EMER13001 - Community Safety and Education in Action
Term 1 - 2017


All details in this unit profile for EMER13001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Building upon concepts in earlier units , you will explore the notion of community, safety, education and their role in the prevention, preparedness and response to emergency situations and contexts. You will identify theories that specifically support social approaches to learning and apply those approaches to your chosen context. Using real world examples and situations this unit also considers the variables that impact upon community safety and education and the design of activities for individuals and groups within the community, particularly those with complex needs.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 20%
2. Written Assessment 40%
3. Written Assessment 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Engagement strategies Student feedback - formal course evaluation responses and individual feedback during the term Continue to promote an active engagement approach to the coursework, including synchronous approaches (through the online classroom) and asynchronous approaches (for example through forum discussions and activities).
On successful completion of this unit, you will be able to:
  1. Identify safety and education needs within the community.
  2. Assess the variables that impact upon community safety and education.
  3. Evaluate contemporary perspectives on community-based learning, safety and education.
  4. Design activities for individuals and groups within the community including those with complex needs.
  5. Work collaboratively with individuals and groups to enhance learning in a range of settings.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment      
2 - Written Assessment    
3 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication    
2. Problem Solving  
3. Critical Thinking  
4. Information Literacy    
5. Team Work      
6. Information Technology Competence      
7. Cross Cultural Competence    
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment        
2 - Written Assessment      
3 - Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • Unit Website (Moodle)
  • CQUniversity Student Email
  • Internet
  • Online classroom (see Moodle site for information)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here), OR Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorHelen Keen Dyer (h.keendyer@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Theme One: Conceptualising community

Introduction and course overview - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)

Week 2 13-03-2017

Theme One: Conceptualising community

Week 3 20-03-2017

Theme One: Conceptualising community

Weaving together the threads and assessment drop-in session - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)

Week 4 27-03-2017

Theme One: Conceptualising community

Theme Two: Conceptualising safety and education

Assessment Task One: Conceptualising Community and Community Resilience Due Wednesday (29 Mar 17) 04:00 PM AEST
Week 5 03-04-2017

Theme Two: Conceptualising safety and education

Weaving together the threads and assessment - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)

Vacation Week 10-04-2017
Week 6 17-04-2017

Theme Two: Conceptualising safety and education


Week 7 24-04-2017

Theme Three: Safety and education in the community

Week 8 01-05-2017

Theme Three: Safety and education in the community

Week 9 08-05-2017

Theme Four: Looking through the learning lens

Weaving together the threads and assessment session - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)

Assessment Task Two: Conceptualising Safety and Education Due Wednesday (10 May 17) 04:00 PM AEST
Week 10 15-05-2017

Theme Four: Looking through the learning lens


Week 11 22-05-2017 Theme Five: In your own backyard Weaving together the threads and assessment drop-in - Online classroom session (Wednesday, 5:30 PM to 6:30 PM AEST)

Week 12 29-05-2017

Theme Five: In your own backyard


Assessment Task Three: Community Safety and Education Due Friday (02 Jun 17) 04:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Assessment Task One: Conceptualising Community and Community Resilience
Task Description

Through this task you will explore the concept of community, and that of community resilience and provide your own conceptualisation of these two concepts.

The assessment task is based on your engagement with the unit content, your reading and the posts you and your fellow classmates make to the activity forums. As a result of engaging with these sources, you are asked to provide your own conceptualisation (supported by the literature) of these two key concepts. In your response you will need to incorporate at least one of your own forum posts plus at least one from another person in the group for your discussion of community, plus at least one of your own forum posts plus at least one from another person in the group for your discussion of community resilience. That is a total of four forum posts. You may utilise the forum post of your fellow classmate to support your view or you may utilise it to contrast with your view.

Assessment Task One forms the basis of assessment task two, so please ensure you have carefully read the relevant section in the “Unit Support – Getting Started and Assessment Help” theme.

The response may be up to 800 words and importantly your response must be supported by appropriate literature.

Presentation Guidelines
Assessment one is submitted via Moodle. You are free to present the response in a written format that best suits you, however, you must respond to each requirement (up to approximately 800 words in total). The submitted response must include as a minimum:
a) Title page
b) Response to the concept of community
c) Response to the concept of community resilience
d) Direct copy of the forum posts being utilised (NOT included in 800 words)

Note: your response must be supported with appropriate literature

Assessment Due Date Week 4 Wednesday (29-Mar-2017) 04:00 PM AEST
Return Date to Students Week 6 Wednesday (19-Apr-2017)
Weighting 20%
Assessment Criteria

The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:

· Knowledge of the concepts of community and community resilience

· Application of knowledge and skills in relation to the concept of community

· Communication and presentation

Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify safety and education needs within the community.

2. Assess the variables that impact upon community safety and education.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence



2 Written Assessment

Assessment Title Assessment Task Two: Conceptualising Safety and Education
Task Description

Through assessment task two you will explore the notion of safety and education, and more particularly, safety and education in relation to a group from the community and / or a geographical location you select, and in relation to a real-life safety and education activity.

To set the scene, firstly, you will identify and provide an overview of the community group and / or geographical location you have selected, and the safety and education needs particular to the group and / or location. You will then analyse a real-life safety and education activity you have chosen. As part of this analysis you need to look at the degree to which the activity currently meets and does not meet the specific safety and education needs of the chosen group and / or geographical location.

Assessment task two informs assessment task three, so please carefully consider your choices. Please refer to the ‘Unit Support – Getting Started and Assessment Help’ sections of the Moodle site for suggestions and additional guidance.

Your response will include three key sections: a) chosen community group and / or geographical location, including particular safety and education needs; b) chosen community safety and education activity, including features of the activity; and c) the alignment between the selected activity and the group and / or geographical location.

The assessment task will be up to approx. 2000 words in total and importantly your response must be supported by appropriate literature.

Presentation Guidelines:
Assessment two is submitted via Moodle. You are free to present the response in a written format that best suits you, however, you must respond to each requirement (up to approximately 2000 words in total). The submitted response must include as a minimum:
a) Title page
b) Chosen community group and / or geographical location, including particular safety and education needs
c) Chosen community safety and education activity, including particular features of the activity
d) Alignment between the group and the activity, and recommendations for enhancement

Note: your response must be supported with appropriate literature.

Assessment Due Date Week 9 Wednesday (10-May-2017) 04:00 PM AEST
Return Date to Students Week 11 Wednesday (24-May-2017)
Weighting 40%
Assessment Criteria

The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:

· Knowledge of community safety and education

· Skills in community safety and education

· Application of knowledge and skills in community safety and education

· Communication and presentation of knowledge and skills

Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Assess the variables that impact upon community safety and education.

3. Evaluate contemporary perspectives on community-based learning, safety and education.

5. Work collaboratively with individuals and groups to enhance learning in a range of settings.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence



3 Written Assessment

Assessment Title Assessment Task Three: Community Safety and Education
Task Description

Assessment task three asks you to reflect on contemporary perspectives related to community safety and education, the design of safety and education activities, and the ways in which you can work collaboratively to enhance the effectiveness of community-based activities.

Utilising the real-life safety and education activity you discussed in assessment task two, you will re-design and plan for the re-launch of the activity to better meet the needs of your chosen community group and / or geographical location.

Your final submission will therefore consist of three sections, including: a) copy of the re-designed activity; b) copy of the implementation plan for the re-designed activity; and c) rationale to support your re-design and implementation choices. The rationale must be supported by appropriate literature and importantly, make a summary statement about how the re-designed activity and the implementation plan contribute to building community resilience.

The community safety and education activity you produce must be suitable for use within a group context and plan to be implemented in collaboration with the group itself. The implementation plan must therefore clearly articulate this collaboration.

The re-designed activity may take any form and consist of a single resource or a small series of resources.

Presentation Guidelines:

Assessment three is submitted via Moodle. You are free to construct the response in a style that best suits you, however, you must respond to each requirement. For example, your response may be a written report or a combination of a written report, oral presentation, such as a video or audio podcast or another mode that you negotiate directly with me. The response must include as a minimum:

a) Title page;

b) Copy of the re-designed community safety and education activity;

Note: depending on the format of your activity you may not be able to include a copy of the re-designed activity in your written response, for example, if your activity utilises technology such as video or audio files. You may submit these as a separate file and annotate your written response accordingly.

c) Copy of the implementation plan for the re-designed activity;

d) Rationale for the re-design and implementation plan. Your rationale will include a discussion of the:

- Specific aspects of the re-designed activity that were chosen to meet the safety and education needs of the community group and / or geographical location;

- Specific aspects of the implementation plan chosen to support a collaborative approach to the safety and education activity; and

- How the re-designed activity and the implementation plan contribute to building community resilience.

Note: The rationale [section d] must be supported by appropriate literature and may be 1500 – 2000 words.

Assessment Due Date Week 12 Friday (02-Jun-2017) 04:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 40%
Assessment Criteria

The detailed assessment criteria for this course are in the form of a rubric, which is available from the Moodle course site, however, you will be assessed on:

· Knowledge of community safety and education

· Skills in community safety and education

· Application of knowledge and skills in community safety and education

· Communication and presentation of knowledge and skills

Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Evaluate contemporary perspectives on community-based learning, safety and education.

4. Design activities for individuals and groups within the community including those with complex needs.

5. Work collaboratively with individuals and groups to enhance learning in a range of settings.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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