| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | ACAP University College | Module Title | SWSP6153 Indigenous Social Work |
This unit will introduce students to the diversity of the social, cultural and political situation in which Aboriginal and Torres Strait Islander people live. Indigenous Knowledge and practice as a new framework for working effectively within First Nations communities and influencing social work knowledge and practice will be explored.
| Unit level and type | 600-level core unit |
| Credit point value | 6 (out of a total of 96) |
| Prerequisites |
Successful completion of SWSP6003, SWSP6013 & SWSP6143 |
| Co-requisites |
Nil |
| Equivalent Units | Nil |
On successful completion of this unit, students will be able to:
Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:
This unit has been designed to help maximise your learning and integrate it with knowledge and skills developed in earlier and later units in your course, so that you will have mastered all of the necessary learning outcomes and graduate attributes. You will need to be active in your approach to learning, completing the set learning activities before class, participating during class and consolidating what you have learned afterwards. This means that, as well as the time spent learning in class, you will need to put aside additional time each week for independent learning. The Student Code of Conduct outlines our expectations of behaviour and is designed to align with the professional expectations of students graduating from our courses. The content of units may be personally challenging at times for you or others, and we encourage you to reflect on how we can all support each other to achieve our learning goals.
The workload may include regular weekly learning experiences, tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle class space.
The Student Support Policy outlines our expectations and ensures international students maintain conditions of their study visa.
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Students must achieve at least an overall Pass grade in order to pass the unit.
ACAP is committed to preparing students for a world of work in which graduates can adapt easily to new tools and new ways of work. We recognise that Generative Artificial Intelligence (Gen AI) is now a standard part of many professional routines. The ethical and responsible use of such tools is therefore an essential part of contemporary professional education and assessment.
ACAP supports the ethical use of Gen AI in the preparation and completion of academic work when it assists students to meet the learning outcomes of their coursework. This will vary according to the context of your unit and its assessments. This will be explored further in class and your unit learning resources. If you are unsure about how best to use Gen AI, talk to your teacher.
Where Gen AI tools are incorporated as part of your research and preparation of coursework and assessments, it needs to be acknowledged and documented. Reflecting on how and why you have used particular methods and tools is an essential part of developing professional judgment and lifelong learning skills.
Failure to acknowledge material derived from Gen AI tools and passing it off as your unaided work is a breach of academic integrity and will be dealt with according to our Academic Misconduct policy and procedure.
More information on the ethical use of GenAI tools is available at the Learning Hub.
The Assessment Policy and Procedure located on the ACAP website is a full statement of the principles and practices that inform the design, development and implementation of assessment at ACAP.
Academic integrity and professional standards. Plagiarism is the inclusion of another person’s work within your submission without acknowledgement or permission. Plagiarism is regarded as a form of cheating. The penalties associated with misconduct are severe, and plagiarism may result in failure or a reduction of grade in the Unit. All ACAP students must familiarise themselves with the Academic Integrity Statement and the Student Misconduct Policy.
Assignments are submitted via the class space by the due date in the Assessment Overview. Unit educators will provide instructions and a demonstration of the submission process before the due date for the first assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contact ACAP IT Support and email their educator.
Examinations and presentations must be attended as scheduled, unless by prior arrangement via Academic Consideration in Assessment. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment and may impact a student's ability to demonstrate an assurance of learning against each learning outcome.
Should a student without an approved extension fail to submit an assessment piece by the due date, they will incur a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.
Should a student require an extension, they must apply under the Official Assessment Extension Guidelines (refer to Attachment 2 of the Assessment and Feedback Policy). Some, but not all, assessments may permit the use of an auto-extension facility in Moodle to apply for a one week extension. If this applies, the option is available until the original due date, and no supporting documentation is required. Otherwise, students apply online via the official Assessment Extension Request Form.
Students may apply for Academic Consideration in Assessment based on unforeseeable adverse circumstances which have impacted their ability, or one or more members of their group’s ability, to meet assessment deadlines (refer to Attachment 4 of the Assessment and Feedback Policy.
Receiving Marks for Assessments
Students will be notified of their marks for individual assignments via the class space.
Each student has the right to appeal against an assessment decision. The student is the only person who can appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access the Assessment Appeal Application Form.
The prescribed textbook for this unit is:
Morseu-Diop, N. (2017). Healing in justice: Giving a voice to the silent and forgotten people. Magpie Goose Publishing.
Additional prescribed, recommended, and further readings are made available in the online class space.
Learning Hub is your academic companion on your education journey. Explore a wealth of online resources available around the clock, personalised webinars, and friendly advisors who are here to support you. Find all the print and electronic books, scholarly journals, referencing guides and other resources you need to support your studies, and if you need help with finding the right resources, you can book an appointment with an advisor.
Explore resources on effective study habits and tips on structuring, formatting and referencing assignments successfully. You can even book an appointment to meet with an academic skills advisor to help plan your study and assignments.
Students’ first point of contact for academic support is their unit educator. Contact details for the staff in this unit are available in the class space. Here, students will find consultation hours for this unit and the best means for contacting individual staff.
ACAP counsellors provide free, confidential support and personalised assistance to help students manage their issues and develop strategies to concentrate on their studies. Sessions are available online or in person at selected campus locations.
The Student Engagement team can assist with administrative matters.
| Assessment Type | Written Reflection |
| Due Date | Week 4, Friday by 5.00 pm (AEST/AEDT) |
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Learning Outcome: |
b. Demonstrate application of theory, knowledge and skills with creativity and initiative to social work with Indigenous people within a variety of settings. e. Demonstrate integrated knowledge of the links between First Nations worldviews and social work values and principals. |
| Weighting | 20% |
| Length | 750 words |
In this unit, you will be required to undertake a written reflection of your life journey. You are required to reflect on your experiences of (racism, culture, cultural biases, & white
privilege, etc.) and how these experiences impacted your life to date. Compare and contrast your experiences with what your image would be to the experiences of an Aboriginal and Torres Strait Islander person in Australia. If you are an Aboriginal or Torres Strait Islander person, compare and contrast your experiences to the experiences of a non- Indigenous person in Australia.
Students should use the following framework to prepare their reflection:
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1.Identification and exposition of racism and cultural biases |
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2. Accurate identification and representation of key social work concepts, and theories |
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3. Critically reflection on racism within the Australian context and its impact on First Nations People |
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5. Capacity to incorporate social work values and principles as outlined in the AASW Code of Ethics |
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6. Capacity to critically reflect on and articulate your own story whilst identifying key issues and concepts |
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Total Mark: /20 |
| Assessment Type | Major Essay |
| Due Date | Week 8, Friday by 5.00 pm (AEST/AEDT) |
| Learning Outcome |
a. Demonstrate advanced theoretical knowledge relating to Indigenous social work and being able to reflect critically on this theory. b. Demonstrate application of theory, knowledge and skills with creativity and initiative to social work with Indigenous people within a variety of settings. c. Demonstrate advanced communication and |
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technical skills to present a coherent and sustained argument within the context of Indigenous social work. d. Analyse critically the impact of history and policy upon the lived experience of Aboriginal and Torres Strait Islander people and a variety of social work settings. e. Demonstrate integrated knowledge of the links between First Nations worldviews and social work values and principals. |
| Weighting | 50% |
| Length | 2000 words |
Identify the core issues facing Aboriginal and Torres Strait Islander Peoples in today’s society. Critically reflect and discuss some of the myriad of challenges facing social workers when working at a grassroots level with First Nations Australians. Utilising the knowledge gained from your lectures, identify ways in which to work effectively with Aboriginal and Torres Strait Islander People from an Indigenous standpoint. Explore and discuss the relevance of the AASW Code of Ethics and its application for working effectively with Aboriginal and Torres Strait Islander People.
The Essay will:
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1. Accurate identification and exposition of key Indigenous knowledge, concepts, and ideas |
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| 2. Ability to be critically reflective |
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3. Strong and accurate depth of understanding of Aboriginal and Torres Strait Islander ways of being, doing and knowing is demonstrated |
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4. Strong and accurate depth of understanding of social work values and principals is demonstrated |
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5. Ability to link Aboriginal and Torres Strait Islander values and principles to social work values and principles is demonstrated |
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6. Effective and well presented, capacity to write in an appropriate scholarly style, with attention to grammar, punctuation and spelling |
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7. Demonstrates correct use of APA (7th edition) referencing |
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| 8. Conformity with word limit |
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| Total Mark: /50 | |||||
In groups, students will be given a case study consisting of some core issues faced by Aboriginal & Torres Strait Islander people within a particular community. Students will then develop a plan of action (short-term and long-term intervention plan) as a social worker to address these issues whilst incorporating the values and principles of the AASW Code of Ethics and highlighting the key concepts of empowerment presented within the social work course.
The presentation will
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Not Satisfactory | Satisfactory | Good | Very Good | Outstanding |
| Group Presentation | |||||
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1. Indigenous concepts, theories, and ideas are clearly articulated and accurately explained |
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2. Strong and accurate depth of understanding of Aboriginal and Torres Strait Islander ways of being, doing and knowing is demonstrated |
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3. Strong and accurate depth of understanding of social work values and principles is demonstrated |
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| 4. Ability to link Aboriginal and Torres Strait Islander values and principles to
social work values and principles is demonstrated |
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5. Ability to be critically reflective is demonstrated |
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6. Information and ideas are clearly expressed and referenced |
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7. Presentation is engaging and interactive |
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| 8. Within the time limit 25 minutes |
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9. All members of the group actively involved in presentation |
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| Total Mark: /30 | |||||
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