Extended Unit Outline – UNCC300: Justice and Change in a Global World
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FACULTY OF THEOLOGY AND PHILOSOPHY
CORE CURRICULUM
SEMESTER 1, 2023
MULTI-MODE (STREAM 1)
UNCC300: JUSTICE AND CHANGE IN A GLOBAL WORLD
EXTENDED UNIT OUTLINE
Credit points: 10
Prerequisites/incompatibles: UNCC100 Self and Community: Exploring the Anatomy of Modern
Society or PHCC102 Being Human or PHCC104 Ethics and the Good Life
Incompatible units: UNCC301 Humanity in Catholic History and Culture (International), UNCC302
Human Dignity in an International Context, PHCC320 The Just Society
Academic & Administration team:
Lecturer in Charge & Core Curriculum Coordinator: Dr Zachariah Duke
Office location: 640.G.66 (Mount St Mary Campus – Strathfield)
Email: [email protected]
Lecturer & Core Curriculum Academic Officer: Dr Blake Wassell
Office location: 640.G.71 (Mount St Mary Campus – Strathfield)
Email: [email protected]
Tutors: Your tutor is your first point of contact in this unit. You can locate details of your tutor
on Allocate+, ACU’s timetabling system or on LEO. Your tutor will be leading the learning in
your tutorial classes and will mark your assessment tasks. Please contact your tutor via email
in the first instance. You can find your tutor’s email address in the ‘Communication and support’
folder/tile on LEO.
Core Curriculum Administration Team: For tutorial selection or clash enquiries, and all other
general Core Curriculum enquiries, can be directed to the Core Curriculum Administration
Team, via the Core Curriculum – Student Contact Form.
Unit rationale, description and aim:
‘Interdependence obliges us to think of one world with a common plan’. (Pope Francis,
Laudato Si’: On Care for our Common Home, p.122)
Pope Francis challenges us to extend our thinking across new ways in which the relationship
between self and community can be realised. In achieving a global consensus on the nature
of our relationship to each other and the world in which we live, Pope Francis calls for a
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renewed emphasis on the dignity of the human person as the basis of all action, advocacy
and solidarity. Universal fraternity and aspirations for the common good begin with a basic
recognition that we need one another. In this unit you should develop your understanding of
the dignity of the human person within the context of a global community. You should
develop skills that may assist the cooperative efforts of government, business, faith groups,
and not-for-profit agencies to achieve a more just and equitable world. On completion of this
unit you should have acquired the skills and knowledge to become an active agent for
change in an interconnected and interdependent world. This unit is the second of two units
which are part of the University Core Curriculum.
Mode: Multi-mode.
This unit requires you to attend: 1) 1 x 1-hour online opening workshop in week 1 of the
semester; 2) 10 x 1-hour tutorial classes (either on-campus or online) between weeks 2 and
11 of the semester (10 tutorial classes in total); and 3) 1 x 1-hour online closing workshop in
week 12 of the semester, as well as complete unit readings and activities on the LEO unit
site. Your attendance and active participation during workshops and tutorial classes are
strongly recommended. Please refer to Allocate+, ACU’s timetabling system, for details of
the opening/closing workshop and your allocated weekly tutorial class. This unit adopts a
“flipped classroom” pedagogy, and as such, there are no lectures for this unit.
Attendance pattern: Tutorials and online readings and activities.
Duration: You should anticipate undertaking 150 of study for this unit, including class attendance,
readings, and assignment preparation.
LEARNING OUTCOMES
On successful completion of this unit, you should be able to:

in terms of advocacy and engagement with community organisations. (GA2, GA3, GA4, GA5,
GA8)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:

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CONTENT
Topics will include:
• Revisiting key concepts from UNCC100, e.g., Human Dignity
• Frameworks for Human Dignity
• Historical examples where human dignity was absent
• Human dignity in contemporary society
• Case studies
• Defining advocacy
• How does one achieve advocacy in a professional context?
• Community engagement principles
• Models of community engagement
• Community engagement – global organisations
• Working for change and the common good
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys. Based on the previous student feedback, the following changes have been made
since the last offering of this unit:
• Assessments have been redesigned in an attempt to provide greater diversity in the types of
tasks completed. Assessments have been redesigned to make them more relevant for
students and to increase student engagement.
• Greater choice of unit readings, especially the course of study-specific readings.
• Curriculum and instructional adjustments to provide alternative representations of
educational resources, as well as to motivate students through engagement with their own
personal and professional interests.
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
This unit is delivered in the following modes:
• mixed mode over a 10-week period in a normal university semester, with lectures delivered
online and tutorials via attendance; or
• intensive mixed mode delivered in winter and summer semesters with lectures delivered
online and tutorials via attendance; or
• synchronous online mode over a normal university semester.
• Asynchronous online mode over a 10-week teaching period through ACU Online, where the
course is offered via this platform.
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The use of the LMS is integral to the unit. The approach to learning and teaching is via active
learning where students are supported through the provision of learning resources and class
activities (ether in physical or virtual classrooms) to take responsibility for their individual learning.
Students are expected to participate in the activities provided either in class or online and to be able
to extend their learning through working alongside other students and undertaking individual
research. Students are supported in their learning through the provision of:
• Learning modules
• Discussion forums and chat rooms
• Guided readings and links to electronic readings
• Self-assessments and other self-directed learning activities.
When offered via ACU Online, this unit uses an active learning approach to support students in the
exploration of knowledge essential to the discipline. Students are provided with choice and variety in
how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active
learning opportunities provide students with opportunities to practice and apply their learning in
situations similar to their future professions. Activities encourage students to bring their own
examples to demonstrate understanding, application and engage constructively with their peers.
Students receive regular and timely feedback on their learning, which includes information on their
progress.
LECTURE CAPTURE
There are no lectures for this unit. All learning and teaching resources can be found in the five
module areas on LEO.
KEY UNIT INFORMATION
1. For each of the five modules, all students will be required to read at least two readings: one
reading designated for all students and one reading that connects the module theme to their
course of study. We collate the course of study readings under the four ACU faculties: Faculty of
Education and Arts (FEA); Faculty of Health Sciences (FHS); Faculty of Law and Business
(FLB); and Faculty of Theology and Philosophy (FTP). If you are unsure what faculty you are
attached to, please contact your course coordinator or AskACU. Not every reading will have
direct application to your own course of study (degree program you are enrolled in at ACU):
some readings will be broadly relevant to your faculty, and others will be more specifically
relevant to particular disciplines in your faculty. You may also want to draw on research you
have come across in other classes that you have already taken in your course of study. You can
access the unit readings through Leganto (click on “Reading List” in the LEO site’s “Information
and resources” folder/tile).
2. When we use the term “course of study” in this unit, we are referring to the degree program you
are enrolled in at ACU, e.g., Bachelor of Primary Education, Bachelor of Exercise and Sports
Science, Bachelor of Nursing, Bachelor of Business, Bachelor of Law, Bachelor of Theology, etc.
3. This unit adopts a ‘flipped classroom’ pedagogy. The tutorial classes are largely student-led, not
tutor-led. As such, you will be expected to complete the prescribed learning activities (as set out
in the ‘Schedule’ in the Extended Unit Outline) prior to each tutorial class. The tutorial classes
are specifically set aside for critical discussions, engagement, and other interactive activities and
elements. This in turn will lead to a deeper understanding of the key concepts. There are no
lectures in this unit. Your active participation is key to your success.
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4. You should anticipate undertaking 150 hours of study in this unit, including: 1) 1 x 1-hour
opening session; 2) 10 x 1-hour tutorial classes; and 3) 1 x 1-hour closing workshop. Please
consult your timetable for specific days and times of your opening/closing workshop and weekly
tutorial classes.
5. Please regularly check the ‘Unit announcements from the Lecturer in Charge & Lecturer’ and
‘The Café’ on LEO (in the ‘Communication and support’ folder/tile) for updates from the Lecturer
in Charge/Lecturer and/or your tutor. If you are enrolled as an online student, you will find your
unique Zoom link and other associated details on ‘The Café’. If you are not successful in locating
these details, please email your tutor. Your tutor’s email address can be located in the
‘Information and resources’ and ‘Communication and support’ folders/tiles on LEO.
6. Whilst there are no formal attendance requirements in this unit, we expect students to attend
and actively participate in all tutorial classes. Statistics tell us that students who actively
participate in all tutorial classes have a better chance of succeeding in the unit. If it is not
possible for you to attend the scheduled tutorial classes due to a planned clinical placement,
salaried work, etc., we strongly encourage you consider withdrawing and re-enrolling in this unit
at another time where your active participation will be possible. For your convenience: this unit is
generally offered in Semester 1, Winter Term, Semester 2, and Summer Term. Kindly also note
that extension and special consideration applications that list ‘planned clinical placements’ and
‘salaried work’ as the reason when applying, will not be approved. Kindly note that the
opening/closing workshops will be recorded, but the tutorial classes are not recorded in this unit,
hence the importance of your live attendance.
7. If you are enrolled in the online offering of this unit, it is expected that you actively participate,
which includes enabling your webcam and joining the session from an environment that will
encourage active learning. Please be mindful of ACU’s Netiquette principles.
8. Across the semester you will predominantly be in contact with your tutor, who will facilitate your
tutorial classes, as well as mark your assessment tasks. You will also hear from the Lecturer in
Charge and Lecturer from time-to-time.
9. Before sending an email to the Lecturer in Charge, lecturer, tutor, or the Core Curriculum
Administration Team, please include the following information:
o Your name
o Your student number
o What unit you are enrolled in, e.g., UNCC100 or UNCC300
o Your campus location
o Your tutor’s name
10. Please use only your ACU student email account when communicating with your tutor and any
other ACU staff member. It is university policy that ACU staff cannot respond to students using
other email accounts, such as Gmail, Hotmail, etc. to safeguard your own privacy. Messages via
LEO from the Lecturer in Charge and your tutor will also go to your ACU student email (please
ensure your email notifications are enabled by clicking the ‘Preferences’ link in the menu under
your name at the top right of the LEO interface).
11. For extension and special consideration applications, please refer to the information below or in
the ‘Assessment’ folder/tile on LEO for more information. Please make sure you read this
thoroughly before applying.
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SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
The census date for Semester 1, 2023 is 31 March 2023. This is the final date to withdraw without
financial and academic penalty (i.e., no academic or financial liability. Treated as non-effective
enrolment. Will not appear on academic transcript). Students can withdraw from a unit via Student
Connect. Results release date for Semester 1, 2023 is 30 June 2023.

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ASSESSMENT STRATEGY AND RATIONALE
The assessment tasks in this unit are designed to build the students’ engagement with the material
in a progressive way, in order to assist them in meeting the unit Learning Outcomes. These tasks
lead the students through the increasingly complex phases of explanation and reflection, analysis,
and finally application.
The assessment structure will remain consistent across all modes of offering. Some flexibility may
be exercised in the options available to students, consistent with achieving the learning outcomes
and meeting the Graduate Attributes.
The first task serves to remind students of the principles of Catholic social thought (CST), and
invites them to reflect upon these principles especially in the context of reflection on how they relate
to their course of study at ACU. As a lightly weighted and early task, it serves to consolidate and
orientate the students to the more focused work to come.
The second task is linked to the units’ focus on global perspectives, and requires the students to
analyse the UN Sustainable Development Goals (SDGs) in light of Catholic social thought. As a
more challenging task, this assessment piece is more strongly weighted, and it helps pave the way
toward the final task that has a focus on the demonstration of ‘deep’ learning.
The final assessment task is designed to build on these first two by assessing students’ ability to
creatively apply their understanding of CST and the SDGs to a local community. As such, it requires
students to show how the principles and aspirations they have studied in the unit can be applied
concretely in real contexts in ways that make a difference to the lives of people. Consequently, this
task is the most heavily weighted of the three.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Electronic submission, marking and return through Turnitin/LEO is being used for this unit.

ASSESSMENT TASK 1: REFLECTIVE TASK
In Laudato Si’ Pope Francis writes extensively about our complex and interrelated world. He draws
attention to what he sees as pressing social, environmental, and moral issues, and the need for
integral rather than piecemeal approaches for positive change and transformation.
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In this task you will reflect on how key themes of Laudato Si’ and principles of Catholic social
thought relate to your course of study.
Course of study: the degree program you are enrolled in at ACU.
Why does thinking deeply and critically about both human dignity and the common good matter to
the professional work you would like to do in communities? In this respect, how has ACU prepared
you for post-university life with your qualification, or not?
Answer the question by writing the script for a short graduation speech that reflects critically on your
course of study and its ideal connection with your future profession.
Use one of the following two excerpts from Pope Francis’ Laudato Si’ as a springboard for your
speech and interweave it with your reflection on your course of study. Put another way, base your
reflection on the key ideas in one of the excerpts, and incorporate these ideas throughout to show
their significance.
i) Francis, Laudato Si’, paragraph 142: “If everything is related, then the health of a society’s
institutions has consequences for the environment and the quality of human life. “Every violation of
solidarity and civic friendship harms the environment”. In this sense, social ecology is necessarily
institutional, and gradually extends to the whole of society, from the primary social group, the family,
to the wider local, national and international communities. Within each social stratum, and between
them, institutions develop to regulate human relationships. Anything which weakens those
institutions has negative consequences, such as injustice, violence and loss of freedom. A number
of countries have a relatively low level of institutional effectiveness, which results in greater
problems for their people while benefiting those who profit from this situation.”; or,
ii) Francis, Laudato Si’, paragraph 157: “Underlying the principle of the common good is respect for
the human person as such, endowed with basic and inalienable rights ordered to his or her integral
development. It has also to do with the overall welfare of society and the development of a variety of
intermediate groups, applying the principle of subsidiarity. Outstanding among those groups is the
family, as the basic cell of society. Finally, the common good calls for social peace, the stability and
security provided by a certain order which cannot be achieved without particular concern for
distributive justice; whenever this is violated, violence always ensues. Society as a whole, and the
state in particular, are obliged to defend and promote the common good.”
It is a requirement that you:
a) demonstrate engagement with Module 1: Laudato Si’.
b) cite at least the following three resources:
i. Francis, Laudato Si’ (including either paragraph 142 or paragraph 157, as per the
specifications above).

c) identify your course of study.
d) identify your chosen paragraph from Laudato Si’ (N.B.: when citing Laudato Si’, please ensure
you include specific paragraph number(s)).
Further instructions:
a) Submit the script – and only the script (i.e., the text) – through Turnitin. You are not required
to deliver or record the speech yourself.
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b) Given this is a speech, remember that it would be read aloud in a formal setting. Use the first
person. Incorporate in-text citations where appropriate.
c) For assistance writing in this genre, please refer to ACU’s Academic Skills Unit resources:
‘Reflective writing: Introduction to reflective writing in Education’ and ‘Academic writing:
Reflective writing’.
d) Students are encouraged to review the AT1 student writing guide (which can be found in
‘Assessment’ folder/tile on LEO) and attend/participate in the AT1 drop-in session with the
unit lecturers and other university professional staff (details will be published in the
‘Assessment’ folder/tile on LEO and via a LEO announcement, approximately 2-3 weeks
before the due date).
e) Students are encouraged to review AT1 assessment criteria (below in Appendix A) and the
‘General Assessment Writing and Research Guidelines’ (which can be found below and in
the ‘Assessment’ folder/tile on LEO) as part of their preparation to submit this task.
f) Students are also encouraged to review the: 1) UNCC300 unit bibliography; and 2) General
Core Curriculum bibliography for suggestions of course of study-specific readings and
resources (which can be found in the ‘Information and resources’ folder/tile on LEO).
g) After each “prescribed resource” in your reference list/bibliography, please add in square
brackets (e.g., [ ] ) which prescribed resource you are identifying it as, e.g.:
Anna Rowlands, Towards a Politics of Communion: Catholic Social Teaching in Dark Times
(London: T&T Clark, 2021) 1–14 (“Introduction”). [Required resource.]
Joan M. Marston, “The Spirit of ‘Ubuntu’ in Children’s Palliative Care,” Journal of Pain and
System Management 50 (2015) 424–427. [Course of study-specific resource.]
McGill University, “The 2019 Claude Ryan Lecture on Catholic Social Thought – Charles
Taylor,” YouTube video clip, https://youtu.be/IR2tvIXvnds (accessed 13 February 2023).
[LEO resource from Module 1.]
h) After your “Bibliography/Reference List” heading, please add in square brackets (e.g., [ ])
which referencing convention you are using, e.g.:
Bibliography (Turabian)
Reference List (APA, 7th ed.)

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Assessment criteria: Please refer to Appendix A at the end of the Extended Unit
Outline for further details on the assessment criteria/rubric for
this assessment item.
ASSESSMENT TASK 2: ANALYTIC TASK
In this task students will analyse the extent to which a Sustainable Development Goal incorporates
human dignity and the common good in practical ways.
Choose one target from either SDG 13 (Climate Change) or SDG 16 (Peace, Justice and Strong
Institutions), and analyse how it accounts for human dignity and the common good in the context of
a specific global community. How is your course of study preparing you to do work that will make
progress toward achieving this target?
Target: the components that work together to address each individual SDG. SDG 13 has 5
“targets”, and SDG 16 has 12 “targets” – you can find all the targets for these SDGs at Goals
– The Global Goals. Choose just one target from either SDG 13 (Climate Change) or SDG
16 (Peace, Justice and Strong Institutions).
Specific global community: your choice, but it must be a multi-national community not
limited to any one country.
Course of study: the degree program you are enrolled in at ACU.
For your analysis, offer your reasoned opinion in the form of either: 1) an online feature article; or, 2)
an invited blog post. Think about the discipline area and/or sector connected to your course of
study globally.
It is a requirement that you:
a) demonstrate engagement with Module 2: Sustainable Development Goals.
b) cite at least the following four resources:
i. Wolfgang Sachs, “The Sustainable Development Goals and Laudato si’: varieties of PostDevelopment?” Third World Quarterly 38 (2017) 2573–2587.
ii. United Nations, The Sustainable Development Goals Report 2022:
https://unstats.un.org/sdgs/report/2022/.
iii. one LEO resource (e.g., LEO book, a linked article, reading (other than the Sachs reading), a
YouTube video clip, etc.) that is included in the LEO folder/tile for Module 2: Sustainable
Development Goals.
v. one course of study-specific reading/resource from Module 2: Sustainable Development
Goals.
c) identify your course of study, chosen SDG, chosen target, and chosen specific global
community.
Further instructions:
a) Students are encouraged to review the AT2 student writing guide (which can be found in
‘Assessment’ folder/tile on LEO) and attend/participate in the AT2 drop-in session with the
unit lecturers and other university professional staff (details will be published in the
‘Assessment’ folder/tile on LEO and via a LEO announcement, approximately 2-3 weeks
before the due date).
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b) Students are encouraged to review AT2 assessment criteria (below in Appendix B) and the
‘General Assessment Writing and Research Guidelines’ (which can be found below and in
the ‘Assessment’ folder/tile on LEO) as part of their preparation to submit this task.
c) Students are also encouraged to review the: 1) UNCC300 unit bibliography; and 2) General
Core Curriculum bibliography for suggestions of course of study-specific readings and
resources (which can be found in the ‘Information and resources’ folder/tile on LEO).
d) After each “prescribed resource” in your reference list/bibliography, please add in square
brackets (e.g., [ ] ) which prescribed resource you are identifying it as, e.g.:
Anna Rowlands, Towards a Politics of Communion: Catholic Social Teaching in Dark Times
(London: T&T Clark, 2021) 1–14 (“Introduction”). [Required resource.]
Joan M. Marston, “The Spirit of ‘Ubuntu’ in Children’s Palliative Care,” Journal of Pain and
System Management 50 (2015) 424–427. [Course of study-specific resource.]
McGill University, “The 2019 Claude Ryan Lecture on Catholic Social Thought – Charles
Taylor,” YouTube video clip, https://youtu.be/IR2tvIXvnds (accessed 13 February 2023).
[LEO resource from Module 1.]
e) After your “Bibliography/Reference List” heading, please add in square brackets (e.g., [ ])
which referencing convention you are using, e.g.:
Bibliography (Turabian)
Reference List (APA, 7th ed.)

ASSESSMENT TASK 3: APPLIED TASK
In this task students will demonstrate an understanding of a structural issue affecting their
professional sector and explain how they might respond to this issue in the future when working in
the context of a local community organisation.
What is the most problematic structural issue in your sector and how has this unit of study
(UNCC300) influenced the way you might look to respond once you complete your course of study
at ACU?
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Explain your response in an argumentative essay. The crux of the task is to think through where
positive change is necessary, and how it is possible. Put another way, what’s the problem, and
what’s a way forward?
You must also apply your understanding of the broad systemic issue to your professional sector in
terms of the advocacy of a local community organisation. That is, how could the local
community organisation assist in responding to the structural issue in your professional
sector?
Structural issue (or systemic issue): some examples might include gender equality,
disability inclusion, First Nations recognition and consultation, environmental sustainability,
modern slavery, etc. Your sector will no doubt have multiple structural issues, but the
purpose of this task is to identify the most problematic one, in your view, and justify your
choice. To do so, you must compare your issue with at least one other issue, indicating how
these issues interrelate and intersect.
Course of study: the degree program you are enrolled in at ACU.
Professional sector: broad future profession, i.e., education-sector, nursing-sector, legalsector, etc.
Local community organisation: your choice, but it must be local and community-based
(preferably as ‘local’ as possible, i.e., your local government area/local council area – not
global). You may find it helpful to go to your local council website and select
an organisation operating in your LGA (local government area – e.g., City of Sydney:
Community groups, etc.). You may also find it helpful to look at Partners | Sustainable
Development Goals Australia.
It is a requirement that you:
a) demonstrate engagement with all five-unit modules, specifically: your response must explicitly
explain the relationship Modules 1 and 2 have with Modules 3, 4, and 5.
b) you must also incorporate one of the Laudato Si’ excerpts from AT1 and one of the SDGs from
AT2. Include either the whole Goal or a selection of one or more of its targets. You are welcome
to choose the same Laudato Si’ excerpt and Goal/targets, but do not recycle any content from
your previous assessment submissions.
c) cite at least the six academic and/or official resources that are located in the unit materials (e.g.,
unit bibliography, LEO books, tutorials) or in similar journals, websites, etc. Use an appropriate,
eclectic, synthesised sample of material from the unit, including course- and professional sectorspecific literature that is directly relevant to your piece.
d) in satisfying these research requirements above in item c), aim to incorporate an appropriate
level of critical detail, and to integrate multiple different perspectives, even – and especially – if
you do not agree with all of them.
e) identify your course of study, chosen structural issue, professional sector, and chosen local
community organisation.
Further instructions:
a) Students are encouraged to review the AT3 student writing guide (which can be found in
‘Assessment’ folder/tile on LEO) and attend/participate in the AT3 drop-in session with the
unit lecturers and other university professional staff (details will be published in the
‘Assessment’ folder/tile on LEO and via a LEO announcement, approximately 2-3 weeks
before the due date).
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b) Students are encouraged to review AT3 assessment criteria (below in Appendix C) and the
‘General Assessment Writing and Research Guidelines’ (which can be found below and in
the ‘Assessment’ folder/tile on LEO) as part of their preparation to submit this task.
c) Students are also encouraged to review the: 1) UNCC300 unit bibliography; and 2) General
Core Curriculum bibliography for suggestions of course of study-specific readings and
resources (which can be found in the ‘Information and resources’ folder/tile on LEO).
d) After each “prescribed resource” in your reference list/bibliography, please add in square
brackets (e.g., [ ] ) which prescribed resource you are identifying it as, e.g.:
Anna Rowlands, Towards a Politics of Communion: Catholic Social Teaching in Dark Times
(London: T&T Clark, 2021) 1–14 (“Introduction”). [Required resource.]
Joan M. Marston, “The Spirit of ‘Ubuntu’ in Children’s Palliative Care,” Journal of Pain and
System Management 50 (2015) 424–427. [Course of study-specific resource.]
McGill University, “The 2019 Claude Ryan Lecture on Catholic Social Thought – Charles
Taylor,” YouTube video clip, https://youtu.be/IR2tvIXvnds (accessed 13 February 2023).
[LEO resource from Module 1.]
e) After your “Bibliography/Reference List” heading, please add in square brackets (e.g., [ ])
which referencing convention you are using, e.g.:
Bibliography (Turabian)
Reference List (APA, 7th ed.)

GENERAL ASSESSMENT WRITING AND RESEARCH GUIDELINES
Keep the following general assessment writing and research guidelines in mind as you prepare your
assessment tasks:
a) Assessment cover sheet is not required.
b) The first page of your assessment task should include your name, student number, unit
code, unit title, and total word count.
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c) Please use an accessible, easy to read font (e.g., Times New Roman, Calibri, Arial,
Verdana) – preferably in size 11 as a minimum and size 13 as a maximum.
d) Lines should be single spaced.
e) Proof-read your work to ensure there are no editorial errors (e.g., spelling, grammar,
punctuation, formatting mistakes).
f) We understand “effective engagement of resources with appropriate sources” (as noted in
the marking rubrics) to be critically drawing insights (i.e., moving beyond the superficial) and
dialoguing/integrating different perspectives from relevant, credible, and peer-reviewed
resources using a combination of, e.g., quoting, paraphrasing, adapting, and evaluating (as
authentically as possible, and using appropriate referencing conventions).
REFERENCING
In this unit, you are welcome to use a reputable referencing system that is specified by your
faculty/discipline area, e.g., if you are an education or health sciences student, you may use the
APA system; if you are a business student, you may use the Harvard system; if you are an arts
student, you may use the Chicago system; etc. It is important that you are consistent with the use of
your chosen referencing style. Kindly note the requirement of listing your chosen referencing
convention after your “Bibliography/Reference List” heading for each assessment task.
WORD LIMITS
Students may exceed the prescribed word limit on assessments by 10% +/- without penalty. Word
limits do not include the student information (i.e., student name, student number, etc.), the
reference list/bibliography, or any in-text referencing citations/footnoting.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
1. any numerical marks returned to students are provisional and subject to moderation
2. students will not be given access to overall aggregated marks for a unit, or overall unit grade
calculated by Gradebook in LEO
3. students will be given a final mark and grade for their units after moderation is concluded and
official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Student Academic Integrity and Misconduct
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Policy and the Student Academic Misconduct Procedures are available from the website. Please
read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments,
contract cheating, offering or accepting bribes and fabrication are not acceptable. Penalties for
academic misconduct vary in severity and can include being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
Extensions
Given the volume of students in the Core Curriculum, extension applications are submitted and
processed differently to other units at ACU. As per 9.1 of the Assessment Policy and
Procedures, “Students requiring an extension of the due date and time for an assignment due to
personal circumstances or temporary illness that significantly hamper(s) their participation or
performance in an assessment task must apply to the Lecturer in Charge for an extension of time for
submission of an assessment task. This should normally occur at least 24 hours before the due date
and time. Appropriate evidence and documentation will be provided.”
To apply for an extension in this unit:
1. Complete the Core Curriculum – Student Extension Request Form;
2. Send your appropriate evidence and/or documentation (e.g., medical certificate, statutory
declaration, etc.) via email to: [email protected] immediately after you
complete step one above.
Tutors do not have the authority to grant extensions. You will receive a determination (approved,
declined or request for further information) via email as soon as possible after your application is
received.
Special Consideration
Please refer to the Special Consideration Procedures (within the Assessment Policy and
Procedures) for further details on Special Consideration at ACU.
To request Special Consideration in this unit:
1. Complete the Core Curriculum – Student Special Consideration Request Form;
2. Complete ACU’s ‘SC – Application for Special Consideration‘ form;
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3. Gather your appropriate evidence and/or documentation (e.g., medical certificate, statutory
declaration, etc.);
4. Send your completed ‘SC – Application for Special Consideration’ form and your appropriate
evidence and/or documentation as attachments via email
to: [email protected] immediately after you complete the Core
Curriculum – Student Special Consideration Request Form.
If you don’t complete steps two, three and four as noted above, your Special Consideration
application will be automatically rejected. As per the Special Consideration Procedures, if you are
seeking Special Consideration for multiple units, please apply to your Course Coordinator directly
via email (i.e., do not apply via the Core Curriculum – Student Special Consideration Request Form.
Tutors do not have the authority to grant Special Consideration. You will receive a determination
(approved, declined or request for further information) via email as soon as possible after your
application is received.
Please also note these further instructions about extension and special consideration applications:
• Employment, travel, and planned clinical placements, practicums, and/or professional
experiences are not grounds for applying for an extension/special consideration.
• Only medical certificates signed by registered medical practitioners are accepted. Refer to
this link for more information:
https://acu.servicenow.com/askacu?id=askacu_kb_article&sys_id=85363a07db69af8870acc
4048a96199d&table=.
• A medical certificate (not a statutory declaration) is to be used as supporting documentation
for a medical illness/condition.
• A photo of a positive Rapid Antigen Test is not to be used as supporting documentation. A
medical certificate issued by a registered medical practitioner is the only acceptable evidence
for a positive COVID-19 diagnosis.
• The LIC will be guided by your medical practitioner when approving an extension/special
consideration application for a medical illness/condition. That is, for example: if your medical
practitioner deems you unfit for work/study for three days, you will only receive an extension
of only three days.
• Please ensure you complete all the steps outlined, as incomplete applications will not be
considered.
• Please ensure you send your supporting documentation immediately after completing
the online form. This will lead to an effective and efficient processing of your application.
Again, incomplete applications will not be considered.
• If you hold an Education Inclusion Plan (EIP) and require an extension, you still need to
follow the same online application process. Your EIP will serve as supporting evidence, but
this must be sent to [email protected].
• Applications received less than 24 hours before the due date and time may not receive an
outcome email before the due date and time.
• Kindly note that during peak times (i.e., the week leading into an assessment due date), it
may take me up to 72 hours to respond. There is no need to re-apply within this timeframe. If
you don’t receive a response within 72 hours, please enquire about the status of your
application by emailing: [email protected]. Extension/special
consideration applications are generally not processed on after business hours, weekends,
public holidays or during times that ACU is closed.
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Late submissions
As per table 2 of the Assessment Policy and Procedures, assessment tasks submitted after the due
or extended date and time will incur, for each whole or part of a 24 hour period that the work is
overdue, a 5% penalty of the maximum marks available for that assessment task up to a maximum
of 15%. Assessment tasks received more than 72 hours after the due or extended date and time will
not be allocated a mark.
Education Inclusion Plan
Any student with an Education Inclusion Plan is strongly encouraged to send it to the Lecturer in
Charge (via contact details listed on page 1 of this Extended Unit Outline – preferably also copied to
your tutor and the Core Curriculum Administration Team) before the commencement of the
semester. This way the Lecturer in Charge can support your learning in this unit.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit the Services, Support and Resources section of the Student
Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership, and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application, and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential, and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Support can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.

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You should note that it is your responsibility to monitor LEO activity to monitor if any messages have
been posted for you, including particularly messages that might not have been forwarded to you via
email, and especially to check for feedback after submission of assessment tasks.
TEXTS AND REFERENCES
Required text(s)
There is no required text for this unit. All learning and teaching resources are provided on Leganto
or within the LEO unit site.
Representative texts and references
Churchill, S.A. (ed). (2020). Moving from the Millennium to the Sustainable Development Goals:
Lessons and Recommendations, New York, Palgrave.
Cichos, K. et al (eds). (2021). Sustainable Development Goals and the Catholic Church: Catholic
Social Teaching and the UN’s Agenda 2030, London: Routledge.
Massaro, T. (2016). Living Justice: Catholic Social Teaching in Action. London: Rowman &
Littlefield.
Moore, T., et al. (2016). Community Engagement: A Key Strategy for Improving Outcomes for
Australian Families (child family community Australia paper no. 39). Melbourne: Australian Institute
of Family Studies. Available from https://aifs.gov.au/cfca/sites/default/les/cfca39-communityengagement.pdf.
Mukarram, M. (2020). Impact of COVID-19 on the UN Sustainable Development Goals (SDGs).
Strategic Analysis 44, 253–258.
Oerther, S. and W. Rosa. (2021). “Advocating for Equality: The Backbone of the Sustainable
Development Goals”. The American Journal of Nursing 120, 60–62.
Pope Francis. (2015). Laudato Si’’: On Care for Our Common Home [Encyclical].
http://w2.vatican.va/content/francesco/en/encyclicals.index.html.
United Nations. Universal Declaration of Human Rights. https://www.un.org/en/universaldeclaration-human-rights/index.html.
United Nations. (2020). The Sustainable Development Goals Report. Accessed 7th October 2021
https://unstats.un.org/sdgs/report/2020/The-Sustainable-DevelopmentGoals-Report-2020.pdf
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Wall, Barbara (editor). (2003-) Journal of Catholic Social Thought. Villanova University: Philosophy
Documentation Centre.
Students are also encouraged to review the:
1) UNCC300 unit bibliography; and,
2) General Core Curriculum bibliography,
for suggestions of course of study-specific readings and resources (which can be found in
the ‘Information and resources’ folder/tile on LEO).
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APPENDICES
Appendix A: Marking Rubric for Assessment Task 1: Reflective Task

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Appendix B: Marking Rubric for Assessment Task 2: Analytic Task

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Appendix C: Marking Rubric for Assessment Task 3: Applied Task