18702 diploma of community services work · diploma of community services work - this curriculum...
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February 2012 Page 1
Community Services and Health Faculty
18702 Diploma of Community Services Work Student Information Handbook Version 1.1 February 2012
NCI/1 17/11/2011
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 2
© Copyright, 2011 by TAFE NSW - North Coast Institute
Acknowledgements: Template published by THE HUB, TAFE NSW - North Coast
Institute, Coffs Harbour Campus Glenreagh Street, Coffs Harbour 2450.
Copyright of this material is reserved to the Crown in the right of the State of
New South Wales. Reproduction or transmittal in whole, or in part, other than in
accordance with the provisions of the Copyright Act, is prohibited without
written authority of TAFE NSW - North Coast Institute.
Disclaimer: In compiling the information contained within, and accessed through, this
document ("Information") DET has used its best endeavours to ensure that the
Information is correct and current at the time of publication but takes no responsibility
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Project Manager: Phil Baldwin
Instructional Design: Phil Baldwin
Graphic Design: Mark Keevers (Template design)
February 2012 Page 3
Contents
Unit 1 Introduction ............................................................................................... 5
1.0.1 Overview .................................................................... 6
1.0.2 Teacher contacts ......................................................... 6
1.0.3 How to use this guide .................................................. 7
Unit 2 Course outline ........................................................................................... 9
2.1 Course outline ....................................................................... 10
2.1.1 Course Outcomes: ..................................................... 10
2.1.2 Target audience ......................................................... 11
2.1.3 Course Grading ......................................................... 13
2.1.4 What you must do to complete the course ................. 13
2.1.5 Requirements to receive the qualification: ................. 28
2.1.6 Recognition: ............................................................... 28
2.1.7 More about Assessment: ........................................... 28
Unit 3 Educational principles of the community service ................................. 29
3.1. Educational principles of the community service .................... 30
Unit 4 Key roles and terms ................................................................................ 33
4.1. Key roles and terms used in the assessment guide ............... 34
Unit 5 Responsibilities ....................................................................................... 35
5.1. Student/teacher responsibilities in the community services and welfare section ...................................................................... 35
5.1.1 Teachers' responsibilities include: .............................. 36
5.1.2 Your responsibility as a student is to: ......................... 37
Unit 6 TAFE NSW policy on suggestion and complaints ................................ 39
6.1. Information for students, parents, and community members .. 40
6.1.1 How you can make a suggestion or complaint ........... 40
6.1.2 How your suggestion or complaint will be handled .... 40
Unit 7 Assessment procedures ......................................................................... 43
7.1. Community services section assessment procedures (general information) ........................................................................... 44
7.1.1 Grading scale ............................................................ 44
7.1.2 Recognition ................................................................ 45
7.1.3 Confidentiality ............................................................ 46
Unit 8 Expectations ............................................................................................ 47
8.1. Standards for written work ..................................................... 48
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 4
8.1.1 Rationale ................................................................... 48
8.1.2 Presentation of written work ....................................... 48
8.1.3 Content ...................................................................... 49
8.1.4 Submission of material............................................... 49
8.1.5 Resubmission ............................................................ 50
8.1.6 Due dates and late assessments ............................... 51
8.1.7 This policy applies to all students ............................... 51
8.1.8 Cheating .................................................................... 52
Unit 9 Attendance and participation ................................................................. 53
9.0.1 Absences ................................................................... 54
9.0.2 Participation ............................................................... 54
9.0.3 “Did I miss anything?” Questions frequently asked by students after missing a class. ................................... 55
Unit 10 Referencing ............................................................................................ 57
10.1. Harvard referencing system ................................................... 58
10.1.1 Procedures for citing a reference within the text of an assignment: ............................................................. 58
10.1.2 Procedures for referencing in the Bibliography at the end of an assignment .............................................. 60
Unit 11 Guide to inclusive language ................................................................. 63
11.0.1 Language about gender ........................................... 65
11.0.2 Language about ability/disability .............................. 66
11.0.3 Language about age ................................................ 68
11.0.4 Language about race and ethnicity .......................... 69
11.0.5 Language about sexual orientation .......................... 71
11.0.6 Language about people with particular life issues .... 71
11.0.7 Language about appearance ................................... 72
Unit 12 Workplace learning information ........................................................... 75
Unit 13 Appendix ................................................................................................ 79
APPLICATION FORM - EXTENSION OF DUE DATE FOR AN ASSIGNEMENT .................................................................... 80
Students signed acknowledgment of handbook contents ...... 81
February 2012 Page 5
Unit 1 Introduction
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 6
1.0.1 Overview
This student handbook is designed to help provide information
about many important issues and enquires students often have. Please read
it thoroughly and keep it with you as your survival directory. Your teachers
will cover the major content of the handbook early in the semester, you will
be required to read it and engage in a class based discussion, questions and
answers. Please don‟t hesitate to ask your teachers any questions regarding
the contents.
Good luck with your studies and we look forward to working with you.
1.0.2 Teacher contacts
Community Service Teachers can be contacted in a number of ways. Phone
numbers and email addresses are included below. Alternately, teachers may
be found in their offices or you may leave a message in their tray.
Remember…teachers are often in class and may not be available when you
need them. Please be patient.
Table 1 – Teacher Contacts
NAME PHONE EMAIL ADDRESS OFFICE
Elizabeth Yazbek 6659 3128 [email protected] O G 7
Phillip Baldwin 6659 3193 [email protected] O G 9 - 10
Ray Budge 6659 3133 [email protected] O G 9 - 10
Trish Cahill 6659 3338 [email protected] O G 8
Gaile Calvert 6659 3375 [email protected] O G 15
Adam Curlis 6659 3133 [email protected] O G 15
Terry Donovan 6659 3133 [email protected] O G 9 - 10
Matt Higgins 6659 3357 [email protected] O G 9 - 10
Roger Horton 6659 3348 [email protected] O G 8
David Hurst 6659 3145 [email protected] O G 9 - 10
February 2012 Page 7
Deborah Johnson 6659 3133 [email protected] O G 15
Margaret Strong 6641 1600 [email protected] B G 18
Ingrid Vet 6659 3133 [email protected]
Kim Whawell 6659 3133 [email protected] O G 15
1.0.3 How to use this guide
Icons and symbols are used throughout this guide to provide quick visual
references. They indicate the following:
Table 2 –Symbols
Icon Meaning Icon Meaning
ACTIVITY: An activity is
listed to be completed
IMPORTANT: A pivotal point
is detailed
ASSIGNMENT: An
assignment is to be handed
in or information on the
assignment is detailed
OPTION: A choice between a
number of activities /
readings etc is detailed.
MULTI-MEDIA: Refer to the
multi-media / CD component
READING: A passage is
listed or needed to be looked
up and read
DISCUSSION: A point is to
be talked about
REFERENCE: An external
source is referred to.
GLOSSARY: A definition of
terms or glossary is detailed
SEARCH: A particular item /
book etc needs to be found
and applied
REFLECTION: A point is to
be considered and thought
about more deeply
WWW: A web link is listed
February 2012 Page 9
Unit 2 Course outline
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 10
2.1 Course outline
Course qualification and name
Diploma of Community Services Work
Course Number: 18702
Version: 1
2.1.1 Course Outcomes:
The CHC50608 Diploma of Community Services Work is competency based
and workplace focused.
It will provide graduates with:
the common competencies that will enable them to be employed in a variety of government, non-government, generalist and specialist roles in the Community Welfare Sector. These competencies have been identified by Community Services and Health Training Australia
the competencies that are relevant to a range of occupations within the Community Services and Health Industry in order to facilitate employment across this industry
a comprehensive knowledge of the nature of the Community Welfare sector and the provision of Community Welfare programs and services in Australia, generally, and in NSW in particular.
February 2012 Page 11
Specifically, on completion of the Diploma graduates will:
Demonstrate an understanding of the Community Welfare sector and the characteristics of the population most likely to use it
Understand the position of people within their social, political, historical and cultural context
Demonstrate some understanding of the nature of human behaviour
Apply basic counselling skills in a variety of community welfare settings
Apply the knowledge and skills necessary to work in a variety of organisations and settings within the Community Welfare sector
Identify, analyse and evaluate information from a variety of sources
Demonstrate personal and professional competence based on the ability to critically reflect on their own and others' values, ethics and attitudes
Utilise specialist communication skills to effectively and appropriately communicate with clients and colleagues
Apply a range of skills needed to advocate on behalf of individuals and communities
Implement a range of assessment and planning strategies
Acquire a sound basis for further tertiary study or in service training in the Community Welfare sector.
2.1.2 Target audience
In accordance with the Community Services Training Package – CHC50608
Diploma of Community Services Work - this curriculum has been designed to
target workers who provide a range of services and interventions to clients,
and/or implement health promotion and community interventions. Work may
take place in a range of contexts such as community based organisations,
residential rehabilitation services and outreach services. Workers may have
supervisory responsibilities.
This qualification defines the knowledge and skills for support workers and
case-workers who work autonomously under the broad guidance of others.
This qualification refers to specific knowledge of a client group and
appropriate intervention processes applied in residential and community
settings. At the completion of this qualification the student will be able to
design and deliver programs that aim to enhance individual and group well-
being.
Workers at this level are required to have an understanding of Indigenous
culture and history and to work with local communities in the provision of
services.
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 12
Occupational names may include:
Community Support Worker
Detoxification Worker
Case Worker
Drug and Alcohol Worker
Support Worker
Health Education Officer
Welfare Support Worker
Outreach Officer
Family Support Worker
Mental Health Worker
Drug and Alcohol Counsellor
Domestic Violence Worker.
In many TAFE NSW courses, some of the learning and assessment occurs
in the workplace or a simulated workplace. A simulated workplace is very
similar to a real workplace and may have clients, but is usually within a TAFE
NSW campus.
TAFE NSW has a responsibility to protect members of the public (and the
students themselves) from being harmed by students taking part in
workplace or simulated workplace learning. If there is evidence that your
skills or behaviour could present a risk to yourself or other people in the
workplace, you may not be allowed to participate in a work placement, at
least for a period of time.
To help you understand your responsibilities in the workplace, you will be
given a code of practice which indicates expected standards of behaviour.
Your teacher will explain to you and your workplace supervisor the range of
duties for which you have the skills and knowledge. You must not carry out
duties other than those indicated by your teacher.
You need to take particular care if workplace clients are people who may be
in vulnerable circumstances - for example, people who are frail, children,
young people, people with a disability or people who are receiving a type of
service which may put them in vulnerable circumstances (for example,
massage therapy or nursing care).
A Prohibited Employment Declaration must be signed by students in courses
where contact will be made with children and young people. Your teacher will
give you more information about this.
Students who have committed a breach of discipline or who are assessed as
presenting a significant risk to themselves or others during work placement
February 2012 Page 13
may be prevented from undertaking or continuing further work placement.
This may mean they will not complete the course.
Your teacher or an enrolling officer can provide you with more information
about this policy. If you are unsure about whether it may prevent you from
completing a course you could discuss the matter with a staff member of
TAFE NSW Counselling and Career Services. In some circumstances
students may be required to undertake a criminal records check or a Working
with Children Check.
2.1.3 Course Grading
This qualification is GRADED.
When you finish this course you will receive a qualification which shows your
level of achievement - PASS, CREDIT or DISTINCTION. The level of the
qualification depends on your results in certain subjects. These subjects are
marked * in the course structure.
2.1.4 What you must do to complete the course
The course structure below shows what you must do to complete this course.
The units/modules are arranged in groups and sometimes also in subgroups.
You must complete each group as specified as well as following the course
completion instructions. If a course contains optional groups there will be a
statement at the top of the course indicating how many you must do. At the
top of any group containing optional subgroups there will be a statement
saying how many you must do.
This course meets the requirements for the Diploma of Community Services
Work CHC50608. This course focuses on the knowledge and skills
development of support workers and case-workers who work autonomously
under the broad guidance of others in residential and community settings.
Outline of course structure
This course has been designed to reflect the packaging requirements for the
Diploma of Community Services Work (CHC50608), under the Community
Services Training Package (CHC08). The Community Services Training
Package states the following rules for this qualification:
18 units must be selected including:
- 13 compulsory units
- 5 elective units
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 14
A wide range of elective units is available and may include:
- Relevant electives listed in the Training Package (electives have been
grouped to facilitate selection)
- Units of competency to address workplace requirements, and packaged at
the level of this qualification or higher in Community Services and/or Health
Training Packages
- Where appropriate, to address workplace requirements, units of
competency packaged at this level or higher in other relevant Training
packages
NOTE:
Where work involves a specific focus on Aboriginal and/or Torres Strait
Islander clients or communities, candidates are recommended to select the
following unit:
HLTHIR404B Work effectively with Aboriginal and/or Torres Strait Islander
people
Relevant electives
Employers may specify that certain electives are required to address specific
workplace needs. Please refer to the Training Package (www.ntis.gov.au),
your employer or teacher for recommended electives
To satisfy the Training Package requirements, this TAFE NSW course has
been structured as follows:
GROUP 1
Group 1 - Compulsory Units
Thirteen compulsory units must be completed from Subgroups 1, 2 and 3
Subgroup 1: All 11 units must be completed
Subgroup 2: Only one compulsory unit must be completed
Subgroup 3: Only one compulsory unit must be completed*
* PLEASE NOTE: If students choose CHCCS522A as the compulsory unit in
Subgroup 3 then they must also choose the elective and pre-requisite
CHCCS400A.
GROUP 2
Group 2 - Relevant Elective Unit from the training package list
At least five elective unit must be completed.
February 2012 Page 15
As noted above, where work involves a specific focus on Aboriginal and/or
Torres Strait Islander clients or communities, candidates are recommended
to select the unit HLTHIR404B Work effectively with Aboriginal and/or Torres
Strait Islander people
Group 998 - Bridging Group
Students who do not have one or more of the Entry Requirement units, must
enter this bridging group and complete the necessary units before
commencing the qualification.
NOTES FOR STUDENTS
1. Learner Support
Students who require support to meet their learning goals may co-enrol in the Learner Support course (TAFE Course Number 9999). Talk to your teacher if you think you may require learner support
2. Selection of Electives Talk to your teacher and/or workplace trainer, to ensure that your combination of electives provides you with a suitable vocational outcome
3. Recognition If you have completed other relevant training, you may be eligible to have units of competency from previous training counted towards completion for this course. Talk to your teacher or workplace trainer if you think you may be eligible for recognition of units previously completed
4. Prerequisite Units Some units in this course have prerequisites that must be completed in a lower level qualification, or selected as part of this course. The table below summarises this information:
COMPULSORY PRE-REQUISITE UNITS Unit Pre-requisite CHCCS522A Address complex legal and ! CHCCS400A Work within a relevant legal ethical issues in ! & ethical framework (this unit professional practice ! is part of the electives)
ELECTIVE PRE-REQUISTE UNITS Unit Pre-requisite
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 16
Unit Pre-requisite
CHCCSL509A Reflect and improve upon ! CHCCSL501A Work within a
structured counselling skills ! counselling framework
! (compulsory)
! CHCCSL503A Facilitate the counselling
! relationship
! CHCCSL507A Support clients in decision- ! making processes
CHCYTH404B Support young people in ! CHCYTH301D Work effectively
with young crisis ! people
HLTFA402B Apply advanced first aid ! HLTFA301B Apply first aid
Minimum Workplace Component
A minimum of 260 hours of workplace learning and assessment must be
undertaken to satisfy industry requirements. Many of the units within this
Diploma III have workplace learning and assessment requirements. Learners
should refer to the assessment guides for each units to obtain more
information about where and how competency will be assessed.
This course enables learners to meet the requirements of the Diploma of
Community Services Work qualification in the Community Services Training
Package.
Group 1 COMPULSORY UNITS
All subgroups must be completed
Subgroup 1 COMPULSORY UNITS All module/units must be completed
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCD514A Implement community
development strategies 75
CHCCM503C
Develop, facilitate and monitor
all aspects of case
management
50
February 2012 Page 17
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCOM504A
Develop, implement and
promote effective workplace
communication
82
CHCCS500A
Conduct complex assessment
and referral 75
CHCCSL501A Work within a structured
counselling framework 75
CHCCW503A Work intensively with clients 60
CHCGROUP403D Plan and conduct group
activities 50
CHCLD415A Confirm client developmental
status 60
CHCLD514A
Analyse impacts of
sociological factors on clients
in community work and
services
75
CHCORG428A Reflect on and improve own
professional practice 80
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 18
HLTOHS300A Contribute to OHS processes 20
Subgroup 2 ONE COMPULSORY UNIT ONLY
Only 1 module/unit must be completed
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCAD504A Provide advocacy and
representation services 70
CHCAD603A Provide systems advocacy
services 70
February 2012 Page 19
Subgroup 3 ONE COMPULSORY UNIT ONLY Only 1 module/unit must be completed
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCS502A Maintain legal and ethical
work practices 75
CHCCS522A
Address complex legal and
ethical issues in
professional practice
85
CHCCSL508A
Apply legal and ethical
responsibilities in
counselling practice
60
Group 2 RELEVANT ELECTIVE UNITS FROM TRAINING PACKAGE LIST At least 5 module/units must be completed
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCAD401D Advocate for clients 40
CHCADMIN508A Manage limited budgets and
financial accountabilities 40
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 20
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCADMIN604A
Manage the finances, accounts
and resources of an
organisation
75
CHCAOD408A
Assess needs of clients with
alcohol and/or other drugs
issues
100
CHCAOD409D Provide alcohol and/or other
drug withdrawal services 150
CHCCD402A Develop and provide
community education projects 40
CHCCD505D Develop community resources 60
CHCCD508C Support community action 75
CHCCD509C Support community leadership 50
CHCCD516A
Work within organisation and
government structures to
enable community
development outcomes
80
February 2012 Page 21
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCD606C Establish and develop
community organisations 75
CHCCD615A
Develop and implement
community development
strategies
120
CHCCED311A
Provide sexual and
reproductive health information
to clients
60
CHCCED511A
Develop, implement and review
sexual and reproductive health
education programs
80
CHCCH427A
Work effectively with people
experiencing or at risk of
homelessness
60
CHCCH428A Work effectively within the
Australian housing system 50
CHCCH522A Undertake outreach work 60
CHCCHILD401A Identify and respond to children
and young people at risk 22
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 22
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCM402D Establish and monitor a case
plan 60
CHCCS400A Work within a relevant legal
and ethical framework 40
CHCCS414A
Provide education and support
on parenting, health and well
being
60
CHCCS421A Undertake community sector
work within own community 50
CHCCS521A Assess and respond to
individuals at risk of suicide 80
CHCCS607D
Coordinate in-service
assessment and response to
address client needs
50
CHCCSL502A Apply specialist interpersonal
and counselling interview skills 50
CHCCSL503A Facilitate the counselling
relationship 100
February 2012 Page 23
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCSL507A Support clients in decision-
making processes 75
CHCCSL509A Reflect and improve upon
counselling skills 70
CHCDFV402C
Manage own professional
development in responding to
domestic and family violence
48
CHCDFV404C Promote community awareness
of domestic and family violence 36
CHCDFV505C Counsel clients affected by
domestic and family violence 36
CHCDFV509C Work with users of violence to
effect change 40
CHCDFV510C Facilitate workplace debriefing
and support processes 36
CHCDIS301A Work effectively with people
with a disability 40
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 24
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCDIS302A
Maintain an environment to
empower people with
disabilities
75
CHCDIS322A Support community
participation and inclusion 75
CHCDIS400C Provide care and support 70
CHCDIS404C Design procedures for support 70
CHCDIS507C Design and adapt surroundings
to group requirements 70
CHCDIS509D Maximise participation in work
by people with disabilities 70
CHCDIS511A Coordinate services for people
with disabilities 100
CHCFLE301A Work with clients needing
financial literacy education 40
CHCFLE302A Educate clients in fundamental
financial literacy skills 60
February 2012 Page 25
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCFLE303A Educate clients to understand
debt and consumer credit 50
CHCINF505C Meet statutory and organisation
information requirements 75
CHCMH408B
Provide interventions to meet
the needs of consumers with
mental health and AOD issues
90
CHCMH409A
Facilitate consumer, family and
carer participation in the
recovery process
60
CHCMH504D
Provide a range of services to
people with mental health
issues
100
CHCORG506C Coordinate the work
environment 60
CHCORG525C Recruit and coordinate
volunteers 60
CHCPOL403B Undertake research activities 40
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 26
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCPOL501A Access evidence and apply in
practice 48
CHCPOL504B Develop and implement policy 70
CHCPOL505B Manage research activities 50
CHCPROM502B Implement health promotion
and community intervention 40
CHCSW401A Work effectively with forced
migrants 50
CHCSW402A Undertake bicultural work with
forced migrants in Australia 60
CHCYTH301D Work effectively with young
people 40
CHCYTH404D Support young people in crisis 60
CHCYTH506A
Provide services for young
people appropriate to their
needs and circumstances
80
February 2012 Page 27
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCYTH608C Manage service response to
young people in crisis 100
HLTFA301B Apply first aid 15
HLTFA402B Apply advanced first aid 24
HLTHIR404B
Work effectively with Aboriginal
and/or Torres Strait Islander
people
25
Group 998 ENTRY REQUIREMENTS - UNITS OF COMPETENCY BRIDGING UNITS No more than 2 module/units may be completed
Module/Unit
Code
National
Module
Code
Module/Unit Name
Nom
Hrs
CHCCS411A Work effectively in the community
sector 50
HLTHIR403B Work effectively with culturally
diverse clients and co-workers 30
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 28
2.1.5 Requirements to receive the qualification:
To achieve qualification CHC50608, Diploma of Community Services WorkTAFE NSW course 18702), learners are required to complete 16 units of competency, comprising: - 12 compulsory units from group 1 - 4 elective units from group 2
2.1.6 Recognition:
TAFE NSW recognises the skills and knowledge you have gained through
previous studies, work and life experiences. We call this RECOGNITION.
If you are given recognition for a subject/module it means you do not need to
do it. In some cases recognition may allow you to complete your course
faster.
Recognition can take two forms:
* results transfer
marks or grades from TAFE NSW subjects/modules studied previously can
be transferred to the current subjects/modules. Can be used to calculate the
level of qualification
* exemption
no marks or grades. Cannot be used to calculate the level of qualification
To get a graded qualification in this course you must have marks in at least
50% of the subjects/modules which are used to calculate the level of your
qualification. These subjects/modules are marked with an *. If you have
marks for less than 50% of these subjects/modules your qualification will be
ungraded.
IF YOU HAVE BEEN GRANTED A LARGE NUMBER OF EXEMPTIONS
YOUR LEVEL OF QUALIFICATION MAY BE AFFECTED.
If you want to claim recognition for any subject/module in your course you
should obtain a copy of the Recognition Guide for that subject/module and
discuss it with your teacher.
2.1.7 More about Assessment:
For information about assessment in TAFE NSW please see "Every
Student's Guide to Assessment in TAFE NSW" which is available on the
TAFE NSW website at:
http://www.tafensw.edu.au/courses/about/assessment_guide.htm.
February 2012 Page 29
Unit 3 Educational
principles of the community service
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 30
3.1. Educational principles of the community service
A number of principles guide the design and conduct of learning and
assessment activities for the Course 18702. These are:
1. Competency based learning and assessment; this means that all
assessment is based upon industry relevant benchmarks and all the content
of learning activities predetermined by industry representatives.
2. Holistic and integrated learning and assessment activities; that is, relevant
elements from different modules (or competencies) have been clustered
together and presented as discreet learning topics to avoid overlaps. As a
result when assessing modules or competencies, assessment items may
relate to one or more modules or competencies.
3. Evidence based assessments; that is, varied and wide ranging methods
are used to build up a picture of learner competence. Diversity of evidence is
important in ensuring that the assessment is reliable ensuring that the unit of
competence is consistently assessed, and valid in terms of the standards
that are appropriate for the community services industry. Many of the
learning activities in class allow the learner to begin to build evidence of
competence.
4. Learning and assessments activities encourage the teachers and learners
to consider implicit, as well as explicit skills, knowledge and values. In an
effort to assist learners to develop professionally, some learning and
assessment items will give consideration to and try to assist the learner to
bring their implicit 'values to the foreground. As well, the assessments are
designed to assist students to identify skills and attitudes that may be
enhancing or detracting from the techniques and processes they are
developing.
5. Strong links between learning and assessment. All assessment events will
provide learners not only with an opportunity for feedback but will also
present opportunities for learning more about the competence they are being
assessed in and other related competencies. Built in to all learner activities
are opportunities for ongoing feedback so that the learner can become
proactively involved in determining their own learning needs and in setting
goals to address these.
6. Industry relevant. All learning and assessment activities are designed to
allow learners to be assessed in a context that is directly relevant to the
practices and work settings of Community Services workers. An emphasis
has been placed on
both simulated and realistic learning opportunities so that learners are able to
February 2012 Page 31
begin to consider the attributes and practices of the Community Services
Industry.
As a result there is an expectation that both teachers and learners will
conform to industry codes of conduct while in the classroom.
7. Resubmission. In the event of learners not being assessed as competent
in a particular assessment item, they may be eligible for up to one additional
opportunity to resubmit or redo the assessment item. This opportunity will be
at the teacher's discretion and must be completed within two weeks.
8. The processes for learning both in the colleges and industry setting will
provide learners with the opportunities for lifelong learning as well as the
capacity for critical and reflective thinking about the CSH industry and other
issues that impinge upon practice in the industry
9. The standards presented in the course will represent current best practice
in the community services and health industry.
10. In the design of learning and assessment activities, consideration will be
given to the range of learning preferences among the learner group.
February 2012 Page 33
Unit 4 Key roles and terms
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 34
4.1. Key roles and terms used in the assessment guide
INTEGRATED ASSESSMENT
Means that as far as possible, assessment tasks will allow you to
demonstrate competence in more than one course competency. The
assessment materials are often related to each other and you will undertake
a series of different activities demonstrating skills learned in a range of
Learning Topics eg the case study in Assessment 1.
ASSESSOR
The teaching staff member who will observe/read your assessment
tasksubmission/demonstration/presentation, assess it and assign an
assessment result. At times there may be 2 assessors involved in one
assessment task
TEACHER
The staff member who will conduct the teaching activities for a Learning
Topic
HEAD TEACHER
Manager of the Community Services Work Section and coordinator of the
program
ROLE PLAY
Simulation activity where students take on a role outside their own lives and
act out a scenario. Used to gain insight into issues, to learn and demonstrate
skills.
PRESENTATION
Oral presentation of material researched and prepared by student or a group
of students.
MODE
The form in which the assessment is presented eg written, role-play
PARTICIPATION
Indicated whether it is the individual student or the working group who will be
assigned a mark for an assessment.
February 2012 Page 35
Unit 5 Responsibilities
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5.1. Student/teacher responsibilities in the community services and welfare section
Part of having good working relationships between students and teachers
involves being clear on our own and each other's responsibilities. Following
is a list of major responsibilities for students and teachers in the classroom:
.
5.1.1 Teachers' responsibilities include:
To be responsible for the overall course content
To check with students throughout modules to see that they feel the module is connected to their other course content
To provide students with the TAFE NSW assessment guidelines, clear assignment outlines, lists of reading material when appropriate, and definite due dates from assignments
To mark assignments as soon as possible after submission and provide meaningful feedback on students' performance
To take overall responsibility for the class agenda each day
To be aware of classroom dynamics and help students overcome blocks to learning by pointing out obstacles
To share information, ideas and knowledge of subject matter
To ask students for ongoing feedback on relevance of the subject content and the student's investment in it
To help students make connections with how this subject fits with the overall educational process
To provide ongoing feedback throughout the course on students' performance and understanding of course material
February 2012 Page 37
5.1.2 Your responsibility as a student is to:
Read and take care of all your TAFE Course written and learning material.
Replacement of lost documents is the student responsibility.
Participate in discussion of course content.
As the course proceeds, identify and discuss issues related to the content that require further clarification
Do required reading and assignments by required due dates.
Read and listen to feedback from teachers and clarify anything not understood with the teacher
Provide meaningful and specific feedback to the teacher and other students on course content and issues
Show respect, care and concern for others in the class by listening, trying to understand, asking for clarification, appreciating differences of opinion, finding the common ground between what others say and your own ideas
Share information, ideas and knowledge of subject matter.
Inform a colleague to pass along your apologies if you are going to be late or unable to attend or, contact your teacher.
Provide ongoing feedback on relevance of course content and your investment
Try to make connections between theory and practice & ask for clarification from teacher where necessary
Take responsibility for own learning, including: assignments, reading, attendance, classroom participation and teacher expectations
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 38
Questions and Notes
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February 2012 Page 39
Unit 6 TAFE NSW policy on suggestion and
complaints
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6.1. Information for students, parents, and community members
To serve you better we have introduced new procedures for "Responding to
Suggestions, Complaints and Allegations" which come into effect on 23 April
2001.
We value your suggestions and complaints as they help us to address your
concerns and improve the quality of our service. We'll try to remedy problems
promptly and deal with each matter fairly.
In most cases an appeal process is available if you are unhappy with the
outcome.
6.1.1 How you can make a suggestion or complaint
You can make a suggestion or complaint orally or in writing. If made orally it
may need to be put in writing later. We can assist you to do that. You can
use the form on the back of this sheet (optional).
Suggestions or complaints can be made to the person responsible for the
place where the issue arose (eg campus operations manager, head teacher,
other institute manager or state office director).
If the complaint is about any of these people then it can be made to their
supervisor.
Request assistance if you need help.
It is preferable that you give your name and sign your complaint. Anonymous
complaints can be acted on only in certain circumstances.
6.1.2 How your suggestion or complaint will be handled
When a suggestion or complaint is received it will be assessed in terms of its
nature and seriousness. We will acknowledge it and we can give you an
indication of the likely time frame for dealing with it.
If it is about a policy or process rather than about a person, then we'll try to
find a way to remedy the problem or improve our systems (ie, remedy and
February 2012 Page 41
systems improvement procedure ).
If it is about a person, but not about an alleged serious breach of policy or
procedure, then we'll try to find a solution which will meet the needs of all
parties (ie, negotiation procedure).
If it is about a person, and it is about an alleged serious breach of policy or
procedure, then we will investigate (ie, investigation procedure).
For more information you can:
contact the relevant campus, institute manager or director
examine the procedures at a library within the North Coast Institute
visit the North Coast Institute website at www.nci.tafensw.edu.au
contact your local TAFE campus
February 2012 Page 43
Unit 7 Assessment procedures
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7.1. Community services section assessment procedures (general information)
7.1.1 Grading scale
In the Community Services Section courses, there are no external
examinations (with the exception of the module, Senior First Aid).
Modules are either ungraded or graded.
Ungraded
For ungraded modules you will receive the following on your assessment:
• Competent Pass (ungraded)
• Not yet competent Fail
(undertake Learning topic and assessment again)
NOTE: that if your competency is developing, but not complete, your teacher
may encourage a re-submission of your work (see Re-submission section)
Graded
For graded modules, your assessments will receive marks and the following
scale is applied to those marks in your official results:
• Greater than or equal to 83% Distinction
• Greater than or equal to 70% Credit
• Greater than or equal to 50% Pass
• Under 50% Fail / Not Yet Competent
If you withdraw from a module and you have been passing the module up
until that time, you will be granted a "WN" grade, which means you have
been withdrawn without penalty.
If you withdraw from a module more than a quarter of the way through it, and
you have not been passing that subject, then you will be granted a Fail
grade. An "F" will also be recorded if the Institute Director directs that a
student has committed misconduct.
February 2012 Page 45
7.1.2 Recognition
If you have completed previous studies either at TAFE or with another
educational provider, or if you have a work history in the Community
Services industry, there may be some modules in which you believe you are
already competent.
In order to apply for recognition of these achievements, the following
guidelines may help you:
7.1.2.1 Direct Credit
If you have completed TAFE modules which have the same number as a
module in which you are enrolling, notify your teacher immediately as usually
the procedure to credit you with this advanced standing is a simple matter of
checking computer records, filling out a form and transferring the results over
to your new course.
7.1.2.2 Standard Exemption
If you have completed modules either at TAFE or at another institution, which
sound similar to a module in which you are enrolling, bring proof of your
achievement to your teacher who will investigate the possibility of a straight-
forward exemption (a similar process to a credit).
7.1.2.3 Non Standard Exemption
If you believe you have satisfactorily achieved certain competencies already,
but 1. and 2. above do not seem to apply to your situation, then you must
abide by the following procedure:
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Read the Elements & Performance Criteria (or Learning Outcomes in older courses) of the competence for which you wish to apply for recognition.
Gather together evidence that proves you have achieved these. For example, detailed outlines of previous courses undertaken, examples of work completed in the industry and/or detailed references from employers would all constitute evidence.
Approach the teacher(s) of the particular module(s) for which you seek recognition and make an appointment time to discuss the possibility of exemption from that module(s). If this teacher is unable to assist you, slhe may refer you to your course or stage coordinator and/or the Head Teacher.
Once you have discussed your requests, you may need to fill out and lodge an application form (in conjunction with the staff member who has helped you) to make the process official.
Until you have established your eligibility for exemption, it is important that you attend all classes in case your application is not successful.
7.1.3 Confidentiality
Confidentiality is a core ethic in the Community Services industry and
therefore it is vital that students are aware of and adhere to this principle.
While this topic will be covered in detail in particular modules of the
course, it is essential that students apply confidentiality in ALL aspects of
their work, including their assessment.
Some general guidelines:
In you written work, you need to be sure that you do not divulge any identifying details of any person.
When visiting agencies in the field, ensure you do not ask for nor discuss any information about the agencies' specific clients.
In the classroom, and in presentations, case discussions etc., be sure to fictionalise any 'clients' and do not disclose any identifying details of any real person.
February 2012 Page 47
Unit 8 Expectations
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8.1. Standards for written work
8.1.1 Rationale
One of the aims of the courses in the Community Services section is to
develop professional attitudes and standards in our graduates. An aspect of
this is the standard of presentation of written work. In the field, We!fare
workers are often required to prepare and present material in writing. It is
important both for your reputation as a worker in the industry and for this
department and its courses, that any material written is produced within
deadlines and is of high quality. For this reason, the staff have put together
this outline of our expectations of written work presented as part of the
course itself. We believe that the expectations set out below are reasonable
and reflect the expectations of the field in which you have chosen to work.
This information should be read in conjunction with TAFE's formal policy on
assessment (see Page XX)
NOTE: It is important that students who think they may have difficulty
meeting these requirements may be eligible for extra tutorial assistance
through the Foundation Studies section.
8.1.2 Presentation of written work
Each assessment MUST have a COVER SHEET (Sample Provided) stapled
to the front with:
your name & the name of the assessor
the full title of the assessment and the assessment number
the due date
the name and number of the course
Preferably TYPE your assessments or WRITE LEGIBLY in INK. Word
processing facilities are available in the Library.
If typing, use DOUBLE SPACING between lines
If typing, use simple font (e.g. Arial or Times New Roman) Minimum size 12
Write or type on ONE SIDE of each sheet of paper only .
Leave a 4cm MARGIN on the left-hand side of the page.
Pages should be NUMBERED consecutively and STAPLED together at the
TOP LEFT HAND CORNER. Please do not use paper clips or pins. Paper
February 2012 Page 49
clips are not secure and your sheets may be lost. Pins are hazardous.
You may place your whole assessment in ONE plastic sleeve but do not
place each page in a separate plastic sleeve inside a folder.
Keep to the prescribed length for the assessment. Part of the art of writing is
to say what is important in the given word limit. The Learning Centre can
help you with this skill. Any work that exceeds the stated length by a
significant amount may be penalised.
8.1.3 Content
Class teachers should give an indication about the form of the answer, for example, an essay, report format, etc. Guidelines will be distributed to you about these formats in the first semester subject, Writing and Study Skills.
Answers should always deal with the question set. Very rarely are you asked to "tell us everything you know about.. ..... ". Material should concentrate on the specific aspects of the topic sought in the question.
Material presented should be the student's own work except for brief references and quotations drawn from other works, accurately referenced. The use of this type of material should only be used to support points that YOU are making to illustrate YOUR argument. Referencing Guidelines, according to the Harvard Referencing System, are included in this handbook PLEASE be sure to follow these when presenting your work. Your Foundation Skills teacher will assist you with implementing these guidelines.
If students are unclear about what is being sought from a particular question, it is expected that this will be clarified with the class teacher - in advance. (NOT the night before the work is due!)
In keeping with professional values, it is expected that all written work will use inclusive language. This means language which is non-racist and non-sexist, as well as avoiding language and suggestions that devalue or pass judgements on disadvantaged groups in our society. Guidelines about the use of Inclusive Language are included in this Handbook.
8.1.4 Submission of material
Always proof read your assessment before submission. Preferably leave some time (a day or two) between preparing your final draft and proof reading. This helps maximise your result by ensuring your writing makes sense and you have not left any important material out, nor made any errors.
Always keep a hard and electronic copy of your assessment. This is insurance for you in the event of your assessment going astray.
All assessments are to be handed in, in class, or to the teacher in their staff room on the date due or will be considered to be late. If, for
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 50
reasons of unexpected illness/trauma this is not possible, you must contact your teacher that day to explain.
Assessments submitted late without prior approval for an extension will be penalised (see Point 6. below). As assessments are critical in assessing your competency in a particular module, lateness or failure to submit an assessment could be seen as incompetence and therefore result in a fail. It is in your interest to start working on assessments early.
8.1.5 Resubmission
Resubmission of work is defined as the teacher allowing or advising a student to take back their assessment after it has been submitted for marking, in order to make corrections to that assessment.
Assessment marks are generally regarded as final and re-marking of any assessment will only be considered if the assessment has been graded FAIL. Please see your teacher if you are requesting a re-mark.
Resubmission is at the discretion of the teacher.
Work may only be re-submitted ONCE.
Circumstances under which resubmission may be possible, include:
A student's work is not quite at a competent standard but the assessor believes that, with some extra work, competency could be achieved.
The assignment needs editing or word length adjustment
Literacy problems are evident in the assessment item
The student has obviously misread the question
A seven (7) day limit applies for a student to resubmit their work.
Resubmission is not available if work is submitted late in the first instance.
A re-submission of a failed assessment will only be considered if you have failed within 10% of a pass grade
Resubmitted graded assessments will only achieve the basic pass mark of 50%"
February 2012 Page 51
8.1.6 Due dates and late assessments
To prepare you for future professional responsibilities, and to help you and the teachers set priorities and organise time, it is very important that you submit assessment items on time.
Please read your student assessment guides carefully and be sure to enter all due dates in your diary.
You will find that teachers are very approachable concerning extensions if you follow this guideline, and especially if the reasons for extension involve illness or other personal crises.
You will lose marks for late submission of assessments unless you have
requested and received an extension from your class teacher within the
appropriate time before the assessment due date. We understand that illness
and/or crisis can sometimes affect student’s ability to fulfil this requirement
and we take this into account.
8.1.7 This policy applies to all students
1. Extensions of time for submission of assessments will be given if a written
request has been given to the class teacher on the request form one week
prior to the due date. The assessor is responsible for considering your
request and must sign the completed request form. The assessor will give a
maximum 2-week extension.
2. If a student fails to attend an in-class assessment item, for their own class
presentation or demonstration on a predetermined date, without adequate
notice or explanation, a score of zero will apply.
3. If a student is required to collaborate as part of the assessment activities
of fellow students (eg as client in a role play assessment task) and they fail
to attend the activity as prearranged, the student will immediately forfeit 10%
of their grade. Where the mark is ungraded the student will forfeit their right
to present their own demonstration.
4. It is expected that students demonstrate courtesy to their fellow students
by always attending their colleagues' presentations and avoiding late arrival
on such occasions. If you are late unavoidably, please DO NOT enter the
room until the presenting student has finished. This is part or professional
behaviour.
5. To be fair to all students, and in line with TAFE policy, there are penalties
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 52
for any work submitted late without explanation or valid reason:
For work handed in up to seven (7) days after the due date without an approved extension. 15% of marks will be deducted. Graded work without marks will be reduced by one level (e.g. an A Grade would be reduced to a B). For work that is ungraded, the student will pass if their work is of a Pass standard.
For work handed in more than seven (7) days after the due date without an acceptable reason, your mark for the assessment item will be reduced to zero. For ungraded work, this means a Fail will be entered for that particular assessment. Program and Project deadlines are a reality in the Community Services Industry, therefore your teachers recommend you communicate your assessment needs to avoid disappointment and or failure.
6. Marked assessments will be handed back in class by your teacher. If you
are not in attendence your work can be located in boxes outside OG 9. in the
corridor. For confidentiality reasons, you need to ask a staff member to
retrieve it for you.
NOTE: Also for confidentiality reasons, students CANNOT collect other
students' work without the written permission or the phoned-in consent of
that student.
8.1.8 Cheating
Any form of cheating is unacceptable from a student. It is not only dishonest,
it is contrary to the ethics of the Community Services professions. It prevents
the learning necessary to become a competent worker. Cheating includes:
Carrying notes into a class test without permission from your teacher
Copying from another student during a test
Copying another student's or ex-student's assignment
Having someone else write an assignment for you
Faking an audio or video taped interview
Plagiarism, which means the failure to acknowledge the source of your information, or pretending someone else's ideas or statements are your own. This is a very serious offence. Students must always acknowledge direct quotes from books, interviews, videos, etc. They should also acknowledge references to facts, statements or ideas of others, even when summarised in your own words.
See Harvard Referencing Guidelines on page XX for information on how to
acknowledge your sources of information.
February 2012 Page 53
Unit 9 Attendance and
participation
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 54
9.0.1 Absences
Course in the Community Services section have a very strong emphasis on
experiential learning and integration of knowledge with practice. In order to
make your learning meaningful, it is important for you to attend class
regularly.
Whilst the staff realise there are often valid reasons for absences, it is
important to let staff know if attendance is a problem. You may be able to
negotiate how you might catch up on work and/or how viable it is for you to
continue your studies. As a general rule, if you miss class, it is YOUR
responsibility to ensure you catch up on the content and handouts. You
cannot expect a class teacher to go over material that you have missed.
Attendance at Workplace Learning is mandatory. Any time missed for any
reason must be made up. The scheduled Workplace Learning tutorial
classes are also important so that you know what is expected of you in the
field. Timetables are designed so that field work can be undertaken on days
when you are NOT required to attend College.
9.0.2 Participation
All courses in the Community Services section are training you to work with
people, and your ability in this area will also be demonstrated in the
classroom with the other students and the teacher. For these reasons, your
attendance and active participation are very important. In some modules,
participation forms part of the assessment.
As adult learners, you are expected to take responsibility for your own
learning and participate through:
February 2012 Page 55
Attendance
Punctuality
Active listening
Being attentive in class
Responding to and valuing other students' contributions
Volunteering opinions, ideas and reactions appropriately
Demonstrating a willingness to work co-operatively in groups
Demonstrating a willingness to evaluate your own growth and give feedback to other students and teachers on an ongoing basis.
9.0.3 “Did I miss anything?” Questions frequently asked by students after missing a class.
Some answers…
Nothing. When we realised you weren't here, we sat with our hands folded on our desks, in silence, for the full three hours.
Everything. I gave an in-class test worth 40% of the grade for this module. I also assigned some reading, due today, for which I'm about to hand out a test worth 30%.
Nothing. None of the content of this course has value or meaning. Take as many days off as you like. Any activities we undertake as a class will not matter either to you or me, and are without purpose.
Everything. A few minutes after we began, a shaft of light descended and a celestial being appeared who revealed to us what each of us must do to attain divine wisdom in this life and hereafter. We are about to disperse to bring this good news to all the other people on this earth.
Nothing. When you are not here, how could anything significant occur???
Everything. Contained in this classroom is a microcosm of human existence, assembled for you to query and examine and ponder. This is not the only place such an opportunity has been gathered. * BUT it was one place * And you were not here!
From Wayman, Tom [ 1991]“ More Than Our Jobs” Pulp Press
February 2012 Page 57
Unit 10 Referencing
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10.1. Harvard referencing system
ALL references to books, articles, reports, web sites and other sources are to
be appropriately acknowledged at the point of mention within the text of
essays, reports and other assignments.
In addition, at the end of all assignments, under the separate heading of
"Biblioqraphy", ALL books, articles, reports, web sites and other sources
used, whether or not they are mentioned in the text, should be listed
alphabetically by author. (Note: personal communications - see 1.10 below -
are the only references that do not need to be included in the Bibliography)
Students should not list works which were not actually used in the
development of any assignment.
The procedures for citing a reference within the text of assignments, and the
procedures for setting out referencing details in the bibliography at the end of
assignments are as follows:
10.1.1 Procedures for citing a reference within the text of an assignment:
All references to books, articles, web sites and other sources should be
identified at the appropriate point in the assignment by:
The name of the author
The year of publication
The page number (if using a direct quote)
EXAMPLES:
10.1.1.1 One author's ideas or findings:
Jones (2001) found that those living in poverty. .
OR
Those living in poverty (Jones, 2001)
10.1.1.2 One author - direct quote:
"Those living below the poverty line are at significantly greater risk of
contracting bronchitis " (Jones, 2001, p.24)
10.1.1.3 Two authors:
Jones and Brown (2001) found that
February 2012 Page 59
OR
It has been reported (Jones and Brown, 2001)
10.1.1.4 More than two authors:
When first referring to the authors, cite all their names as
follows:
Jones, Brown and Smith (2001) found that .
At subsequent citations, use first author's name then 'et al. ':
Jones et al. (2001) found that .
10.1.1.5 When the author is an institution:
Recent statistics show that (Commonwealth Tertiary
Education Commission Report, 1999)
10.1.1.6 When more than one source provides the same information:
Brown (1999), Jones (2001) and Smith (2000) report that .
OR
Several studies have shown that (Brown, 1999, Jones, 2001,
and Smith,2000)
10.1.1.7 One author with two or more works published in the same year:
Jones (2001 a; 2001 b) found that .
OR
It was found that (Jones, 2001a; Jones, 2001b)
10.1.1.8 Information from TV programs, Videos and Films:
The video recording, 'Babakiueria' (1991) highlighted many of
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 60
the stereotypes that hinder racial harmony in Australia.
Note: include title, date and format of production.
10.1.1.9 Information from electronic sources and on line:
Internet:
It has been claimed that the military have assisted the East
Timorese by providing peace and stability. (The Price of
Freedom, 1999, accessed 4 January, 2000, p. 12) website
address
OR (when author is known)
Successful managers assist their staff in coping with the many
workplace changes. (Canavan, 2000, online accessed
January 18,2001, pp. 1-14)
CD-ROM:
Chronic Fatigue Syndrome can be diagnosed through blood
and urine tests. (Microsoft Encarta, CD_ROM, 1996)
10.1.1.10 Information obtained by letter, interview or email (personal communications):
In an interview on January 4 2001, Or Lyn Barrow,
Psychologist, claimed that .
Note: include name, date and occupation. Such references DO
NOT need to appear in the Bibliography.
10.1.2 Procedures for referencing in the Bibliography at the end of an assignment
Resources should be listed in alphabetical order with the family name of the
author first: Note: the order - Author's family name; Initials; Date of
publication; Title (underlined); Place of publication; Publisher
10.1.2.1 Books:
10.1.2.1.1 One author:
Neuman, W.L. (1997) Social Research Methods
Masachusetts: Allyn and Bacon
February 2012 Page 61
10.1.2.1.2 Two or more authors:
Cohen, E.O. & Cohen, G.S. (1997) The Virtuous Therapist
California: Wadworth
10.1.2.1.3 Corporate author:
NSW Department of Education and Training (2000) Protectinq
and Supportinq children and Younq People Sydney: NSW
Government Publishing Service
10.1.2.1.4 Edited book:
Mountney, P. & Mageean, P. (Ed.) (1995) Issues in TAFE
Payneham, Sth Aust.: TAFE Centre for Research
10.1.2.1.5 Article or chapter in edited book:
Farren, R. (1995) External studies in TAFE. In Mountney, P. &
Mageean, P. (Ed.) (1995) Issues in TAFE (pp. 33-41)
Payneham, Sth Aust.: TAFE Centre for Research
10.1.2.1.6 When the author is also the publisher:
American Psychological Association (1999) Publication Manual of the
American Psycholoqical Association Washington D.C.: Author
10.1.2.2 Journal Articles
Nettle, K. (2000). Stop the Women's Jail. YAPRap. Vol10 No
11, 2000, p.3
10.1.2.3 Other sources:
10.1.2.3.1 Government Reports:
Committee of Inquiry into Technological Change in Australia
(1990) Techno/oqical Chanqe in Australia: Report of the
Committee Canberra: Australian Government Publishing
Service.
10.1.2.3.2 Unpublished conference paper or report:
Corben, H. (2002, July) Attributes of Excellence in Teaching.
Paper presented at the Second World Congress of
Polytechnics and Colleges, Melbourne.
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 62
10.1.2.3.3 Class Handouts:
Skinner, L. (2003) Overview of Community Services on the
North Coast, Class Handout, Welfare Certificate IV,
Wollongbar Campus of TA FE
Note: Don't underline title when resource is unpublished.
10.1.2.3.4 Magazine article:
Walker, M. (1999, March 6). State of Play: Women. Good
Weekend, pp. 16-17
10.1.2.3.5 Newspaper article, no author:
Flight of the Battlers. (1999, May 5) Sydney Morninq Herald.
pp.4-5
10.1.2.3.6 Electronic material:
The Price of Freedom, 1999,
www.timor.peop/e.struqqle.com.au
OR
Canavan, P., 2000, Successful Manaqement,
www.now.manaqement.qofast.NZ
February 2012 Page 63
Unit 11 Guide to inclusive
language
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As helping professionals, we are committed to the principle that each person
has value. We believe that every person, and every identifiable group in
society, has a right to a fulfilling life and a right to access the resources
necessary to live that life. We value the uniqueness of every person.
However, we live in a complex society that tends to value people and groups
differently according to some qualities they are assumed to have or not have.
The process of valuing and devaluing becomes habit, and it is often
defended because "that is the way things have always been". As a society,
we seem to have difficulty with difference; seeing or judging anyone who
does not fit the 'norm' as "lesser than".
The language we use is never neutral; it is a powerful indicator of our
attitudes and of the ways we structure relationships of people and things in
society. Words signify power: the power to limit and oppress; the power to
liberate; the power to include; the power to exclude. Words describe
elaborate cultural codes about "how things are." Words (what is said)
indicate our views about particular individuals and groups. What is left out or
not said may make an even more powerful statement than the words
themselves.
To write and speak in a more inclusive way, then, is to:
Pay close attention to language that fully values and includes the experiences of all people
Fully recognise difference and individuality while valuing the whole person.
Avoid stereotypes and over-generalisations
Refer to qualities of difference only when those qualities are important to the discussion at hand.
Put the person first before describing some quality they may have
Use language that is acceptable to the person/group to which you are referring.
Using inclusive language may feel strange and awkward at first. Comfortable
words and expressions, and the attitudes and habits that underlie them, will
need to be re-examined.
When we, as helping professionals, use inclusive language and encourage
others to do so, we are doing more than changing words. We are making a
statement about the worth of every human being. We are changing the ways
we relate to each other. The current agitation we hear about "political
correctness" indicates that relating more inclusively is not an easy process
for individuals or for society as a whole. This expression seems at times to
be an attempt to deny or trivialise a concern for the inclusion of people; and it
seems to indicate that we do not wish to recognise that language is political;
that it is about power. Some may perceive that to be "politically correct"
February 2012 Page 65
means giving up power over another person or group. We seem to have
difficulty coming to terms with how the dominant ways of thinking in society
have devalued anyone who does not 'fit'; we have difficulty 'correcting' that
devaluation.
What we as helping professionals need to do is think about whether our
words and attitudes will have the effect of including people fully, or
suggesting that they are 'less than' or different in some way. Changing habits
and attitudes is the hardest part. When we can take an honest look at our
own attitudes, when we can really value people in all their differences, more
appropriate language will follow. The following information is just a very brief
guide to inclusive language. It is a relatively new area with few rules, but
these examples may be helpful.
11.0.1 Language about gender
There is a tendency to use the term "man" to refer to all human beings. This
is not (and never was) an accurate word to describe a society populated by
women and men, adults and children. The use of this terms tends to obscure
or belittle the actions and contributions, even the presence, of women.
Following are some examples of how to use non-sexist language:
Table 3 – Language about gender
Avoid Use
man as a false generic: 'humans', 'they', 'you', 'people' 'man',
'he', 'you guys'
man as the species: 'mankind' 'people', 'humankind'
man as a verb: 'man the pumps' operate', 'run', 'staff'
man in compound words:
'manpower'
'workers', 'employers', 'salesperson'
man as prefix or suffix; 'man-
made', 'chairman'
'synthetic', 'hand-made', 'chair'
adding feminine suffixes to male
terms: 'actress', sculptress'
'actor', sculptor'
sex-stereotyped job titles:
'salesman', 'stewardess'
'salesperson', 'flight attendant'
assigning gender to generic terms: ordinary person'
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 66
Avoid Use
'man on the street'
trivialising the work women do:
'housewife', 'mother', 'working
mother'
'homemaker', 'parent', 'paid employee'
reinforcing gender based power
differences: 'my girl', girl Friday',
'woman driver'
'secretary', 'assistant', 'driver'
using man as generic in letters:
"Dear Sir"
"Dear W. Smith", "Dear Madam/Sir"
indicating the marital status of
women but not men; treating wife
as appendage of husband/men:
'man and wife'
Ms', 'spouses', 'partners'
describing women by appearance,
trivialising women: 'blond', 'ditzy',
'bitchy', 'female intuition'
'people', 'intuition'
referring to women as 'girls' or
'ladies
woman', 'women'
prioritising men when ordering:
'men and women', 'Adam and Eve'
'women and men' (alternate),
he' as a generic pronoun 'they' or 's/he'
11.0.2 Language about ability/disability
To be 'dis-abled' is to lack something, to lack a particular ability. "Disabled" is
an adjective describing a specific disabling conditions. To use it as a noun -
"the disabled" - is to categorise the whole person. It is also to stress the
disability rather than the ability. Some specific issues to think about are:
February 2012 Page 67
A functional impairment in one area does not necessarily limit or affect other life functions
People with disabling conditions, even apparently similar conditions, are not ail the same
Categories tell us little about the individual's potential abilities
Emotional descriptions such as 'unfortunate' and 'confined', though possibly well meant, do a disservice to the person who has a disability. Such words usually say more about the attitudes or feelings of the observer than anything about the person with the disability. Descriptions of technical aids such as a wheelchair, if relevant at all, should be described in factual rather than emotional terms.
It is demeaning to a person with a disability when people obviously avoid normal words such as 'see', 'listen' and 'walk',
It is demeaning to a person with a disability to be patronised, or to be seen as 'super human' when they cope and achieve as others do.
A disability may not be a handicap. A handicap is a limitation imposed by others or by the person themselves because of the disability. E.g. stereotypes, inaccessible buildings
To be differently abled is to have some differences in abilities that do not define the whole person. Take care in your writing to refer to people as people first, as whole people. Refer to the disability only when it is important to the 'story' or issue under discussion.
Table 4 – Language about ability/disability 1
Avoid Use
'the disabled' 'people with disabilities'
autistic child' 'child with some symptoms of autism'
'crippled' or 'handicapped' 'paraplegic', 'quadriplegic' or 'person
with a physical disability'
'retarded', 'blind', 'deaf 'person with a developmental delay',
'person with a visual impairment',
'person with a hearing impairment' or
'person who is hard of hearing'
NOTE: People who are profoundly deaf and rely on sign language to
communicate prefer the term "deaf', whereas those with only a partial loss of
hearing prefer the term 'hearing impaired', or perhaps, 'hard of hearing'.
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 68
Table 5 – Language about ability/disability 2
Avoid Use
'confined to wheelchair' person who uses a wheelchair'
'an epileptic', 'a spastic' person with epilepsy', 'person with
cerebral palsy'
'normal', 'abnormal' able-bodied', 'differently abled'
„she is so brave‟ 'she copes well', 'her performance
exceeds the requirements'
11.0.3 Language about age
The older members of our society are very frequently devalued by language.
This devaluation also often applies to younger people, particularly
adolescents. Women are apt to be doubly devalued. This discrimination
against older and younger people is not true in all cultures. Aboriginal
cultures in particular have traditionally been very respectful of their elders,
and of children. While age may sometimes be important and may affect
certain abilities, it does not describe the whole person, their contribution to
society, or their potential. To be older or younger is not a fixed state, but a
process in which we are all involved.
February 2012 Page 69
Avoid
using demeaning ageist (or sexist) expressions like 'old geezer', 'old girl', 'old wives' tale', 'chick', 'youngster', 'punk', 'brat', 'lout' etc.
suggesting that to be older is to be impaired in thinking and feeling capacity: "now how are we feeling today, pet", "come and have your bath now deary"
suggesting that to be younger is to be impaired in thinking and feeling capacity: "you wouldn't understand", "When you've had some life experience you'll see!"
suggesting that all older people or all adolescents are the same
putting older people on a pedestal that does not allow them to be fully human
expecting young people to take responsibility but not allowing them the corresponding Rights
paternalistic statements or statements that portray children or young people as Possessions
'cute' expressions or expressions that are purposefully misspelled/mispronounced in referring to children and what they say
making age an issue if it does not have to be
11.0.4 Language about race and ethnicity
Language discrimination against the indigenous people of Australia is long
standing and widespread. Ethnic minorities in Australia are also
discriminated against in language and sometimes this discrimination takes
the form of invisibility or stereotyping. General guidelines are:
Focus on the people first, and only on their race and ethnicity if it is relevant to the point at hand.
Refer to differences respectfully and in ways that do not describe difference as 'lesser than' the dominant culture.
Avoid all expressions that perpetuate colonial or paternalistic attitudes, even those that may be well-meant, e.g. "our natives"
Avoid stereotypes and over generalisations
Use terminology that is acceptable to the group you are referring to – ask
Table 6 – Languare about race and ethnicity
Avoid Use
Aborigine Aborigine(s) or specific group names
such as 'Koorie' (NSW, sth Qld., Vic
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 70
Avoid Use
and Tas) or 'Murri' (nth Qld) or 'Goorie'
(NSW north coast)
Aborigine / Aboriginal when you
are Referring to people who are
from the Torres Strait Islands
Torres Strait Islanders
Natives Indigenous people
"Full-blood', 'half-caste', 'part-
Aborigine'
Indigenous people
'Tribes' of Aboriginal people 'groups', 'nations' or 'clans'
Dreamtime', 'myths', 'magic' etc 'religion', or 'beliefs' or 'creation stories'
or 'rituals'
migrant' or 'immigrant' (Unless
very recently arrived)
Australian( s)
'ethnic' e.g. 'Vietnamese born Australian' or
'Arabic speaking Australian'
terms like 'Christian name' which
denote religious superiority
Given name', 'first name' or
'personalname'
NOTE: Because English is now the national language of Australia,
sometimes it is necessary to indicate a person's language background or
skills. The following terms are recommended:
NESB Non-English Speaking background (does not indicate ability in English)
NES Non-English speaking (Le. no English language at all)
ESL English as a second language (still does not indicate ability in English)
LOTE - Language other than English
Community Language - non-Aboriginal languages other than English which are used in Australia.
February 2012 Page 71
11.0.5 Language about sexual orientation
When we define people first or only by their sexual orientation, focussing on
what may seem different from ourselves or from some norm or tradition in
society, we exclude them.
Sexual orientation is only part of a person's identity. Since sexuality in our
culture seems to carry a lot of 'emotional baggage' with it, any definition of
sexual orientation is far from a neutral term, and therefore must be used with
great care. Refer to sexual orientation only when it is important to your
discussion, and then in terms that respect the person.
Table 7 – Language about sexual orientation
Avoid Use
All derogatory terms, including
those that may have traditionally
been seen as humorous,
e.g. 'fairy', 'limp wrested', 'butch',
'women in sensible shoes'.
'straight', „fag‟, „poof‟, dyke‟ „fuits‟
All words acceptable to the person
towhom you are referring. These may
include 'homosexual', 'heterosexual',
'gay', 'lesbian', 'transgender'
11.0.6 Language about people with particular life issues
It is often tempting to refer to people who are experiencing particular life
issues primarily in terms of those issues. When we do this, however, we
define them by that issue rather than by their inherent humanity. We define
'them' by their problem/difference and distance from us rather than by our
sameness. The issue becomes more than an aspect of their life that may
cause difficulties for them. In a sense, it becomes their whole identity, how
they are known to the world. Using words like 'victim', even when our intent is
positive, tends to evoke reactions of pity or sympathy, rather than empathy.
Examples:
Table 8 – Language about people with particular life issues
Avoid Use
"AIDS victim" "Person living with AIDS"
"welfare mother" "person who is poor, supporting a
family on limited income, receiving
income support, etc."
Diploma of Community Services Work 18702 – Student Information Handbook V4 Page 72
Avoid Use
"battered wife" "woman who has been assaulted by
her partner"
"dysfunctional family" "family with serious difficulties"
"alcoholic", "druggy" "person who misuses alcohol, drugs" or
"person with a substance abuse /
dependency problem"
"ex-con" "person who has been in conflict with
the law"
"single parent", "unmarried
mother"
"parent / mother / father / custodial
parent"
11.0.7 Language about appearance
Very rarely are a person's physical attributes relevant to the issue at hand.
However, being a part of a culture that seems to glorify certain physical
attributes and condemn others, we are all apt to slip into judgements about
appearance from time to time. Body weight is perhaps the most common
area of judgement, particularly in reference to women and girls.
Avoid:
Judgements about appearance, especially judgements that link beauty to body weight
Categories that stereotype or demean on the basis of appearance, e.g. "blond" jokes
Statements that make attractiveness to men the central measure of a women's worth
February 2012 Page 73
REFERENCES:
Edmonton Community College, Social Work Faculty, (1993) Guide to Inclusive
Language, Alberta, Canada
Miller, C. and Swift, K. (1984) The Handbook of non-sexist writing for writers.
editors and speakers, London,
The Women's Press
Southend Cross University, (2000), Non-Discriminator Language Guidelines,
Lismore
February 2012 Page 75
Unit 12 Workplace learning
information
Certificate IV Community Services Work 18061 - Student Information Handbook Page 76
Every course in the Community Services Section has a Workplace Learning
component, sometimes also referred to as Vocational Experience, Field
Work, Field Education, or Field Placement. Practice in the field is a vital and
integral part of each course, as it enables students to relate the knowledge,
skills and values learned in the classroom to the 'real' world of community
services and health organisations.
Details regarding the goals and expectations of each field work placement
will be given to you when you undertake each Workplace Learning module.
What follows is some general information about field education.
For each Workplace Learning module you undertake, there is a set number
of hours. A small proportion of these hours will be spent in the classroom in
Workplace Learning Tutorials. Prior to your placement in an agency, time will
be spent in class discussing, in detail, expectations, setting goals and
general preparation. You will also have an individual interview with your
Workplace Learning teacher in order to discuss your areas of interest, your
strengths, and the knowledge, skills and values you wish to develop further.
At the agency where you undertake your field work, you will be under the
direct supervision of a full or part-time worker. These supervisors
undertake supervision of students on a voluntary basis and are often
already heavily overloaded with work. For this reason, field work needs to be
looked upon as:
1. A learning experience for the student, and
2. A useful and helpful experience for the supervisor and their agency.
Time will also be spent in class during your placement so that you have the
opportunity to debrief with other students and the teacher. On completion of
your field work there will be further time in class to enable an evaluation of
the process to take place. Another individual interview with your teacher will
take place on completion of your field placement.
Field work must always be organised by your Workplace Learning teacher.
Under NO circumstances are students to organise their own placements.
The TAFEstaff have developed a close working relationship with many
agencies in the area and are aware of the demands already placed on those
agencies, which agencies have appropriate student supervisors, and at
which level of learning students will most benefit from placement in particular
agencies. If students already have some involvement with an agency, or if
they have ideas about placement opportunities, then they are very welcome
to discuss these with their teacher, but must not approach the agency
themselves.
Most field placements take place over a period of time on the days of the
week when students are not required to attend College. Block placements
February 2012 Page 77
(Le. 2 or 3 weeks full-time) can occasionally be arranged by your teacher
with a limited number of agencies. The Community Services staff
recommends placements over a longer period of time in order to allow
students time and space to integrate theory with practice. Block placements
also need to be organised in students' holiday periods. For these reasons,
students requiring block placements need to demonstrate an adequate
rationale for this.
Because of increasing demands on welfare agencies and on the time of field
work supervisors, field placements are often difficult to arrange and
appropriate field supervisors, difficult to find. Therefore, we ask students to
be flexible in their requirements and to maximise their learning experiences
wherever they are placed.
We try, wherever possible, to fulfil your requests if appropriate, but
sometimes this is just not possible. Our experience has shown that some of
the most worthwhile learning has occurred in placements where the student
was originally resistant to that particular area of work. Wherever you are
placed, we recommend you embark on your placement with an open attitude.
In that way, you will avoid disappointments and gain many unexpected
benefits.
February 2012 Page 79
Unit 13 Appendix
Certificate IV Community Services Work 18061 - Student Information Handbook Page 80
TAFE NSW – North Coast Institute
APPLICATION FORM - EXTENSION OF DUE DATE FOR AN ASSIGNEMENT
STUDENT NAME
ASSESSOR
IDENTIFY THE ASSESSMENT TASK FOR WHICH YOU ARE REQUESTING AN
EXTENSION
Assessment Task Number
Name of assessment task
REASON FOR EXTENSION (IF FOR REASONS OF ILLNESS, PLEASE ATTACH
MEDICAL CERTIFICATE
SIGNED:
ASSESSOR STUDENT
DATE
NB: Applications for extension must be lodged at least 1 week prior to the due
date
Students signed acknowledgment of handbook contents
When you have reviewed all the contents of this handbook, including the course
assessment guide please sign below, tear out and give to your training advisor.
February 2012 Page 81
This is to be returned by the end of week 3.
Student Name …………………………………………………………
Signature ………………………………………………………………
Date …………………………………………..