework for Addressing Community Goals and Problems; Mendes (2008); Ingamells (2010).

Small group activity and discussion: CD principles In small groups choose one case study of interest from the following websites. Read through the case study and analyse which CD principles/skills have been used. Report back your findings to the large group. http://www.activehealthycommunities.com.au/case-studies/ https://www.thechangeagency.org/campaigners-toolkit/research-projects/case-studies/

Week 4

Strategic community planning in initiating social action and change

Ife (2016, chp 13 &14); Community Tool Box- Toolkit Section 4. Developing a Framework or Model of Change, and section 5. Developing Strategic and Action Plans

ASSESSMENT 1 DUE Introduction to funding proposal template for assessment 2. ASSESSMENT 2: Research Task Putting change into action: Group Discussion What change would you like to bring about in your community? How would you go about doing this? Use the toolbox and readings from this week to inform your discussion. Toolkits 1-5 on Community Tool Box http://ctb.ku.edu/en

Week 5

Collaboration and advocacy work

Ennis & West (2014); Onyx et.al. (2010); Lofgren (2011)

ASSESSMENT 2: Research Task Group Discussion: Bringing about change Thinking back to last week’s tutorial, how would you ensure collaboration in bringing about change for a community group requiring advocacy? Examples Toolkits 7-9 on Community Tool Box

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http://ctb.ku.edu/en Group Discussion: Creating and Maintaining Partnerships. What processes would you need to undertake in order to form partnerships to bring about change?

MID-TRIMESTER BREAK

Week 6

What is capacity building?

Ife (2016, chp 7& 8); Kenny (2011); Ingamells (2010). Onyx & Leonard (2010).

ASSESSMENT 2: Research Task Small group activity and discussion: Capacity building http://www.foundationhouse.org.au/wp-content/uploads/2017/11/FOUNDATION-HOUSE-COMMUNITY-CAPACITY_SCREEN_COMB.pdf In small groups go to the appendices in the above document and read about one example of community capacity building. Report back your findings to the larger group.

Week 7

The nature of social disadvantage and marginalisation of groups

Ife (2016, ch 8); Joinking (2003), Cortis (2012). Crawford et.al (2014)

Assessment 2: Research Task Small Group activity: Choose a marginalised/disadvantaged group. Consider what is it that defines this group as marginalised/disadvantaged? What are the facts about this group? What are the social indicators that suggest this group are disadvantaged/ marginalised? What are the values of society in relation to this group? How might a community development worker bring about change for this group? Report back to the larger group your findings and discussion

Week 8

Building capacity for marginalised groups

Ife (2016, ch 12); Keys, et.al. (2014); Scerra, (2011); Southcombe, et.al. (2015); Coombes et.al. (2013); Crawford et.al (2014); Kaur (2012)

Assessment 2: Research Task Group Discussion: Capacity building Examples toolkits 10-12 on Community Tool Box http://ctb.ku.edu/en Reflecting on the two last weeks’ tutorials, how would you build capacity for the marginalised/disadvantaged group you researched in last week’s tutorial?

Week 9

Innovative community development programs in disadvantaged areas & cultural communities

Ife (2016, ch 11) Mendes & Binns (2013); Eversole & Martin (2010); Mwanri et.al. (2012); Mccormack, et.al. (2013); Carey et.al.(2016)

Group Tutorial: research on local agencies

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CAS101 Community Development – Trimester 2-2019

Week 10

Capacity building for Aboriginal, Torres Strait Islander and Refugee peoples

Ife (2016, chp 4 & 9) Stephens et.al. (2013); Campbell& Hunt (2013); Carey et.al.(2016); Scougall (2008); Sampson, R. C. (2016).

ASSESSMENT 2: DUE Group tutorial activity: case studies

Week 11

Innovative community development programs in public housing

Caniglia & Trotman (2011); http://www.dhw.wa.gov.au/careers Graduate development program

Group tutorial discussion

Week 12

Revision and review ASSESSMENT 3: End of Term Test

Required Texts Ife, J. (2016). Community development in an uncertain world: Vision, analysis and practice. Cambridge University Press. Readings to Accompany the Lectures Campbell, D. & Hunt, J. (2013). Achieving broader benefits from Indigenous land use agreements: community development in Central Australia. Community Development Journal, Vol. 48(2), pp.197-214. Caniglia, F. & Trotman, A. (2011). A silver lining community development, crisis and belonging: exploring the role of community development in Queensland's recovery from the January 2011 floods. Brisbane, Qld.: Under 1 Roof. Carey, L., Hennequin, C., Krikheli, L., O’Brien, A., Sanchez, E. & Marsden, C. (2016). Rural Health and Spiritual Care Development: A Review of Programs across Rural Victoria, Australia. Journal of Religion and Health, 2016, Vol.55(3), pp.928-940. DOI: 10.1007/s10943-015-0119-1. Coombes, P., Danaher, P. & Danaher, G. (2013). Transforming Learning through Capacity-Building: Maximising Life and Learning Support to Mobilise Diversities in an Australian Pre-Undergraduate Preparatory Program. The International Journal of the First Year in Higher Education, Vol. 4(2). DOI: 10.5204/intjfyhe.v4i2.169. Cortis, N. (2012). Overlooked and under-served? Promoting service use and engagement among ‘hard-to-reach’ populations. International Journal of Social Welfare, Vol.21(4), pp.351-360. DOI: 10.1111/j.1468-2397.2011.00825.x. Crawford, B., Yamazaki, R., Franke, E., Amanatidis, S., Ravulo, J., Steinbeck, K., Ritchie, J. & Torvaldsen, S. (2014). Sustaining dignity? Food insecurity in homeless young people in urban Australia. Health Promotion Journal of Australia, Vol. 25(2), pp.71-78. DOI: 10.1071/HE13090.

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Ennis, G. & West, D. (2014). Community Development and Umbrella Bodies: Networking for Neighbourhood Change. British Journal of Social Work, 2014, Vol. 44(6), pp.1582-1601. DOI: 10.1093/bjsw/bct010. Eversole, R. & Martin, J. (2010). Bridging the Development Gap: Community and Industry Development in Rural Australia. Sustaining Regions, Spring 2005, Vol.5(1), p.19-25. Frederico, M. & Whiteside, M. (2015). (2015). Building School, Family, and Community Partnerships: Developing a Theoretical Framework. Australian Social Work, 18 August 2015, p.1-16. Ingamells, A. (2010). Community development practice: stories, method and meaning. Altona, Vic.: Common Ground. Joinking, A. (2003). Families on the margins strategies for building resilience. Kensington, N.S.W.: Social Policy Research Centre. Kaur, J. (2012). A Review of the Australian research on the needs of culturally and diverse (CALD) and refugee children and families. Cultural Diversity & Child Protection, Kaur, J. Queensland, Australia, pp. 1-40. Kenny, S. (2011). Developing communities for the future. South Melbourne, Vic.: Cengage Learning. Keys, N., Bussey, M., Thomsen, D., Lynam, T. & Smith, T. (2014). Building adaptive capacity in South East Queensland, Australia. Regional Environmental Change, Apr, Vol, 14(2), pp.501-512. DOI: 10.1007/s10113-012-0394-2. Lofgren, H. (2011). Health consumer activism in Australia: The downside of state inclusion. Health Issues, Issue 107, p.9-10. Mccormack, J., Watson, H., Harris, C., Potts, J. & Forbes, D. (2013). A hub and spokes approach to building community capacity for eating disorders in rural Western Australia. Australian Journal of Rural Health, Feb, Vol. 21(1), pp.8-12. DOI: 10.1111/ajr.12007. Mendes, P.(2008). Integrating Social Work and Community-Development Practice in Victoria, Australia. Asia Pacific Journal of Social Work and Development, Vol.18(1), p.14-25. DOI: 10.1080/21650993.2008.9756029. Mendes, P. & Binns, F. (2013). The integration of community development values, skills and strategies within rural social work practice in Victoria, Australia. Community Development Journal, 2013, Vol. 48(4), pp.605-622. DOI: 10.1093/cdj/bss065. Mwanri, L., Hiruy, K. & Masika, J. (2012). Empowerment as a tool for a healthy resettlement: a case of new African settlers in South Australia. International Journal of Migration, Health and Social Care, 2012, Vol.8(2), p.86-97.

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Onyx, J. & Leonard, R. (2010). The Conversion of Social Capital into Community Development: an Intervention in Australia's Outback. International Journal of Urban and Regional Research, Vol.34(2), pp.381-397. DOI: 10.1111/j.1468-2427.2009.00897.x. Onyx, J., Armitage, L.,Dalton, B., Melville, R., Casey, J., & Banks, R. (2010). Advocacy with Gloves on: The "Manners" of Strategy Used by Some Third Sector Organizations Undertaking Advocacy in NSW and Queensland. Voluntas, Vol.21(1), pp.41-61. Sampson, R. C. (2016). Caring, Contributing, Capacity Building: Navigating Contradictory Narratives of Refugee Settlement in Australia. Journal of Refugee Studies, Vol. 29(1), pp.98-116. DOI: 10.1093/jrs/fev010. Scerra, N. (2011). Strengths-based Practice: The Evidence. Social Justice Unit. Uniting Care Children, Young People and Families, Parramatta, NSW from http://www.childrenyoungpeopleandfamilies.org.au/info/social_justice/submissions/research_papers_and_briefs/?a=62401 Scougall, J. (2008). Lessons learnt about strengthening Indigenous families and communities. Canberra: Department of Families, Housing, Community Services and Indigenous Affairs. Southcombe, A., Cavanagh, J. & Bartram, T. (2015). Capacity building in indigenous men's groups and sheds across Australia. Health Promotion International, Vol. 30(3), pp.606-615. DOI: 10.1093/heapro/dat092. Stephens, A., Baird, L.& Tsey, K. (2013). Australian Indigenous community development: making the link between community development training and community development practice. Community Development, 2013, Vol.44(3), p.277-291. Tam, D. M. Y., Coleman, H., & Boey, K. (2012). Professional Suitability for Social Work Practice. Research on Social Work Practice, Vol.22(2), pp.227-239. Taylor, J. (2015). Working with Communities. South Melbourne, Victoria: Oxford University Press. Willis, K. (2011). Theories and Practices of Development (2nd ed.). London: Routledge. Recommended additional references Andrina M. (2009). Reflections on working with south Sudanese refugees in settlement and capacity building in regional Australia [Chapter 17]. Political practice of occupational therapy. Churchill Livingstone. Davies, A. (2009). Understanding Local Leadership in Building the Capacity of Rural Communities in Australia. Geographical Research, Vol. 47(4), pp.380-389. DOI: 10.1111/j.1745-5871.2009.00586.x. Dixon, J, Weeks, W. & Hoatson, L. (2003). Community practices in Australia. French Forests, N.S.W.: Pearson SprintPrint.

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Ennis, G. & West, D. (2010). Exploring the Potential of Social Network Analysis in Asset-based Community Development Practice and Research. Australian Social Work, 2010, Vol.63(4), p.404-417. DOI: 10.1080/0312407X.2010.508167. Maidment J. & Egan R. (2016). Practice skills in social work & welfare: more than just common sense. Crows Nest, NSW: Allen & Unwin. Merke, F., & Pauselli, G. (2013). Foreign Policy and Human Rights Advocacy: An Exercise in Measurement and Explanation. Human Rights Review, Vol.14(2), pp.131-155 [Peer Reviewed Journal]. DOI: 10.1007/s12142-013-0266-2. Mckenzie, H. (2004). Demographic challenges in non-metropolitan Western Australia: community development strategies in a neo-liberal economic environment international. Acta Structilia: Journal for the Physical and Development Sciences, Dec, Vol.11(1), pp.89-118. NSW Health (2001). A Framework for Building Capacity to Improve Health, NSW Health Department, Gladesville, NSW. Putt, J. & Australian Institute of Criminology (2010). Community policing in Australia. Canberra: Australian Institute of criminology. Smith, J. (2007). Inequalities in non-communicable diseases and effective responses. Health Promotion Journal of Australia, Apr, Vol. 18(1), pp.20-5. Sonn, C. & Quayle, Amy F.(2013). Developing Praxis: Mobilising Critical Race Theory in Community Cultural Development. Journal of Community & Applied Social Psychology, 2013, Vol.23(5), pp.435-448. DOI: 10.1002/casp.2145. Stackpool, G. & Luisi, B. (2011). Building the Capacity of the HIV Sector in Australia: Taking a Culturally Competent Approach. HIV Australia, Vol,9(2), p.17-19. Victorian Aboriginal Child Care Agency. (2008). Aboriginal cultural competence framework. Melbourne: Victorian Department of Human Services. Wilson, I. (2010). Building capacity in medical education research in Australia. The Medical journal of Australia, 4 January, Vol.192(1), pp.55-6. USEFUL RESOURCES Journals British Journal of Social Work Journal for the Physical and Development Sciences Psychological Bulletin Applied Psychology: An International Review Community Development Journal

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Health Promotion International The Medical journal of Australia Australian Social Work Human Rights Review

Websites http://ctb.ku.edu/en http://www.statedevelopment.qld.gov.au/councils-toolbox/step-2-review-community-expectations-and-vision.html http://dfat.gov.au/aid/who-we-work-with/ngos/Pages/list-of-australian-accredited-non-government-organisations.aspx http://www.redcross.org.au/together-as-partners.aspx http://www.dhw.wa.gov.au/careers http://www.aihw.gov.au/ https://aifs.gov.au/ https://www2.health.vic.gov.au/primary-and-community-health/community-health Australian Government Department of Immigration and Multicultural and Indigenous Affairs http://www.immi.gov.au/tis/how.htm accessed 06/04 https://www.communities.qld.gov.au/ https://www.communities.qld.gov.au/gateway/funding-and-grants/human-services-quality-framework/tools-and-resources https://www.dss.gov.au/our-responsibilities/communities-and-vulnerable-people/programmes-services http://www.facs.nsw.gov.au/ https://www.humanservices.gov.au/customer/themes/families http://homelessnessaustralia.org.au/ Human Rights and Equal Opportunity Commission: www.hreoc.gov.au http://www.humanrights.gov.au/links-human-rights-organisations-and-resources http://www.community.nsw.gov.au/ http://www.powerfulinformation.org/page.cfm?pageid=pi-commdev http://www.abcdinstitute.org

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Assessment 1: Written Summary of small group discussion in Tutorial (5%) Due Date: Week 4 This assessment is designed to help you develop the foundational knowledge of community development.

Assessment Written Summary of Reading

Format This assessment requires students to write a 300–350 word summary of the group discussion based on the group’s chosen case study reviewed in class (week 3). Students must attend class in week 3 in order to undertake this assessment. Your summary should include the following

1. A description of the case example chosen by your small group 2. Identification of the principles of community development

utilised in the chosen case study 3. A short reflection on your learning from this class activity 4. Reference to community development theory/literature is

required. This is a formative assessment that serves as a preparatory guide to the learning that students are expected to acquire in this unit.

Criteria Clear and concise summary of the chosen case study

Generic skills assessed Information literacy

Assessment Criteria

Criteria for summary Weight: 100%

Description of the case studied 5%

Literacy skills: ability to summarise clearly and concisely 10%

Identification of community development principles 15%

Reflection on learning 10%

Use of literature 10%

Total /5%

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CAS101 Community Development

Assessment 2: Funding Proposal (60%) Overall Due Date: Week 10

This assessment builds on your theoretical knowledge and applies that theoretical learning to a practice situation. You are required to work in a small group of 3-4 during class tutorials from weeks 4-8 in order to work towards the preparation of an individual funding proposal for a community development project (each student will submit an individual funding proposal). The content and information required for the funding proposal will be informed by the in class tutorials during weeks 4-8, but you will need to devote out of class time to develop your own individual funding submission. The final funding proposal will be submitted in week 10 on the template provided via the Moodle site, more details will be given in class. In order to successfully complete this assessment, you will need to:

1. Attend the tutorials during weeks 4-8 2. Consult the literature and community toolbox in order to inform your funding proposal 3. Decide on the methodology and methods for responding to needs of the chosen target group,

ie., what are the needs of the chosen community group? How will the project assist in meeting the needs of the chosen community group?

4. Consider implementation of the project and timelines for the project 5. Consider the stakeholders/beneficiaries and partners 6. Consider risk analysis and mitigation 7. Consider how the project will be sustainable once you as the facilitator withdraws from the

community.

The assessment will be marked in 2 stages: 1. Class participation and attendance in Weeks 4-8: Gathering of information and design of

funding proposal (20%) You will be required to attend class and work in a group with 3 or 4 other students in order to work

towards your final individual funding proposal. 2. Individual Funding Proposal (1500-2000 words) (40%)

You are required to write an individual funding proposal. Work done in tutorials during weeks 4-8 will inform your funding proposal, but you will also need to do your own individual out of class research to inform your funding proposal. You will also need to consult the relevant literature and the community toolbox in order to inform your funding proposal.

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Assessment Criteria for Gathering of information/ Design phase: Class Participation in Weeks 4-8

Assessment Criteria for Individual Funding proposal

Gathering of information/ Design phase criteria Weighting 100%

Attendance weeks 4-8 10%

Participation in tutorial activities weeks 4-8 Your tutor will assess participation taking into account the following for group activities in weeks 4-8: Adoption of group roles and responsibilities, development and negotiation of leadership skills, management of conflict, evidence of reflective listening, evidence of organisation of work and time management, evidence of equal contribution.

10%

Total /20%

Criteria Weighting 100% HD D C P F

Ability to determine need for the project and apply a rationale for the project

10%

Demonstrated understanding of key community development principles required to complete the project

10%

Ability to demonstrate project management and implementation strategies

10%

Presentation and referencing: effective and organised funding proposal with correct referencing of up-to-date resources

10%

TOTAL

/40%

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CAS101 Community Development – Trimester 2-2019

Criteria for funding proposal

High Distinction 80% -

Distinction 70%- 79%

Credit 60-69%

Pass 50-59%

Fail <50%

Ability to determine need for the project and apply a rationale for the project

Provides accurate and complete explanations of need and rationale for the project. Demonstrates a high level of understanding of research and conclusion.

Provides accurate and complete explanations of need and rationale for the project and draws on relevant understanding of research and conclusion.

Explanations of need for the project and rationale can be identified. Need and rationale draw on some research to justify the rationale.

Explanations of the need for the project and rationale can be identified but are not always accurate and sometimes there is incomplete understanding of the research available.

Explanations of need for the project and rationale can be identified but the research is inaccurate or incomplete and there is limited understanding of all research available.

Demonstrated understanding of the key community development principles required to complete the program/project

Shows a high-level of understanding of the key community development principals required to complete their program/project

Shows a good level of understanding of the key community development principals required to complete their program/project

Shows the required level of understanding of the key community development principals required to complete their program/project

Shows a limited level of understanding of the key community development principals required to complete their program/project

Shows poor, insufficient of understanding of the key community development principals required to complete their program/project

Abiltity to demonstrate project management and implementation strategies

A comprehensive analysis is developed. Summarises and shows insightful synthesis of the information, based on research pertaining to project management and implementation

A strong analysis is developed. Summarises and shows insightful synthesis of the information, based on research pertaining to project management and implementation

A good analysis is developed. Summarises and shows some insightful synthesis of the information, based on research pertaining to project management and implementation

Analysis is fairly well developed. It summarises the overall information and skills

Analysis is not well developed. It lacks summary and/or any relevant information and skills.

Presentation of summary and correct references used

All levels of content are covered in depth. Wide range of contemporary references and sources are well cited when specific statements are made

High level of content is covered in depth. Wide range of good references and sources are well cited when specific statements are made

Appropriate content is covered in reasonable depth. Sources are generally well cited when specific statements are made

Most major sections of the relevant content included, but not covered in as much depth, or as explicit, as expected

Major sections of relevant content have been omitted or missed Inadequate references and poor citation

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References were basic and some errors of citation

TOTAL

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Assessment 3: End-term Test on Fundamental Concepts (25%) Due Date: Week 12

The goal of this assessment is to test your knowledge and comprehension of some fundamental concepts and terms used in Community Development.

Assessment Completion of an in-class test

Format Students are required to undertake 10 multiple-choice questions, 5 short-answer questions, and 1 case study for this test. All questions address material from the readings, lecturers and class tutorials between Weeks 1-11. Students will be given 90 minutes to complete this test. To do this, students must attend on the designated day and complete the set of questions that will be given out on test day. There will be a total of 25 marks assigned to this assessment. Each multiple-choice question will be allocated one (1) mark; short answer questions will be allocated two (2) marks each; and the case study will be awarded 5 marks. Total marks achieved will be converted to a percentage as reflected by overall weight of assessment 2. This is a formative and summative assessment, serving as a preparatory guide to the learning that we expect students to achieve.

Criteria Correct answers to the questions

Generic skills assessed

Information literacy

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Assessment 4: TUTORIAL PARTICIPATION & ACTIVITIES: Weeks 1-3 & Weeks 9-11 (10%) This assessment encourages students to articulate their ideas, build shared understandings, engage with content, and to contribute to a dynamic learning environment. Students are assessed for participation in tutorial discussions.

Criteria Areas to be covered Weight Outstanding participation • Contributing to whole class discussions

• Illustrating high quality of the contributions: to readings, materials, assessing the key issues, analysing problems

• Demonstrating high level of preparation and skills in leading discussions

• High level of facilitating skills and responding to peers’ contributions: in small group discussions or debate

• Leading group discussions

10%

Good participation • Contributing to good class discussions • Illustrating good quality of the contributions: to readings,

materials, assessing the key issues, analysing problems • Demonstrating good preparation and skills in leading

discussions • Demonstrate facilitating skills and responding to peers’

contributions: in small group discussions or debate • Illustrating some leading group discussions

7%

Satisfactory participation • Contributing to whole class discussions at times • Illustrating some quality of the contributions: to readings,

materials, assessing the key issues, analysing problems • Demonstrating some level of preparation and skills in

leading discussions • Demonstrating some level of facilitating skills and

responding to peers’ contributions: in small group discussions or debate

• Illustrating effort in leading group discussions

5%

Poor participation • Contribution to whole class discussions is absent • Illustrating minimal quality of the contributions: to

readings, materials, assessing the key issues, analysing problems

• Demonstrating minimal level of preparation and skills in leading discussions

• Demonstrating minimal level of facilitating skills and lacking responds to peers’ contributions: in small group discussions or debate

• Illustrating minimal effort in leading group discussions

0%

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IMPORTANT NOTES ON PASSING THIS UNIT

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.vic.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 lecturer sets other methods of submission. Please follow the below link to activate your Moodle account:

1. Type the URL: https://lms.stotts.vic.edu.au/ Username: Student Number Password: Student Number

For example, your student number is 1037234. To activate your Moodle, you will:

1. Enter your user name: 1037234 2. Enter your password: 1037234

Once you log-in, you will be required 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, attendance and results will be updated through RTOManager. Please follow the below instructions to activate your RTOManager account: 1. Type the URL: https://ae.rtomanager.com.au/ 2. Username: Student Number 3. Password: (will be emailed to you when your account has been setup, normally one week after your enrolment)

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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 lecturer 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 more than 50% of units undertaken in each semester. 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 semester, the student will be required to attend an intervention

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CAS101 Community Development – Trimester 2-2019

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. Assessment Submission and 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 BCS Written Assessment Formatting Guidelines available in the Moodle unit. Students must also ensure that their written assessment has been formally submitted by clicking the “Submit” button on Moodle. A ‘’Draft” version is not considered a formal submission and may incur a late penalty. Likewise, 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 unit co-ordinator/ or lecturer. Extension requests for up to 7 days must be submitted in writing to the lecturer 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 required 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 Up to a maximum of 7

days In writing, such as through an e-mail Lecturer

Before Due Date More than 7 days Application for Special

Consideration Form (Student Portal)

Course Coordinator (Campus Manager for Perth Campus)

After Due Date Application for Special Consideration Form (Student Portal) Must be submitted within three day of the due date

Course Coordinator (Campus Manager for Perth Campus)

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CAS101 Community Development – Trimester 2-2019

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 on a later date 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 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 cheating, plagiarising and colluding. It is the student’s responsibility to learn the conventions and become familiar with the Policy and Procedures for Academic Misconduct at https://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx 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 ten working days of publication of results to the Dean or Course Coordinator or Campus Manager or a 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 semester for all students. These workshops are extremely useful for study and they can help students obtain excellent academic outcomes.

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CAS101 Community Development – Trimester 2-2019

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 - 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

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level course and subsequent credit exemptions