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UNIT OUTLINE

SAP203 Developing Social Policy

COURSE LEVEL OF STUDY CORE/ELECTIVE CREDIT POINTS Online learning Activities PERSONAL STUDY HOURS TOTAL WORKLOAD PER WEEK PRE-REQUISITE CO-REQUISITE

CONTACT DETAILS

Unit Coordinator

Dr Camila Mozzini-Alister Email: [email protected]

(Online)

Bachelor of Community Services 2nd Year Core 15 Credit points

6 hours a week for online learning activities

4 hours per week for assessment preparation 10 hours per week SAP101 SAP102

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DESCRIPTION

This unit aims to extend students’ knowledge on systems and policy to better understand the main contested values underpinning social policy design in historic, comparative, and contemporary Australian contexts. Different political ideologies and alternative approaches to social policy are explored. Students will be able to compare Australian social policy approaches to those in other countries. Students examine how social policy is made within the institutions of the Australian Federal Government in interaction with a range of non-government players. Students will develop beginning skills to analyse social policy to advocate for policy change.

GRADUATE ATTRIBUTES

Graduates of Stott’s College are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Stott’s College’s Graduate Attributes which you should demonstrate on completion of the course.

GA2 Have the skills required to operate effectively within their chosen profession;

GA4 Be able to work independently and collaboratively;

GA6 Be self-critical and identify shortcomings in their own knowledge, skills and abilities;

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GA10 Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative and critical;

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 degrees (AQF Level 7). On completion of the degree, graduates will have achieved these learning outcomes in the following dimensions:

CLO2 Develop an appreciation for the legal framework in which organisations and communities operate.

CLO4

Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality.

CLO6 Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards.

CLO8

Demonstrate advanced counselling and communication skills in dealing with clients and other professionals.

Application of Knowledge and Skills

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LO10 Identify clients with complex and diverse needs and develop appropriate service provision.

CLO12 Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability.

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UNIT LEARNING OUTCOMES

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

LEARNING TASKS AND ASSESSMENTS 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. participation in the learning activities is crucial to pass this unit.

Where required, you must use APA 7 referencing in your assessments.

TOTAL

100%

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1. 1  Definitions

2. 2  Welfare concepts:

3. 3  Ideologies

4. 4  Welfare Regimes

McClelland, A. (2020). What is Social Policy? Forum Intro to asynchronous

In Life matters on a Guaranteed minimum income.

Daly, M., (2013). McClelland Values and Concepts in Design Chapter 2

Speech by The Hon Scott Morrison MP (edited for learning purposes) Centrelink statement for mutual obligation requirements. (June 2021)

Fenna, A. (2014). Ideologies in Fenna, Robbins, & Summers. Government and Politics in Australia. (10th ed.). Pearson Australia, 2014

McClelland & Smyth Chapter 2 pp. 2024.

Smyth, P., (2020). Australian social policy in an international context.

OECD (2019). Society at a Glance 2019: OECD Social Indicators, OECD Publishing, chapter 6 Equity indicator

learning Padlet welcome

Forum ABC podcast advocacy and the GMI

Forum: Child-care manager’s report back.

Padlet Build a convincing argument as a group that activation policy will be history by 2025.

Padlet History and terms

Forum Different problems different solutions.

Forum OECD (2019). Society at a Glance 2019

Padlet Narrative: Juliana policy groups here

Assess 1

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5. 5  AWS history and current

   issues

6. 6  Poverty, Inequity and

   Social Justice

7. 7  Theories of change

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9. 9  Federal

   government

10. 10  Not-for-Profit organisations

    and peak bodies

Smyth, P. (2020) Historical Context: Themes and Perspectives.

O’Brien, A. (2020). It’s time to leave, newspaper

McClelland Chapter 3 A Framework for Understanding, Advocacy and Action.

European Journal of Political Research 54: 450–465, 2015

Marston & McClelland chapter 3

Knaggard, A (2015). Multiple Streams Framework and the problem broker

Assessment 3 preparation

Keen, S. (2006). Non-Government Organisations in Policy in Colebatch (Ed.). Beyond the Policy Cycle, Allen and Unwin.

Policy group Padlet timeline.

Padlet Policy groups Padlet Policy changes and the contexts for those changes

Forum reflection on something learnt something missing

Policy groups posting how they are going with the assessment task.

Theories of power

Assess 2A

Federalism in Australia: comm state relations

Responsible government getting to know your minister

Who are your peak bodies and what do they do?

Rational and political peak bodies

Assess 2B

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11 Advocacy approaches

Hoefer, R. (2008). Policy Practice and Advocacy in Midgely & Livermore. The handbook of Social Policy.

Collaboration and Confrontation strategies

Advocacy strategies for specific contexts

Ass 3 Quiz

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Looking Forward

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ASSESSMENT 1: Short Answers Open Book Test (15%)

• For this assessment you are required to answer seven questions.

• This is an open book assessment.

• You may use but are not expected to use references.

• If you do take information from a source (e.g., a book, journal article, website, class lecture)

  you MUST reference (using APA 7) that source.

• It is expected this assessment task should take you approximately one (1) hour to complete.

• You have five (5) days to complete it and no extensions will be granted.

• Please download the assessment document and complete in MS-word. This assessment has 15

  marks allocated and to acquire all 15 marks you need to provide satisfactory response to all

  parts of each question.

• Please upload the completed assessment document as a MS-Word file.

Question 2 Read the required reading for week 1 – McClelland, A.,(2020) 2 marks Chapter 1 What is social policy in? A. McClelland, P. Smyth and G.

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10

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Total

/15

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Assessment 2A – Week 6:

Policy Analysis (30%)

Select one (1) policy from the list provided:

1. NDIS

2. Homelessness policy (state e.g. QLD, WA, NSW, VIC)

3. Family Violence policy (state e.g. QLD, WA, NSW, VIC)

4. Refugees policy

Clearly choose a key policy, using the concepts and literature provided in this unit, and through your own independent research, undertake an analysis of the selected policy. Your analysis will:

• Provide a brief history of this policy in Australia, key moments of change in either the problem and/or the policy and key social and political drivers of that change.

• Describe and discuss the ideological influences apparent in the policy as it stands today (use the Fenna reading from Assessment 1).

• Provide an example of a similar response to this issue in another jurisdiction e.g. UK, USA.

• Evaluate the extent to which this policy contributes to a more “socially just” Australia – this

  requires a definition of Social Justice found in the required readings.

  The essay will follow formal essay structure including an introduction, a body with your main points, and a conclusion that summarises your points and reiterates your position on the question of social justice.

  The literature will include the required readings for this unit, a primary source policy document, and one (1) peer reviewed journal article to add depth to your analysis. You cannot use sentences or quotes directly from web pages. Publications can be sourced from government web pages or non- government peak organisation web pages which will need to be fully referenced. The essay will follow APA7 academic formatting and referencing. Please see the SAP203 Unit Outline for the Marking Criteria.

Assessment 2A: Individual Written Essay Policy Analysis (30%) Marking Criteria

Demonstrated 20 comprehension of policy ideology, history and

comparative policy

Demonstrated 20 understanding of social justice

Depth and quality of 20 analysis

Demonstrated use of 20 literature

Student does not demonstrate understanding of concepts or student plagiarises most material therefore does not demonstrate understanding

Student does not demonstrate understanding of social justice or student plagiarises most material therefore does not demonstrate understanding

Does not demonstrate analysis skills or plagiarises too much

Does not use the required number, type and key (required reading) sources or plagiarises

Mixed comprehension of some but not all well understood

Mixed comprehension of social justice, some confused concepts and not well applied to the policy

Mixed analysis skills, demonstrates some ability to move between texts

Uses the required number and type of sources but the utilisation is mixed

Limited understanding Students has limited understanding of all ideology, history, comparative policy.

Limited understanding of social justice and ability to apply to the policy

Very good comprehension of all policy history, ideology and comparative policy

Very good comprehension and application of social justice

Very good ability to show connections between the policy, the

literature and the learning materials

Very good use of the

Excellent comprehension of policy history, ideology and comparative policy

Excellent comprehension and application of social justice concepts

Excellent ability to synthesise literature, learning material and policy documents

Excellent use of the required number and type of literature and is able to use literature to support own voice.

Limited ability. Student either stays with the text or with the theory but doesn’t link between them well

Uses less than the required number of sources and

required number and occasionally uses them in type of literature and can

the argument use the literature to support an argument

Writing, structure, expression, accurate references

20

Incorrect APA or below expected language structure and expression

Very good expression and minor errors in APA

Good expression and minor errors in APA

Excellent structure expression and always correct APA

100 Converted to 30%

Very good expression and always uses correct APA

Assessment 2B – Week 9:

Group (2 people) Policy Report (30%)

Building on the work you have individually developed in policy analysis for Assessment 2A, you are going to work in pairs to deepen your understanding of social policy.

The goal of Assessment 2B is to create a policy report that includes an action plan for policy change. For that, you are expected to identify gaps or areas of improvement within the same policy you have analysed in Assessment A:

1. NDIS

2. Homelessness policy (state e.g. QLD, WA, NSW, VIC)

3. Family Violence policy (state e.g. QLD, WA, NSW, VIC)

4. Refugees policy

From this selection, you need to provide:

• An aspect of the policy that you think is worth changing and a justification for that.

• An overview of relevant theories of policy change that could guide your work

• A brief scan of responsible government departments, non-government organisations, research

  organisations and peak bodies working in that policy area and the policy changes they are working

  on;

• A beginning plan for policy change. With whom in the sector would you work, what kind of

  campaign, actions or strategies do you think would suit this policy change. What groups, individuals, public officials or organisations would you target for your policy advocacy plan.

  The report will be between 1800-2000 words and can be formatted as a report with headings and an executive summary. The report will have references to literature using APA7 style.

  References will include all the required literature from weeks 7, 8, 9, and two (2) peer reviewed articles to provide evidence for your policy change.

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Assessment 2B: Advocacy Report (30%) Marking Criteria Mark

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Criterion

Demonstrated comprehension of the rational and critical/political processes involved in social policy design

Fail

Pass

Credit

Distinction

HD

20

20

20

Student does not demonstrate understanding of concepts or student plagiarises most material therefore does not demonstrate understanding

Limited understanding Students has limited understanding of the rational and political processes involved in social policy design

Mixed comprehension of the rational and political processes involved in social policy design

Very good comprehension of the rational and political processes involved in social policy design

Excellent comprehension of the rational and political processes involved in social policy design

Demonstrate an understanding of policy practice for community service work including analysis and advocacy

Student does not demonstrate understanding of policy practice for community service work including analysis and advocacy or plagiarises too much

Limited understanding of policy practice for community service work including analysis and advocacy

Mixed understanding practice for community service work including analysis and advocacy

Very good understanding and application of policy practice for community service work including analysis and advocacy

Excellent understanding and application of policy practice for community service work including analysis and advocacy

Depth and quality of analysis

Does not demonstrate analysis skills or

plagiarises too much

Limited ability. Student either stays with the text or with the theory but doesn’t link between them well

Mixed analysis skills, demonstrates some ability to move between texts

Very good ability to show connections between the policy, the literature and the learning materials

Excellent ability to synthesise literature, learning material and policy documents

Uses less than the required number and occasionally uses them in the argument

Uses the required number and type but the utilisation is mixed

Excellent use of the required number and type of literature and is able to use literature to support own voice.

Demonstrated use of literature

Does not use the required

number. type, and

key/essential readings or

plagiarises

Very good use of the required number and type of literature and can use the literature to support an argument

Writing, structure, expression, accurate APA 7 references

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100 Converted to 30%

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Assessment 3: Quiz (25%) Due Date: Week 11 30 minutes Opens 9am Monday Week 11. Closes 11pm Sunday Week 11. (Victorian time)

This will be a multiple choice and true/false quiz, testing concepts from the required readings. The quiz will open and close in week 11. Students can undertake the quiz at any time in week 11.

There is a 30-minute time limit on the single quiz attempt.

The 30 minutes starts at quiz commencement. The quiz will automatically close after 30 minutes. Each student will have one attempt at the quiz.

There will be 25 questions in the quiz.

The topics comprise; theories for how policy is made, the Australian government and nongovernment organisations. Questions are drawn from the required readings and focus questions for those topics.

Students will need to undertake the quiz having prepared for it. The quiz is not designed to be open book.

Questions will be randomly selected by Moodle from a question bank so no two students will have the same questions.

Required Texts

McClelland, A. & Smyth, P. (Eds.) (2014). Social Policy in Australia: Understanding for Action, (3rd ed.). Oxford Uni Press.

Further readings

Azzopardi, P. & Gray, N. (2010). Developing country health in a developed country: Personal perspectives. (Report). Journal of Paediatrics and Child Health, Sept, Vol.46, 549(3).

Banes, C. (2012). The Social Model of Disability: Valuable or Irelevant? in Watson, N., Roulstone, A., Thomas, C. The Routledge Handbook of Disability Studies. Routledge. Pp. 12-29.

Bichenbach, J. & Ciieza, A. (2011). The Prospects of Universal Disability Law and Social Policy. Journal of Accessibility and Design for All. 1, (01). 23-37.

Black, R. (2011). Student participation and disadvantage: limitations in policy and practice. Journal of Youth Studies, Vol.14(4), 463-474.

Carey, G., Riley, T. & Crammond, B. (2012). The Australian Government’s ‘Social Inclusion Agenda’: the intersection between public health and social policy. Critical Public Health. 22, (1). 47-59.

Carson, E., & Kerr. L. (2014). Australian Social Policy and the Human Services. Cambridge University Press. 19

Chenoweth, L. & McAuliffe, D. (2012). The road to social work & human service practice, (3rd ed). Cengage. Connolly, M. & Harms, L. (Eds.). (2009). Social work: contexts and practice, (2nd ed.). Oxford University Press. Cuthill, M. (2010). Strengthening the ‘social’ in sustainable development: Developing a conceptual

framework for social sustainability in a rapid urban growth region in Australia. Sustainable

Development, Vol.18(6), 362-373. Fawcett, B., Goodwin, S., Meagher, G. & Phillips, R. (2010). Social Policy for Social Change. Palgrave

MacMillan. Ferdinand, A., Paradies, Y. & Kelaher, M. (2015). Mental health impacts of racial discrimination in Australian

culturally and linguistically diverse communities: a cross-sectional survey. BMC public health, Vol.15,

p. 401. DOI: 10.1186/s12889-015-1661-1. Fook, J. (2012). Social work: a critical approach to practice. SAGE. Foster, M., Henman, P., Fleming, L., Tilse, C., Harrington, R. (2012). The Politics of Entitlement and

Personalisation: perspectives on a Proposed National Disability Long-term Care and Support Scheme

in Australia. Social policy in Australia. 11, (03) 331-343. Hartley, D. (2012). Social policy. Polity. Hasenfeld, Y., Garrow, E.E. (2012). Nonprofit Human Service Organisations, Social Rights and Advocacy in a

Neoliberal Welfare State. Social Service Review. 86, (2) 295-322. Hearn, J. (2010). Reflecting on men and social policy: Contemporary critical debates and implications for

social policy. Critical Social Policy. 30, (2) 165-188. Heidemann, G., Fertig, R., Jansson, B., Hansung, K. (2013). Practicing Policy, Pursuing Change, and

Promoting Social Justice: A Policy Instructional Approach. Journal of Social Work Education. 47, (1). 37- 52.

Hendrick, A. & Young, S. (2013). Working the ‘spaces’ between policy and practice: the contributions offered by resilience theory and action research. Child & Family Social Work, May 2013, Vol.18(2), 179-188.

Jamrozik, A. (2009). Social Policy in the Post-Welfare State: Australian society in a changing world. Pearson Deakin University, Faculty of Health.

Maidment, J. & Bay, U. (Eds). (2012). Social work in rural Australia: enabling practice. Allen & Unwin. McClelland, A. (2013). ASPA Occasional Lecture. Enhancing rights and protections, but what about

capability? Reflections from four decades of social policy engagement. The Australian Journal of

Social Issues. 48, (1) 7-14.

Mendes P. (2008). Australia’s Welfare Wars Revisited: The Players, The Politics and the ideologies. UNSW Press.

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Mendes, P., Mccurdy, S., Allen-Kelly, K., Charikar, K. & Incerti, K. (2015). Integrating professional social work identity and social justice advocacy: An analysis of the Australian campaign to restore Medicare rebates for accredited mental health social workers. Journal of Social Work, September, Vol.15(5),516536. DOI: 10.1177/1468017314552050

Mithen, J., Aitken, Z., Ziersch, A. & Kavanagh, A. (2015). Inequalities in social capital and health between people with and without disabilities. Social Science & Medicine, Feb, Vol.126, p.26.

O’Connor, M. & Netting, F. (2011). Analysing Social Policy: Multiple Perspectives for Critical Understanding and Evaluating Policy. 1-35. John Wiley Sons Inc., Chapter 1: An Overview of Social Policy Analysis.

Putland, C., Baum, F., Ziersch, A., Arthurson, K., Pomagalska, D. (2013). Enabling pathways to health equity: developing a framework for implementing social capital in practice. BMC public health, Vol.13, p. 517.

Rawolle, S. (2013). Understanding equity as an asset to national interest: developing a social contract analysis of policy. Discourse: Studies in the Cultural Politics of Education, 01 May, Vol.34(2) 231244. DOI: 10.1080/01596306.2013.770249.

Reid, E., Waring, M., Enriquez, C.R., Shivdas, M. (2012). Embracing Disruptions, responding to Uncertainties. Valuing Agency: Situating a Feminist approach to social protection. Development. 55, (3). 291- 298.

Rush, M. & Keenan, M. (2013). The social politics of social work: Anti-oppressive social work dilemmas in twenty-first-century welfare regimes. The British Journal of Social Work.

Smolak, A., Gearing, R., Alonzo, D., Baldwin, S., Harmon, S. & McHugh, K. (2013). Social Support and Religion: Mental Health Service Use and Treatment of Schizophrenia. Community Mental Health Journal, Vol.49(4) 444-450.

Spies-Butcher, B. (2014). Marketisation and the dual welfare state: Neoliberalism and inequality in Australia. The Economic and Labour Relations Review, Vol.25(2), 185-201. DOI: 10.1177/1035304614530076

Stein, G. & Fineberg, I. (2013). Advance Care Planning in the USA and UK: A Comparative Analysis of Policy, Implementation and the Social Work Role. British Journal of Social Work. 43, (2) 233- 248.

Surender, R. & Walker, R. (2013). Social Policy in a Developing World. Edward Elgar Publishing. Tilbury, C., Hughes, M., Bigby, C. & Osmond, J. (2017). ‘Social work research in the child protection field in

Australia’, The British Journal of Social Work, vol. 47, no. 1, 256-274. Walter, M., Taylor, S., Habibis, D. (2011). How White is Social Work in Australia? Australian Social Work.

64, (1) 6-19. Wilson, S., Meagher, G., Hermes, K. (2012). The social division of welfare knowledge: policy stratification

and perceptions of welfare reform in Australia. Policy and Politics. 40 (3) 323-346. 21

Winter, I. (2000). Social capital and public policy in Australia. Australian Institute of Family Studies. USEFUL RESOURCES Journals

• CommunityMentalHealthJournal • PolicyandPolitics • AustralianSocialWork • SocialPolicyforSocialChange

• JournalofSocialWork • Child&FamilySocialWork • CommunityDevelopmentJournal • Development • BritishJournalofSocialWork • SocialpolicyinAustralia

Websites https://apo.org.au/

OECD: http://www.oecd.org/home/ United Nations: http://www.un.org/ Australian Government web site: http://australia.gov.au Commonwealth parliament: http://www.aph.gov.au/ New

South Wales: http://parliament.nsw.gov.au/ Northern Territory: http://www.nt.gov.au/lant/. Queensland: http://www.parliament.qld.gov.au South Australia: http://www.sa.gov.au/government/sagov.htm Tasmania: http://www.parliament.tas.gov.au/

Victoria: http://www.parliament.vic.gov.au/ Western Australia: http://www.parliament.wa.gov.au/

Political parties

Australian Democrats: http://www.democrats.org.au/ Australian Greens: http://greens.org.au Australian Labor Party: http://www.alp.org.au/ Liberal Party of Australia: http://www.liberal.org.au/ National Party of Australia: http://www.nationals.org.au/

Interest groups

Australian Education Union: http://aeufederal.org.au/ Australian Conservation Foundation: http://acfonline./org.au/ Council of Social Service: http://www.acoss.org.au/ Australian Council of Trade Unions: http://www.actu.asn.au/ Business Council of Australia: http://www.bca.com.au/ Council for Aboriginal Reconciliation Secretariat: http://www.austlii.edu.au/car/

Australian

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National Women’s Justice Coalition: http://www.nwjc.org.au/

Media

The Age: http://www.theage.com.au/ The Australian: http://www.theaustralian.com.au Canberra Times: http://www.canberratimes.com.au/ Sydney Morning Herald: http://www.smh.com.au/ Info Xchange Home Page: http://www.infoxchange.net.au Youth news: http://www.youth.infoxchange.net.au/youth/ Community news: http://www.communitynews.infoxchange.net.au/ Health news: http://www.healthnews.infoxchange.net.au/ Disability news: http://www.disabilitynews.infoxchange.net.au/

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 lecturer 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.

PleasefollowthebelowinstructionstoactivateyourRTOManageraccount: Type the URL: https://ae.rtomanager.com.au/ Username: Student Number Password: (will be emailed to you when your account has been setup, normally one week after

your enrolment).

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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-todate 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

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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 at least 50% of units undertaken in each trimester. Where applicable, the student must at all times be capable of completing the course within the expected duration as specified on the Confirmation of Enrolment (CoE).

If the student fails to demonstrate this, they will be identified as a student who is “at–risk” of failing to complete their course within the expected duration. In order to avoid this and to ensure that the student’s study will improve in the subsequent trimester, the student will be 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 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

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(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).

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.

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Contract Cheating Occurs when a student submits work that has been completed for them by a third party, irrespective of the third party’s relationship with the student, and whether they are paid or unpaid (Harper & Bretag et al 2018). The consequences and more information can be found in Stott’s College’s Academic Misconduct policy and procedure at https://ae.rtomanager.com.au/

Results or Grade Review

If the student would like to request a review of their assessment results, the student must fill and submit the Application for Review or Remark of Assessment Form (Student Portal on RTOManager) within 20 working days to the Course Coordinator or delegate. Reviews after this date will not be heard. There will be a charge associated with this application, and any changes made to the results will override the original results and be final.

Student Support

The lecturers and tutors will be able to assist the student regarding unit specific questions or assessment queries. In addition to this, there are a variety of other academic and non-academic support services available to assist students in their study ranging from how to analyse assignment questions, researching for background reading, structuring answers to rewriting skills and citing and referencing correctly. Please contact your Academic Support Officer in your campus or program for more details. There will also be workshops on library and study skills available throughout the trimester for all students. These workshops are extremely useful for study and they can help students obtain excellent academic outcomes. Assessment Grades

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ND

DNA

Q

Deferred Result

Did Not Attempt Unit

Did Not Make Terms

–

0

0 – 100

Interim grade pending result of a deferred exam

Enrolled in unit, did not withdraw but did

not attempt any unit assessments

Failed unit for any other reason

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Version Control

Version

Study Period

Reviewer

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

1, 20201222

Trimester 2-2023

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.

22.05.2023 Document Change and Review log

Date of Review

Date Version B Notes

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