Unit Outline
SAP103 Introduction to Welfare Law
| COURSE | Bachelor of Community Services |
| LEVEL OF STUDY CORE/ELECTIVE CREDIT POINTS |
1st Year Core 15 Credit Points |
| TOTAL COURSE CREDIT POINTS | 360 credit points |
| DURATION LECTURE & TUTORIALS PERSONAL STUDY HOURS |
One trimester 2 hours lecture, 1 hour tutorial per week 7 hours per week |
| TOTAL WORKLOAD PER WEEK PRE-REQUISITE CO-REQUISITE |
10 hours per week SAP102 Welfare Systems and Services in Australia Nil |
CONTACT DETAILS
Unit Coordinator
Dr Grania Sheehan, Email: [email protected]
Lecturers/Tutors:
MELBOURNE
Dr Grania Sheehan (M1 & M2), Email: [email protected]
SYDNEY
Dr Asraful Alam (S1, S2, S3, S5 & S6), Email: [email protected]
Shane Dang (S4, S5 & S6), Email: [email protected]
Lenka Olejnikova (S2 & S4), Email: [email protected]
Julie Porter-Stephens (S7, S8, S9 & S12), Email: [email protected]
Carlo Soliman (S10, S11 & S12), Email: [email protected]
BRISBANE
Cameron McLean (B1 & B2), Email: [email protected]
PERTH
Natasa Adamovic (P1, P2, P3), Email: [email protected]
Greg Swensen (P4, P5 & P6), Email: [email protected]
DESCRIPTION
An introduction to welfare law is concerned with the rights of vulnerable citizens in our society, the duties of those
organisations entrusted to protect them and the level of legal protection and support available for these
vulnerable citizens. The unit provides students with integrated knowledge of the relationship between welfare
law, ethics and human practice. It introduces students to welfare legal obligations, rights-based discourse and
regulation of human service professionals. Students will learn about court proceedings and tribunals in Australia
through practical examination of case studies. The unit will explore in depth factors that influence decision-making
and how human service professionals manage clients’ sensitive information. In addition, the unit will examine the
ways in which the law supports and protects children, people with a disability, the elderly, and cultural minorities,
specifically, Aboriginal and Torres Strait Islander peoples.
GRADUATE ATTRIBUTES
Graduates are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit
in the course contributes to the development of 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 required 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 |
2
| 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. |
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. |
3
UNIT LEARNING OUTCOMES
At the completion of this unit, a student should be able to:
| LO1 | Describe the fundamental principles of welfare law. |
| LO2 | Analyse knowledge of the relationship between welfare law, ethics and human practice.. |
| LO3 | Demonstrate an understanding on the nature of professional practice, including codes of ethics, standards and responsibilities, in the community services sector. |
| LO4 | Demonstrate an understanding on the connections between legal processes and ethical considerations. |
| LO5 | Apply knowledge of how welfare law protects: children, adults who experience domestic violence, separating families, people with a disability, the elderly, cultural minorities, Aboriginal and Torres Straits Islander communities. |
CONTENT
Topics will include:
1. Welfare Law and the justice system
2. Relationship between human service practice and law
3. Human service decision making and the law
4. Regulation of human services and managing client information
5. Courts, tribunals, and the human service practice
6. Supporting clients in the criminal justice system
7. Protecting adults and children from family violence
8. Protecting children from abuse
9. Supporting the elderly
10. Supporting people with a disability
11. Welfare systems and protecting welfare recipients
12. Protecting people from racial and religious based discrimination; and the Aboriginal and Torres Strait Islander experience
of welfare law and the justice system
LEARNING TASKS AND ASSESSMENT
Assessment questions must be directed to your Tutor.
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.
Where required, you must use APA 7 Referencing in your assessments.
4
| Assessment | Weight | Due | Learning Outcomes Assessed |
Course Learning Outcomes |
| ASSESSMENT 1: TAKE HOME EXAM BASED ON CASE STUDIES (WRITTEN ASSESSMENT) (1200 – 1400 WORDS) Application of the fundamental concepts of welfare law for community service workers (based on content covered in Weeks 1 – 4) |
25% | Week 5 | LO1, 2, 3 | CLO1 & 2 |
| ASSESSMENT 2: PRACTICAL (1400-1600 words) Support plan prepared for a client attending court (based on content covered in weeks 5 – 8) |
30% | Week 8 | LO0, 3, 4, & 5 |
CLO2, 6, 10 & 11 |
| ASSESSMENT 3: ESSAY (1500 – 1700 words) Analysis of the application of welfare law to a vulnerable group (based on content covered in weeks 5, 9 – 12) |
35% | Week 11 | LO1, 2, 3 & 5 | CLO1, 2, 4, 6, 9. |
| ASSESSMENT 4: PARTICIPATION (based on attendance and active participation in tutorials weeks 1-12) |
10% | Weeks 1-12 |
LO1-5 | CLO1 – 7 & 11 |
| TOTAL | 100% |
5
WEEKLY OUTLINE
| Week | Topic | Text reference and set readings | Tutorial Activity |
| Week 1 | Welfare Law and the Justice System | Kennedy et al., (2016, chp 2); Law Handbook. |
Welcome, overview of unit outline and assessments |
| Week 2 | The relationship between human service practice and the law |
Kennedy et al., (2016, chp 2); Health Justice Australia (2021). |
Examine a model of service integration |
| Week 3 | Human service decision making and the law |
Kennedy et al., (2016, chp 3 & 7); Australian Association of Social Workers (2020); Law Handbook. |
Apply the AASW Code of Ethics |
| Week 4 | Regulation of the human services and managing client information |
Kennedy et al., (2016, chp 4 & chp 5); Law Handbook. |
Assist a client to challenge a government agency decision |
| Week 5 | Courts, tribunals, and human service practice |
Kennedy et al., (2016, chp 6); Law Handbook. |
Assist a client to access legal and related support services |
| Week 6 | Supporting clients in the criminal justice system |
Kennedy et al., (2016, chp 8); Law Handbook. |
Research local court/tribunal and related support services for the victim of a crime. |
6
| Week 7 | Protecting adults and children from family violence. |
Kennedy et al., (2016, chp 9); Law Handbook. |
Assist a client to complete an application for a protective order. |
| Week 8 | Protecting children from abuse | Kennedy et al., (2016, chp 9); Law Handbook. |
Generate a cascade from a human right’s convention down to Australian law, policy and practice protocols |
| Week 9 | Supporting the elderly | Kennedy et al., (2016, chp 11); Law Handbook. |
Assist a client experiencing discrimination and elder abuse |
| Week 10 | Supporting people with a disability | Kennedy et al., (2016, chp 11); Law Handbook. |
Group discussion of Assessment 3 |
| Week 11 | Welfare systems and protecting welfare recipients |
Law Handbook. | Assist a client to challenge a government agency decision to refuse access to the NDIS |
| Week 12 | Protecting people from racial and religious based discrimination; and ATSI experience of welfare law and the justice system |
Kennedy et al., (2016, chp 11); Law Handbook. |
Discuss the Uluru Statement from the Heart, and law as a tool for self determination or oppression. |
7
PRESCRIBED TEXTS AND REQUIRED READING
Textbook:
Kennedy, R., Richards, J.L. & Leiman, T. (2016). Integrating human service law, ethics and practice
(4th ed.). Oxford University Press. (Available online via the Acknowledge Education library)
Law Handbook:
• Melbourne students – Fitzroy Legal Service (2021). The Law Handbook. Fitzroy Legal
Service, Melbourne. https://www.lawhandbook.org.au
• Sydney students – Redfern Legal Centre (2020). The Law Handbook. Redfern Legal Centre Publishing,
Sydney. https://legalanswers.sl.nsw.gov.au/law-handbook-your-practical-guide-law-nsw
• Perth students – Sussex Street Community Law Service (2019). Western Australian Law
Handbook. Sussex Street Community Law Service Inc., Perth.
http://austlii.community/foswiki/WALawHbk/WALawHandbook
• Brisbane students – Caxton Legal Centre Inc (as at 2016). The Queensland Law Handbook. South
Brisbane, Brisbane. https://queenslandandlawhandbook.org.au/the-queensland-law-handbook/
Required readings:
Australian Association of Social Workers. (2020). AASW: code of ethics. Barton, A.C.T.: Australian
Association of Social Workers. https://www.aasw.asn.au/practitioner-resources/code-of-ethics
Health Justice Australia. (2021). Health Justice Insights: health justice partnership as a
response to domestic and family violence. Health Justice Australia, Sydney.
https://www.healthjustice.org.au/researchers/
Uluru Statement from the Heart. https://ulurustatement.org/
Additional references to complement lectures
Australia. Productivity Commission. (2004). Review of the Disability Discrimination Act 1992:
Productivity Commission inquiry report. Melbourne: Productivity Commission.
Barnett, M. & Hayes, R. (2010). Not seen and not heard: protecting elder human rights in aged
care. (Australia). University of Western Sydney Law Review, Annual, Vol.14, p.45(39).
Basser, L. & Jones, B. The Disability Discrimination Act 1992 (Cth): A Three-Dimensional Approach
to Operationalising Human Rights.
Borowskki, A. & Sheehan, R. ‘The Children’s Court of Victoria’ in Sheehan, R., & Borowskki, A
(2013). Australia’s Children’s courts today and tomorrow. Dordrecht: Springer.
Byrnes, B. (2009). Improved protection of disability rights: Disability Discrimination Act 1992
amended. (Australia). Law Society Journal, Sept, Vol.47(8), p.44(2).
Ciftci, Sarah; Howard-Wagner, Deirdre. (2012). Integrating indigenous justice into alternative
dispute resolution practices: A case study of the aboriginal care circle pilot program in Nowra.
Australian Indigenous Law Review, Vol. 16(2), pp.81-98.
Clifford, D. (2016). Oppression and professional ethics. Ethics and Social Welfare, 02 January Vol.10(1),
p.418.
Freckelton, I. & Selby, H. (2013). Expert Evidence: law, practice, procedure and advocacy (5th ed).
Pyrmont, N.S.W. Thomson Reuters Professional Australia.
Gray, A. (2011). Religious freedom and section 116 of the Australian constitution: would a banning
of the Hijab or Burqa be constitutionally valid? Forum on Public Policy: A Journal of the Oxford Round
Table, Summer.
Herlihy, B., Hermann, M. & Greden, L. (2014). Legal and ethical implications of using religious beliefs as
the basis for refusing to counsel certain clients. (Special Section: Professionalism, Ethics, and ValueBased Conflicts in Counseling) (Report). Journal of Counseling and Development, April, Vol.92(2), p.148(6).
Ife, J. (1946-2012). Human rights and social work: towards rights-based practice. Port Melbourne,
Vic.: Cambridge University Press.
Kaplan, D. (2014). Ethical implications of a critical legal case for the counseling profession: Ward
v. Wilbanks (Special Section: Professionalism, Ethics, and Value-Based Conflicts in Counseling)
(Report). Journal of Counseling and Development, April, Vol.92 (2), p.142 (5).
Knapp, S., Vandecreek, L., Handelsman, M. & Gottlieb, M. (2013). Professional decisions and
behaviors on the ethical rim. (Author abstract). Professional Psychology, Research and Practice, Dec,
Vol.44 (6), p.378 (6).
Laragy, C., Bland, R., Giles, R. & Scott, V. (2013). Australian Practice Standards nine years on: Are
they useful? International Social Work, Vol.56 (5), pp.644-658.
Lundy, C. (1946-2011). Social work, social justice & human rights: a structural approach to practice.
North York, Ont.: University of Toronto Press
9
Mackay, A. (2015). Human Rights Protections for People with Mental Health and Cognitive
Disability in Prisons. Psychiatry, Psychology and Law, 02 November, Vol.22 (6), p.842-868.
Marks, J. (2012). Toward a unified theory of professional ethics and human rights. Michigan
Journal of International Law, Wntr, Vol.33 (2), p.215-263.
Matthews, B. & Bross, D. (2015). Mandatory reporting laws and the identification of severe child abuse
and neglect. Dordrecht: Springer.
McAuliffe, D. (2014). Interprofessional ethics: collaboration in the social, health and human services. Port
Melbourne, VIC: Cambridge University Press.
O’leary, P., Ming – Sum T. & Ruch, G. (2013). The Boundaries of the Social Work Relationship
Revisited: Towards a Connected, Inclusive and Dynamic Conceptualisation. British Journal of Social
Work, Feb, Vol.43 (1), p.135-153.
Rasmusson, B., Hyvonen, U., Nygren, L. & Khoo, E. (2010). Child-centered social work practice —
three unique meanings in the context of looking after children and the assessment framework in
Australia, Canada and Sweden. (Report) Children and Youth Services Review, March, Vol.32 (3).
Sibbald, B. & Holroyd-Leduc, J. (2012). Protecting our most vulnerable elders from abuse.
Canadian Medical Association Journal, Nov 6, Vol.184 (16), p.1763.
Soutphommasane, T. (2015). Forty years of the racial discrimination act. Alternative Law Journal,
Sep, Vol.40 (3), p.153-156.
Woodcock, R. (2011). Ethical standards in the NASW code of ethics: the explicit legal model, and
beyond. (National Association of Social Workers). Families in Society: The Journal of Contemporary
Social Services, Jan-March, Vol.92 (1), p.21-27.
Additional references to assist with research essay
Beecher, G. (2005). Disability Standards: The Challenge of Achieving Compliance with the
Disability Discrimination Act” AUJlHRights 5; 11(1) Australian Journal of Human Rights 5
Carney, Terry — “Neoliberal Welfare Reform and ‘rights’ Compliance Under Australian Social Security
Law” [2006] AUJlHRights 11; (2006) 12(1) Australian Journal of Human Rights 223
Nicholson, Justice Alastair — “Children and Young People – The Law and Human Rights” (FamCA)
[2002] FedJSchol 7
O’Neill, N. & Peisah, C. (2011). “Chapter 14 – The Proper Practice and Law relating to decisionmaking about Treatment and Care at the End of Life” SydUPLawBk 16; in Capacity and the Law.
Robertson, M. & Tranter, K. (2006). Grounding legal ethics learning in social scientific studies of
lawyers at work. Legal Ethics, Winter Vol.9 (2), p.211 (18).
Shacklock, Arthur; Lewis, Melea — Leading with Integrity: ethical leadership: a fundamental
principle of integrity and good [2007] GovNeteJl 3; (2007) 1(1) GovNet eJournal 22
Singer, M. (2000). Ethical and fair work behaviour: a normative-empirical dialogue concerning
ethics and justice. (Statistical Data Included). Journal of Business Ethics, Dec 1, Vol.28 (3), p.187(23).
USEFUL RESOURCES
Journals
• Australian and International Journal of Rural Education
• Child & Family Social Work
• Social Work Education
• Ethics & Social Welfare
• Journal of International Law
• International Social Work
• Journal of Social Welfare and Family Law
• Social Alternatives
• Social Work with Groups
• Australian Indigenous Law Review
• Journal of Counselling and Development
• Social Work with Groups
• Journal of Contemporary Social Services
11
Journal and Reviews
• ALRC Reform Journal 1995-
• Australian Journal of Human Rights (AJHR) 1994-
• Federal Judicial Scholarship 1980-
• GovNet eJournal (GovNeteJl) 2007-
• Law Institute Journal (LawIJV) 1997-2001
• Melbourne University Law Review (MelbULawRw) 1957-
• Monash University Law Review (MonashULawRw) 1974-
• Southern Cross University Law Review (SCULawRw) 2001-
• The Newcastle Law Review 1995-
• University of New South Wales Law Journal (UNSWLawJl) 1975-
• University of Western Australia Law Review (UWALawRw) 1948-
• University of Western Sydney Law Review (UWSLawRw) 2001-
Websites
www.aifs.gov.au
www.asic.gov.au
www.asx.com.au
www.austlii.edu.au
www.comlaw.gov.au
www.humanservices.gov.au
www.legislation.vic.gov.au
www.vecci.org.au
http://www.austlii.edu.au/cgibin/sinodisp/au/journals/SydUPLawBk/2011/16.html?stem=0&synonyms=0&query=elderly%20law
www.health.nsw.gov.au/pubs.
http://www.indigenous.gov.au/
Mandatory reporting of child abuse and neglect
CFCA Resource Sheet (2016) https://aifs.gov.au/cfca/publications/mandatory-reporting-child-abuse-andneglect
http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage
http://www.indigenousaustralia.info/
http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage
12
Assessment 1: Take home exam
(25%)
Due Date: Friday of Week 5
The goal of this take home written assessment is to test your understanding of some fundamental
concepts and terms used in welfare law, and to test your capacity to apply these concepts to practical
scenarios involving clients.
Assessment Criteria
| Assessment | |
| Format | Students are required to analyse a series of case studies, which will test understanding and application of the material from the readings, lectures and class tutorials from Weeks 1, 2, 3, 4. |
| Word Count: 1200 – 1400 words. | |
| Students will be given 7 days to complete the case studies and submit the assessment in Moodle. Take-home exam will be released Friday Week 4. |
|
| Further information will be provided during the tutorials. | |
| The only references required for this assessment are your lectures, tutorial exercises and text-book. Please cite your textbook where this resource is used. |
|
| Criteria | Correct answers in response to the case studies. |
| Criteria | Weight: 100% |
| Ability to respond to the case studies | 40% |
| Application of Unit content in the analysis | 50% |
| Structure: paragraph and sentence structure | 10% |
| Total | /25% |
13
| Criteria | High Distinction 80% -100% |
Distinction 70%- 79% |
Credit 60-69% |
Pass 50-59% |
Fail 0-49% |
| Ability to respond to the case studies |
Demonstrates excellent understanding of the issues raised in the case studies, and responds to all issues with significant detail. |
Demonstrates a good understanding of the issues raised in the case studies, and responds to most issues in detail. |
Demonstrates an adequate understanding of the issues raised in the case studies. Minor details are omitted. |
Demonstrates a basic understanding of the issues raised in the case studies. Important details omitted. |
Demonstrates little or no understanding of the issues raised in the case studies. Omits most detail. |
| Application of unit content in the analysis |
Response to the case studies demonstrates an excellent application of the concepts and content covered in lectures, tutorials and textbook readings. |
Response to the case studies demonstrates a good application of the concepts and content covered in lectures, tutorials and textbook readings. |
Response to the case studies demonstrates an adequate application of the concepts and content covered in lectures, tutorials and textbook readings. |
Response to the case studies demonstrates a basic application of the concepts and content covered in lectures, tutorials and textbook readings. |
Response to the case studies demonstrates little or no application of the concepts and content covered in lectures, tutorials and textbook readings. |
| Structure: paragraph and sentence structure |
Writing is clear, concise, and well organised with excellent sentence/paragraph construction. |
Writing is clear, concise, and well organised with good sentence/ paragraph construction. |
Writing is mostly clear, concise, and well organised with adequate sentence/ paragraph construction. |
Writing is fairly clear and organized with basic sentence/ paragraph construction. |
Writing is unclear and disorganised with poor sentence/paragraph construction. Numerous spelling, grammar, or syntax errors. |
14
Assessment 2: Practical Report (30%)
Due Date: Friday of Week 8
Word Count: 1400-1600 words
You are playing the role of a community service worker supporting a young adult son who is 18 years
old who is seeking an order to protect himself from family violence perpetrated by his step-father at
home where the son lives with his mother and step-father. You are required to investigate your local
court and relevant support services and submit a written Support Plan for your client (i.e., the 18 year
old son).
Based on your individual research, your written Support Plan must include the following:
(a) The location and role of the local court in the context of seeking a family violence protection order;
(b) A summary of the legal process as it relates to protecting the adult son from family violence by order of the
court;
(c) An overview of the local support services available in connection with the court and external to the
court that would assist your client;
(d) An explanation of how you (as the community service worker) would prepare if you received a
subpoena to both submit your file notes, and attend court as a witness in this case;
(e) Identify and discuss two ethical issues that could arise for you in your role as a community service
professional assisting the adult son in this matter. Include a description of how you would respond
to the ethical issues that you have identified.
The format of your report will be discussed in greater detail during tutorials.
You must use APA 7 Referencing. You must include a reference section in your report and acknowledge
any sources that you use, including all web-based sources. Please include at least 5 sources. Do NOT
utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute
academic references for the purpose of your assignment. If you rely on such sources for theoretical
support, you will be deemed NOT to have met the requirements of the assessment.
Assessment Criteria
| Criteria | Weighting 100% | HD | D | C | P | F |
| Court location and role | 20% | |||||
| Summary of the legal process | 20% | |||||
| Support services | 20% | |||||
| Preparation | 15% | |||||
| Ethics issues and worker response | 15% | |||||
| Paragraph and sentence structure | 10% | |||||
| TOTAL | /30% |
15
| Criteria for report |
High Distinction 80% -100% |
Distinction 70%- 79% |
Credit 60-69% |
Pass 50-59% |
Fail 0-49% |
| Local court and role (20% weight) |
Assessed the role of the local court comprehensively and accurately. |
Assessed the role of the local court in a way that is generally detailed and accurate. |
Assessed the role of the court in a way that is generally detailed and accurate. |
Assessed the role of the court with some inaccuracies. |
Superficial and inaccurate assessment of the role of the court. |
| Legal process (20% weight) |
Synthesized the legal process comprehensively, and accurately, focusing on areas of direct relevance to the elderly father and the worker. |
Summarized the legal process comprehensively and accurately. |
Summarized the legal process in a way that is generally detailed and accurate. |
Attempted to summarize the legal process with some inaccuracy. |
Superficial and inaccurate summary of the legal process. |
| Support services (20% weight) |
Support services at court and external to the court are comprehensively and accurately detailed, with clear links to the legal matter and the father’s needs. |
Support services and activities are comprehensivel y and accurately detailed. |
Support services and activities are presented in a way that is generally detailed and accurate. |
Support services and activities are presented with some inaccuracy and limited detail. |
Superficial and inaccurate presentation of support services and activities. |
| Preparation (15% weight) |
Comprehensive and accurate description of the role of the worker in providing documentary evidence and as a witness present in court. Demonstrates an excellent understanding of the preparation needed. |
Good description of the role of the worker in providing documentary evidence and as a witness in court. Demonstrates a good understanding of the preparation undertaken. |
Description of role of the worker in providing documentary evidence and as a witness in court that is generally detailed and accurate. |
Description of the role of the worker in providing documentary evidence and as a witness in court with some inaccuracy and limited detail. |
Superficial and inaccurate description pf role of the worker in providing documentary evidence and as a witness in court. |
| Ethics (15% weight) |
Two key ethical issues are clearly and accurately detailed with an excellent discussion of the worker response. |
Two key ethical issues are clearly and accurately detailed with a good discussion of the worker response. |
Two ethical issues are identified with some discussion of the worker response. |
An ethical issue is identified and described in some detail. Limited discussion of the worker response. |
Ethical issues are not identified and no discussion of the worker response. |
| Paragraph & sentence structure & referencing (10% weight) |
Clear presentation and structure. Wide range of good quality contemporary sources that are well cited. |
Clear presentation and structure. Range of good quality sources cited. |
Mostly clear presentation and structure. Sources are adequately cited. |
Large sections of the support plan are unclear and unstructured. References were basic with frequent errors of citation. |
Unclear presentation and disordered structure. Referencing missing from major sections of content. |
Assessment 3: Essay (35%)
Due Date: Friday of Week 11
Word Count: 1500-1700 words
The assessment will require you to research and review the welfare law and its application in practice
for one of the following vulnerable client groups:
• Mental health inpatients requiring protection of their human rights;
• Children requiring protection from parental abuse;
• People with a disability requiring protection from discrimination in the workplace;
• Elderly requiring protection from financial abuse.
Your essay must include the following:
• Analysis of the reasons why legal protection is needed;
• Overview of the relevant principles of welfare law that underpin the legal protection;
• Critique of the current application of the law for legal protection of your chosen vulnerable group.
Your essay must be based on a review of the literature and should include at least 8 current peerreviewed (scholarly) journal articles or book chapters. This is in addition to any textbook, websites or
other references you use. You must use APA 7 Referencing.
The format of your essay will be discussed in greater detail during tutorials.
Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way
constitute academic references for the purpose of your assignments. If you rely on such sources for
theoretical support, you will be deemed NOT to have met the requirements of the assessment.
Assessment Criteria
| Criteria | Weighting 100% | HD | D | C | P | F |
| Analysis of literature on topic | 20% | |||||
| Conclusions derived from analysis | 20% | |||||
| Explanation of the relevant welfare law relating to the chosen group |
25% | |||||
| Use and depth of research | 20% | |||||
| Structure and presentation | 10% | |||||
| Referencing | 5% | |||||
| TOTAL | /35% |
| Criteria for essay | High Distinction 80% – |
Distinction 70%- 79% |
Credit 60-69% |
Pass 50-59% |
Fail 0-49% |
| Analysis of literature on topic |
Provides accurate and complete explanations of all issues drawing on most recent scholarly literature. |
Provides accurate and complete explanations of most issues drawing on relevant literature. |
Explanations of issues can mostly be identified and often cites the relevant literature. |
Explanations of issues are sometimes identified and not always accurate, sometimes cites the relevant literature. |
Unclear or absent explanations of issues that are inaccurate or incomplete, does not cite the relevant literature. |
| Conclusions derived from analysis of the topic |
Shows an excellent understanding of how potential issues can be identified and their impact on targeted population. |
Shows a good understanding of how potential issues can be identified and their impact on targeted population. |
Shows an adequate understanding of how potential issues can be identified and their impact on targeted population. |
Shows a basic understanding of how potential issues can be identified and their impact on targeted population. |
Shows poor or no understanding of how potential issues can be identified and their impact on targeted population. |
| Explain the relevant welfare law relating to the chosen vulnerable group |
All of the relevant welfare law is clearly and accurately detailed, referenced and discussed. |
Most of the relevant welfare law is clearly and accurately detailed. |
Adequate coverage of the relevant welfare law and detail provided. |
Some of the relevant welfare law is identified. |
The relevant welfare law is not identified. |
| Use and depth of research | A comprehensive analysis is developed. Demonstrates insightful synthesis of the current research literature. |
A good analysis is developed. Demonstrates synthesis of the current research literature. |
An adequate analysis is developed. Summarises the literature. |
Basic analysis is evident along with some summarising of the literature. |
No analysis is evident. No summarising or synthesis of literature. |
| Presentation and structure |
Excellent written presentation and structure. |
Good written presentation and structure. |
Mostly clear presentation and a basic structure. |
Some sections of the essay are unclear and unstructured. |
Unclear presentation and no structure. |
| Referencing | Wide range of good quality, contemporary refereed sources that are well cited. |
Wide range of good refereed sources that are well cited. |
Sources are adequately cited. |
References were basic with frequent errors of citation. |
No references, or references unrelated to topic. Referencing missing from major sections of content. |
| TOTAL | /35% |
19
TUTORIAL PARTICIPATION & ACTIVITIES (10%)
This assessment encourages students to articulate their ideas, build shared understandings,
engage with content, and to contribute to a dynamic learning environment during tutorials.
| 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 not responding to peers’ contributions: in small group discussions or debate Illustrating minimal effort in leading group discussions |
<2% |
20
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.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:
1. Enter your username: 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).
21
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).
22
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 required 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 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 |
Tutor |
| Before Due Date | More than 7 days | Application for Special Consideration Form (Student Portal) |
Course Coordinator |
| After Due Date | Application for Special Consideration Form (Student Portal) Must be submitted within three days of the due date |
Course Coordinator |
23
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
24
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.
25
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 |
26
Version Control
| Version | 1, 20201222 |
| Study Period |
Trimester 1-2021 |
| 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 |
30.01.2021 |
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 |
| 30.01.2021 | 1, 20201222 | KS | Update to APA 7 referencing Update to all references to assessments/marking to be directed to Tutors |
27
Tags: academicwriting, assignment, assignmentday, assignmentdue, assignmenthelp, assignmenthelper, assignmenthelpers, assignments, assignmentsdue, assignmentssuck, assignmentstress, assignmenttime, assignmentwriting, college, dissertation, essay, essayhelp, essaywriting, essaywritingservice, homework, homeworkhelp, researchpaper, student, studentlife, students, thesis, thesiswriting, university, universityassignment, writing