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Unit outline_

SCWK3006: Issue Based Learning Unit 1

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

The title and content of the unit will be selected from the following: Illness, inequality and intervention; Social justice, social citizenship and social work; Caring and citizenship; the case of disability; Families, children and young people; Drugs and alcohol; the social work response.

Unit details and rules

Academic unit Social Work
Credit points 8
Prerequisites
? 
96 credit points including (KOCR2600 or KOCR2603 or SCWK2009) and SCPL2601 and (SCWK2006 or SCLG2602 or SCLG3701) and ((two of SCWK2004 or SCWK2005 or SCWK2007 or SCWK2008) or (12 credit points at 2000 level in Psychology or Psychological Sciences) or (12 credit points at 2000 level in Diversity Studies))
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Sacha Jamieson, sacha.jamieson@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task group assignment Group project
Resource folder, class presentation, individual reflection on group work.
50% Multiple weeks 2500 words equivalent
Outcomes assessed: LO3 LO1 LO2 LO4 LO5
Assignment hurdle task Boyer lecture quiz
Quiz to be completed at home
25% Week 04
Due date: 19 Mar 2023 at 23:59
2000 words equivalent
Outcomes assessed: LO3 LO1 LO2 LO5
Assignment hurdle task Essay
Essay on health and social inequality in the context of Covid-19.
25% Week 09
Due date: 30 Apr 2023 at 23:59
1500 words
Outcomes assessed: LO3 LO1 LO2 LO5
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Boyer lecture quiz: Students are required to complete an on-line quiz after listening to each of the four Boyer Lectures by Michael Marmot.
  • Health inequality project: This assessment requires students to work in teams of 4-6 students to produce an in-depth analysis of health inequalities pertaining to a specific group or issue. The project will include the following components: resource folder, a class presentation and a individual critical reflection piece on group processes.  
  • ​Essay:  A critical reflection essay on intersecting health and social inequalities in the context of the Covid-19 pandemic with attention to broader systems of power.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

For every calendar day after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. See Canvas for more details.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to health inequalities and frameworks for understanding health and illness; Introduction to the social, cultural, and political determinants of health Lecture and tutorial (4 hr) LO1 LO3
Week 02 Systems theory from a critical social work perspective Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 03 Post-colonial theory and critical social work in health: cultural humility and seeing health as an issue of power and privilege Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 04 Community development theory and environmental justice approaches to health and wellbeing Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 05 Complexity theory and its application to social work ethics and practice Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 06 The strengths perspective, social work power, and the moral-political activity of professional work Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 07 Feminist theory and Trauma theory: critical, intersectional approaches to health, mental health, and wellbeing Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 08 Loss and grief theories as a framing for practice in diverse social work contexts Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 09 Post-structuralism and Anti-Oppressive Practice Lecture and tutorial (4 hr) LO1 LO2 LO3
Week 10 Applying social determinants of health theorisations to specific groups and issues Lecture and tutorial (4 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Applying social determinants of health theorisations to specific groups and issues Lecture and tutorial (4 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Applying social determinants of health theorisations to specific groups and issues Lecture and tutorial (4 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 8 credit point unit, this equates to roughly 160-200 hours of student effort in total.

Required readings

Please see Canvas for prescribed readings. 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

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

  • LO1. demonstrate a critical understanding of health inequalities in the context of social, cultural, environmental and political determinants of health
  • LO2. critically analyse the application of social work theories to diverse fields of practice (working with Aboriginal and Torres Strait Islander people, working with diverse ethnic minority communities, community development, health, mental health, drug and alcohol, disability services, child and family services, criminal legal, homelessness, refugees and people seeking asylum, working with older people, working in rural and remote communities).
  • LO3. demonstrate a critical understanding of the regulatory power of social work and a commitment to working with cultural humility.
  • LO4. demonstrate a capacity to work collaboratively and critically reflect on team work, including your own participation.
  • LO5. communicate effectively and appropriately both verbally and in writing.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

The mix of individual and groupwork assessment has shifted in response to student feedback.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.