Course Title: Respond to critical situations
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: HWSS6019C
Course Title: Respond to critical situations
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C4352 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 (3) 9925 4454
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 100
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
In this unit students will develop the skills and knowledge to maintain safety through effective response to potential or actual critical situations. This unit applies to youth workers working in specialist services and in residential work sites or in the community.
This unit is delivered and assessed with:
CHCYTH001 Engage respectfully with young people
CHCYTH002 Work effectively with young people in the youth work context
CHCYTH003 Support young people to create opportunities in their lives
CHCYTH010 Provide services for young people appropriate to their needs and circumstances
CHCPRT001 Identify and respond to children and young people at risk
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH004 Respond to critical situations |
Element: |
1. Implement risk-minimisation strategies |
Performance Criteria: |
1.1 Establish framework for dealing with potential crisis situations 1.2 Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others 1.3 Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisational procedures 1.4 Recognise the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment 1.5 Seek and provide information on potential responses to the appropriate team members for action and support 1.6 Request assistance clearly and promptly |
Element: |
2. Maintain a safe environment for young people |
Performance Criteria: |
2.1 Identify and routinely implement organisation’s policies, procedures and practices designed to maximise physical and emotional safety of young person 2.2 Maintain healthy and safe environment to minimise potential for harm 2.3 Ensure all legislative and ethical requirements are met by self and those who supervise |
Element: |
3. Prevent escalation of violent behaviour |
Performance Criteria: |
3.1 Routinely monitor person’s behaviour pattern to ensure aggressive or abusive behaviour is minimised 3.2 Develop plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan 3.3 Anticipate potential causes of conflict and harmful behaviour and respond in a manner that promotes calm and reassurance, to prevent escalation 3.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations 3.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all 3.6 Provide assistance as necessary and appropriate to the situation 3.7 Complete relevant documentation, as required |
Element: |
4. Secure the safety of clients |
Performance Criteria: |
4.1 Use calm, confident and assertive communication to establish positive personal interaction and exchange information 4.2 Provide information designed to promote positive decision-making based on the relationship between actions and consequences 4.3 Present information to all relevant individuals in a clear, accurate and comprehensive manner 4.4 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved 4.5 In responses and emergency action, give priority to the protection of individuals from severe harm 4.6 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control 4.7 Complete all necessary documentation in an accurate and timely manner |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Learning activities:
This course learning activities will be supported and complimented by RMIT’s online learning management tool Canvas. Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies. Some learning activities that you will undertake in the workshops are:
- Class discussion
- Documentary viewing and discussion
- Guest speaker
- Group work projects
- Questioning
- Work placement - 80 hours of work placement in a youth work agency support learning and assessment in this unit
Teaching Schedule
This unit will be delivered over 32 half day sessions (16 full days) during Semester 1 and 28 half day sessions (14 full days) during Semester 2.
SEMESTER 1
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 & 2 |
Trevor Bayley |
Welcome, introductions, unit introduction |
|
|
|
|
3 & 4 |
Trevor Bayley |
History of youth work & “the youth work context” Models of youth work practice |
|
CHCYTH001: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.1 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5 |
|
|
5 & 6 |
Trevor Bayley |
Mutual respect and autonomy in youth work. Common misconceptions/myths. Youth centred practice. |
|
CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6 |
|
|
7 |
Trevor Bayley |
Recognising individual needs and circumstances. Physical, moral and psychosocial development and behaviour of young people |
|
CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4 |
|
|
8 |
Trevor Bayley |
Excursion to YACVic. |
|
|
|
|
9 & 10 |
Trevor Bayley |
Engaging with young people – how to build and maintain rapport. Legal frameworks and duty of care requirements. |
|
CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6 |
|
|
11 |
Trevor Bayley |
Creating opportunities. Goal setting and planning. Recognising and responding to strengths and assets Working with diversity. |
|
CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, |
|
|
12 |
Trevor Bayley |
Assessment Task 1 To be completed in class |
|
|
|
Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment. |
13 & 14 |
Trevor Bayley |
Welcome back from Easter Break. Being informed – research in youth work Preparing for placement – review assessments |
|
CHCYTH002: 1.2, 1.3, 4.1 |
|
|
15 |
Trevor Bayley |
Excursion to Melbourne Magistrates Court |
|
|
|
|
16 |
Trevor Bayley |
Organisational context Working for a youth organisation Representing your workplace |
|
CHCYTH001: 4.1, 4.2, 4.3 CHCYTH002: 3.1, 3.3, 4.1, 4.2, 4.3 |
|
|
17 & 18 |
Trevor Bayley |
Providing services to young people. Goal and agenda setting. Targeted assistance and referrals. Advocacy |
|
CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5 |
|
|
19 |
Trevor Bayley |
Recognising and responding to risks experienced by young people & the difference between being “at-risk” and “in crisis”. |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
20 |
Trevor Bayley |
Responding to critical situations Responding to crises with young people and their families |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
21 & 22 |
Trevor Bayley |
Child protection Child Safe Standards Mandatory reporting Abuse and neglect Ethical concerns |
|
CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
23 & 24 |
Trevor Bayley |
Working with Young People Workplace Investigation |
|
|
|
Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
|
25 & 26 |
Trevor Bayley |
Working with Young People Workplace Investigation |
|
|
|
Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
|
27 & 28 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
|
29 & 30 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
|
31 & 32 |
Trevor Bayley |
Placement Updates Semester 1 Wrap Up/Assessments |
|
|
|
|
SEMESTER 2
This unit will be delivered over 28 half day sessions (14 full days) during Semester 2.
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 & 2 |
Trevor Bayley |
Welcome, introductions, Semester 2 program |
|
|
|
|
3 & 4 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations
|
|
|
|
|
5 & 6 |
Trevor Bayley |
Working with Young People Work placement updates |
|
CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
7 & 8 |
Trevor Bayley |
Preparation for Workplace Observation: Working with a Group. |
|
CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4 |
|
|
9 & 10 |
Trevor Bayley |
Working with Young People Work placement updates |
|
CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6 |
|
|
11 &12 |
Trevor Bayley |
Workplace Observation: Working with an individual to plan career options. |
|
CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, |
|
|
13 & 14 |
Trevor Bayley |
Workplace Observation: Working with an individual to plan career options. |
|
CHCYTH002: 1.2, 1.3, 4.1 |
|
|
15 & 16 |
Trevor Bayley |
Excursion TBC |
|
|
|
|
17 & 18 |
Trevor Bayley |
Classroom based Activities linked to assessment task 4 |
|
CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5 |
|
|
19 & 20 |
Trevor Bayley |
Classroom based Activities linked to assessment task 5 |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
21 & 22 |
Trevor Bayley |
Classroom based Activities linked to assessment task 6 |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
21 & 22 |
Trevor Bayley |
Placement updates/ Reflections and review |
|
CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
23 & 24 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
25 & 26 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
27 & 28 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
Learning Resources
Prescribed Texts
References
Other Resources
Learning resources
You will be provided with the resources and tools for learning in this course. These resources will also be provided in Canvas. They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.
Overview of Assessment
To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).
ASSESSMENT REQUIREMENTS ALIGNED TO WORK PLACEMENT ACTIVITIES.
Students must complete 80 hours of work placement supported by RMIT to achieve competency in these units. These units support students learning and assessment in the workplace.
Assessment Task 1
This assessment requires you to answer a series of questions about working with young people in the youth work context.
Assessment Task 2
This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.
Assessment Task 3
This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.
Assessment Task 4
This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.
Assessment Task 5
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Assessment Task 6
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved NYC: Not Yet Competent DNS: Did not Submit for Assessment If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Unit if you would like to find out more: https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers. Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams
Assessment Tasks
ASSESSMENT TASK 1
TASK: Written response to seven questions.
The purpose of this assessment is for you to demonstrate theoretical knowledge that you need to apply to your practice as a youth worker. This knowledge covers these topics:
- physical, moral and psychosocial development and behaviour of young people
- working with diverse cultures
- current issues and their impact on young people
- youth centred practice
- legal frameworks and duty of care requirements
- behaving professionally and
- understanding youth cultures, subcultures and stereotypes.
You will be expected to show through your answers important points about these topics and how you would apply this knowledge to the day to day work of a youth worker.
ASSESSMENT TASK 2
TASK: Workplace Investigation- Written response to five questions
The purpose of this assessment is for you to find information in your workplace to enhance your understandings of working with young people. This information will build on the induction program for your work placement, addressing the agency's policies and procedures and a code of conduct for youth workers.
In this assessment task the topics covered are:
- code of conduct for youth workers
- organisational policies and procedures in youth services
- job description of a youth worker
- ethical issues faced by youth workers
- minimising risk and handling violent behaviour.
You will be expected to show through your answers important points about these topics and how you would apply this knowledge to the day to day work of a youth worker. There are 5 questions to answer.
These topics have been covered in class but you will also undertake some of your own research to complete the questions.
ASSESSMENT TASK 3
TASK: Workplace Observation - Group Setting
The purpose of this assessment is to observe you communicating and engaging with young people in a youth work context. You will apply good communication, interpersonal skills and inclusive practices, your knowledge about the characteristics of young people and the youth centred work practices you have learnt. This assessment tasks will assess your ability to:
- use good communication skills when working with children and young people
- use good interpersonal skills
- understand confidential information
- use a range of support strategies with individuals who are in the group
- model good behaviour by participating.
ASSESSMENT TASK 4
TASK: Workplace Observation - Individual Setting
The purpose of this assessment is to observe you interacting, encouraging and supporting two young people in an individual youth work setting. You will support these young people to identify and achieve their goals. This assessment task will assess your ability to work with an individual young person by:
- using good communication skills
- using supportive strategies to assist in identifying goals and risks
- using supportive strategies to assist young people who are vulnerable or unconfident
- reinforcing their strengths
- providing positive feedback throughout the activity.
ASSESSMENT TASK 5
TASK: Workplace Observation - Career Session
The purpose of this assessment is to support a young people in an individual youth work setting by providing career information. You will support this young person to identify and achieve their goals in options for future careers. This assessment task will assess your ability to work with an individual young person by:
- using good communication skills
- using supportive strategies to assist in identifying goals and risks
- using supportive strategies to assist young people who are vulnerable or unconfident
- reinforcing their strengths
- providing positive feedback throughout the careers session
- providing information that is useful in relation to careers.
ASSESSMENT TASK 6
TASK: Ethical and Duty of Care Role Plays
The purpose of this assessment task is for you to demonstrate how to respond to ethical issues and duty of care incidents when working as a youth worker.
An assessor will observe you communicating and engaging about ethical issues and duty of care incidents, in two roles in a simulated youth work context. First you will play the role of a youth worker in discussion with a supervisor and secondly you will play the supervisor in dialogue with a youth worker. For these roles, you are to present information according to the perspective of the job role. The observation check list (attached) covers the actions to demonstrate in both role plays.
The assessor will ask you the questions on completion of the role play.
You will apply good communication and analytical skills, your knowledge about the characteristics of young people and the youth centred work practices you have learnt in the course.
All of these topics have been covered in your learning program. Additional research is required.
Assessment Matrix
Other Information
Work placement
This unit must be assessed in the work place. You must complete 80 hours of work placement in a youth work organisation, undertaking the kinds of professional tasks you could expect to perform while employed as a youth worker in order to gain competency in this unit of competency.
Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.
Working with Children
You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.
Immunisation
You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.
Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration
Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
1. a) You believe an error has occurred in the calculation of the grade; or,
2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student's work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Course Overview: Access Course Overview