Overview
In this final fieldwork placement, you will immerse yourself in a professional practice environment, gaining a strong sense of competence and confidence in preparation for entering the social work profession. Field education aims to provide you with a robust and fulfilling learning experience, ensuring a collaborative endeavour between the university, you as a student, host organisations, and supervisors. The focus of activities will be on learning outcomes directly linked to the Australian Association of Social Workers (AASW) Practice Standards. Field education is a distinctive pedagogy for social work education, enabling you to integrate classroom learning with professional practice, refine your ways of thinking, doing, and being, and develop your professional identity, integrity, and practice frameworks. Throughout the placement, you will be socialised into the profession by engaging in real practice contexts, creating a constructive and reciprocal learning space. A Field Education Manual will guide you through the placement process, providing a detailed framework and administrative arrangements, including attendance and assessment requirements, as well as roles and responsibilities of all parties. The manual outlines the inherent requirements and performance expectations based on the AASW Practice Standards and ASWEAS General and Profession-Specific Graduate Attributes. You are required to attend the compulsory learning intensive associated with the co-requisite unit, SOWK14010, and participate in designated call-back sessions.
Details
Pre-requisites or Co-requisites
Prerequisites: Students must have completed SOWK13009, SOWK14005, and SOWK14006 before enrolling in this unit. Corequisite: SOWK14010 Integrating Theory and Practice II - This unit is designed to be taken concurrently with SOWK14009. A compulsory learning intensive (previously referred to as residential schools) is associated with SOWK14010, and students enrolled in SOWK14009 are required to attend this learning intensive week. These unit must be completed in the final term of CC48 Bachelor of Social Work (Honours), CL71 Bachelor of Social Work.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 18-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 37.5 hours of study per week, making a total of 450 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
All the CQU lecturers were very supportive, and the material was consistent and beneficial. Thank you.
Thank you we work hard to ensure your journey is successful.
Feedback from SUTE
Optional zoom catch-up's throughout the term would have been great. Even just to check in and see how the students were doing
We are introducing this in term 1 2024. We have avoided this as it adds extra pressure to attend for students and usually allowed this 'check-in' to take place through the liaison role. However, we will have zoom catch-up's for those who wish and are able to take part.
Feedback from SUTE
I think there needed to be clearer expectations for my placement organisation, as I was often treated more as a worker. There were certain comments made during the supervision for my mid placement review that very much solidified this.
Whilst this is generally thought to be undertaken through initial contact, we have now implemented formal meetings to ensure any new agency or supervisor is clear on their responsibility to the student as a learner.
Feedback from SUTE
I think the amount of expectations of assessment requirements are difficult on top of placement and other learning units.
Every year we explore ways to streamline tasks to evidence learning and have again addressed reduction in expectations in the form of number of tasks and sought to condense the tasks in order to reduce pressures.
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
- Construct and justify a practice framework relevant to your emerging social work identity and demonstrate its application in various contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Professional Practice Plans (learning plans) - 0% | ||||
| 2 - Learning logs / diaries / Journal / log books - 0% | ||||
| 3 - Presentation - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Making the Most of Field Placement
Edition: 5th (2022)
Authors: Helen Cleak and Jill Wilson
Cengage
Melbourne Melbourne , Victoria , Australia
ISBN: 9780170417006
The eBook is accessible at the Library website. If you are having issues gaining access, both paper and eBook copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
Binding: Paperback
The eBook is accessible at the Library website. If you are having issues gaining access, both paper and eBook copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Word
- Zoom - smartphone or laptop (not government based computer)
- Sonia
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.kemble@cqu.edu.au
Module/Topic
Getting Started:
- Revisit your Learning Agreement from Field Education 1 or your RPL application.
- Placement orientation and induction
- OH&S Assessment of Placement
- Review the Field Education Manual, CQU, 2025.
Chapter
- Revisit Cleak, H., & Wilson, J. (2022). Making the most of field placement. Cengage AU. (You may use older or newer versions if you have these; this is the copy that you can view through the library).
- Chapter 3: Getting Started - Student pp. 26 -34
- Chapter 5: The Learning Agreement p. 44
- Ensure you have explored the Moodle site for this unit.
Events and Submissions/Topic
Due:
- As part of Assessment 2 - Supervision Record and Action Plan: Your first supervision session will occur in Week 1 or 2 of placement. You will commence recording and feedback in the supplied proforma area as per the unit profile after each weekly supervision session and share with your social work supervisor before the next session.
- Placement OH&S Assessment Form DUE
Please note:
Assessment submissions are based on weeks at placement, not term weeks.
For example, the learning plan is due at the end of your fourth week of placement.
You will need to create your timetable based on your start date and the days you will be at the placement.
Module/Topic
- Review: Establishing a supervisory relationship
- What is critically reflective practice?
- Work readiness - Effective communication
Chapter
- Cleak and Wilson (2022);
- Chapter 3: Getting Started - Student pp. 26 -34
- Chapter 5: The Learning Agreement p. 44
Events and Submissions/Topic
- Supervision Record and Action Plan, and emailed to your supervisor for review and feedback.
- Review the Field Education Manual, CQU, 2025.
Module/Topic
Learning Agreement meeting arranged - Schedule your MPR at this meeting!
Facilitated by: Placement Liaison Officer (PLO)
Attended by: Student, Field Educator or Onsite Supervisor and External Supervisor as possible.
Purpose: To develop the working relationship, to explore any concerns about the Learning Plan and schedule the Mid Placement Review.
Chapter
- Cleak and Wilson (2022);
- Part 2: Beginning placement - Chapter 5: Charting the course for placement - contracts and agreements
- In the work-ready series tile - Watch; Week 3 - Learning Styles
- Revisit "netiquette" rules
Events and Submissions/Topic
- Hold LA Meeting
- Supervision Record and Action Plan
- Forum 1: Disrupting the Taken-for-Granted (Week 3 or 4)
Prompt:
Describe a routine practice or policy in your placement setting that you initially accepted as standard. After reflection or supervision, did you begin to question its purpose, equity, or impact?
What assumptions were you holding—and what changed? Whose voices are included or excluded in this practice? How might your evolving social work values respond?
Module/Topic
Finalising your learning agreement
- Attending to Sonia Tasks
- OH&S form
- Timesheets - Make sure your field educator/onsite supervisor has access to sign these off.
Chapter
- Cleak and Wilson (2022);
- Part 2: Beginning placement - Chapter 5: Charting the course for placement - contracts and agreements
Events and Submissions/Topic
- A1 - Learning Goals of Learning Agreement Proforma is due for submission via Moodle.
- Supervision Record and Action Plan
Module/Topic
- Settling into Placement
Chapter
- Revisit: Cleak and Wilson (2022); Part 3: Teaching and Learning on placement
- Noble, C., & Irwin, J. (2009). Social work supervision: An exploration of the current challenges in a rapidly changing social, economic and political environment. Journal of Social Work, 9(3), 345–358.
Events and Submissions/Topic
- Supervision Record and Action Plan
Module/Topic
- Planning ahead for your Mid Placement Review
Chapter
- Cleak and Wilson (2018/22); Part 6: Evaluation, assessing and finishing placement - Chapter 16: Assessment and evaluation - student and supervisors
- In the Mid Placement Review tile -Read "What is a Mid Placement Review"
Events and Submissions/Topic
- Supervision Record and Action Plan
Module/Topic
- Preparing for your Mid Placement Review
Chapter
- Cleak and Wilson (2018); Part 6: Evaluation, assessing and finishing placement - Chapter 16: Assessment and evaluation - student and supervisors
- In the Mid Placement Review tile - Read "What is a Mid Placement Review"
Events and Submissions/Topic
- Supervision Record and Action Plan
-
Forum 2: Power and Positioning in Practice (Week 6 or 7)
Prompt:
Describe a moment in placement where your positionality (e.g., age, race, gender, education, class) influenced how you engaged with a client, colleague, or system. How did this shape the outcome? How might you use relational reflexivity to navigate such dynamics ethically and effectively in future practice?
Module/Topic
- Prepare for Mid Placement Review and/or attend Mid Placement Review
- Challenging issues in supervision
Chapter
Cleak and Wilson (2018/22);
- Chapter 13: Challenging issues in supervision pp. 138 - 149
Events and Submissions/Topic
- Supervision Record and Action Plan
- A2 - Mid Placement Review within the Learning Agreement Proforma, due at your midpoint of placement following your MPR.
Module/Topic
- Mid Placement Reviews
Chapter
- In the Self Care tile - Watch - Self Care Video
Events and Submissions/Topic
- Supervision Record and Action Plan
- A2 - Mid Placement Review documentation due
Module/Topic
- All Mid Placement Reviews should be completed by now!
- Working with Difference
Chapter
Cleak and Wilson (2018);
- Chapter 9: Linking learning and practice in placement
- Chapter 14: Working with cultural and power differences
Events and Submissions/Topic
- Supervision Record and Action Plan
Module/Topic
- Ethics and Legal Issues
Chapter
Cleak and Wilson (2018);
- Chapter 15: Ethical and Legal issues pp. 158 - 165
Events and Submissions/Topic
- Supervision Record and Action Plan
Module/Topic
- Ending well, plan ahead!
Chapter
- Review A3 - readings and links
Events and Submissions/Topic
- Supervision Record and Action Plan
-
Capstone Forum: Embodying Practice – Frameworks, Endings, and Sustainability (Week 12 or 13)
Prompt:
As your placement draws to a close, reflect on how your social work practice framework has taken shape during this experience.What moment or situation challenged or clarified your framework?
What values, theories, or approaches felt most relevant—and why?
What have you learned about yourself as a social worker, especially in how you manage endings, transitions, and sustainability?
Consider the relational, systemic, and emotional elements of the work.
You may wish to include a metaphor or image (e.g., river, weaving, seed, mirror, thread) to express how your framework has developed and what you will carry forward into your professional life.
Module/Topic
- Ending Placements Well
Chapter
Cleak and Wilson (2018);
- Chapter 17: Finishing Well pp. 179-182
Events and Submissions/Topic
- A3 - End of Placement Reflections and Report, drawing on your forum posts and supervision notes.
Module/Topic
- End of Placement Report due two weeks after placement completion
- Check log of hours are accurate and signed off
Chapter
- Watch Ending Placements Well presentation under the communication Tile
Events and Submissions/Topic
- Supervision Record and Action Plan
Module/Topic
- End of Placement Report due two weeks after placement completion
- Check the log of hours are accurate and signed off
Chapter
- Watch Ending Placements Well presentation under the communication Tile
Events and Submissions/Topic
- Supervision Record and Action Plan
1 Professional Practice Plans (learning plans)
Assessment 1 – Learning Agreement
Part A: The Learning Agreement Goals
Type: Written
Due: Week 4 of placement
Length: 1-2 learning goals for each of the 9 AASW standards which are specific and can be measured. The strategies for achieving the goals should be included.
Weighting: Pass/Fail
Unit Coordinator: Robyn Kemble
Learning Outcomes Assessed
1. Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
2. Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
Aim
The Learning Agreement (LA) is designed for you to develop clear, purposeful and achievable learning goals during your field education placement. These goals are a commitment between you, your placement agency, and CQUniversity to ensure that your completion of SOWK14009 meets the AASW (Australian Association of Social Workers) Graduate Attributes.
Instructions – Learning Agreement
There are three assessment tasks related to the Learning Agreement.
Part A: Learning Agreement
Part B: Mid Placement Review
Part C: End of Placement Reflections and Report
The LA forms the foundation of your placement experience and professional learning journey. It establishes the framework for your educational relationships with field educators (supervisors), who will support your learning throughout the placement. The LA is also a key assessment tool used to evaluate your progress and determine whether you have met the AASW practice standards, competencies, and student attributes during Field Education.
Steps to Complete Your Learning Agreement
This template is designed to help you develop learning goals that align with the nine (9) AASW Practice Standards (AASW, 2023), which define the core learning areas of your placement. This structured, goal-oriented approach will support your professional growth and critical reflection throughout the placement.
Please follow these steps:
1. Draft your Learning Agreement during Week 1 of placement, in collaboration with your Field Educator and/or onsite Task Supervisor.
2. Develop 1–2 learning goals per AASW standard, supported by clear evaluation strategies and measures.
3. Obtain feedback and approval from your Field Educator, onsite Task Supervisor (if applicable), and Placement Liaison Officer about the LA before submitting it.
4. Submit the finalised Learning Agreement via Moodle by Week 4 of your placement timeline.
Submission
Upload your completed Learning Agreement (Word or PDF) to Moodle by Week 4 of your placement hours.
Note: The drop-down date box next to each name in the agreement serves as a digital signature, confirming that the student, Field Educator, and Liaison have reviewed and approved the document.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
The 72-hour grace period does not apply to this assessment.
Documents that can be used to assist you in creating your learning goals include:
a. AASW Practice Standards
b. AASW Code of Ethics,
c. CQUniversity’s Student Charter
d. Student Misconduct Policy,
e. Organisational Codes of Conduct, and,
f. Any other relevant occupational health and safety policies relating to the placement setting.
All submissions for this assessment are due as per the above listed due dates of YOUR PLACEMENT WEEKS.
Marking Criteria
Pass Requirement: Students must achieve a Satisfactory rating for all criteria to pass this assessment. The Learning Agreement must be complete, collaborative, and submitted on time to progress in placement.
- Clarity and Relevance of Learning Goals (Linked to AASW Practice Standards)
- Strategies and Evaluation Measures
- Evidence of Collaborative Development
- Professional Communication and Structure
- Timely and Complete Submission
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
2 Presentation
Mid-Placement Review (MPR)
Part B: Learning Agreement – Evidencing Learning Goals
Type: Presentation and Written
Due: Between Weeks 6–9 of placement hours.
Length: Succinct
Weighting: Pass/Fail
Unit Coordinator: Robyn Kemble
Learning Outcomes Assessed
2. Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
3. Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
4. Construct and justify a practice framework relevant to your emerging social work identity and demonstrate its application in various contexts.
Aim
The Mid-Placement Review (MPR) is a key assessment checkpoint designed to evaluate your progress towards you achieving your learning goals. It provides a formal opportunity to reflect on your development, receive constructive feedback, and identify future learning needs to support your successful completion of SOWK14009.
You will meet with your Placement Liaison Officer and Field Educator (in person or online) to present your progress and engage in a collaborative review of your placement experience.
Instructions
The MPR consists of two components:
1. A 15-minute oral presentation using PowerPoint or a similar platform to be delivered at the start of the MPR meeting. Please email a copy to your Liaison before the meeting.
2. A written submission of the MPR section within your Learning Agreement. The responses should be concise, providing evidence to demonstrate the achievement of goals.
Presentation Guidelines
Prepare and deliver a short presentation that includes:
1. Summary of Activities
- Briefly outline the key tasks, roles, and responsibilities you have undertaken so far.
2. Progress Against the Learning Goals
- Demonstrate your integration of social work theory, values, and practice.
- Provide examples of assessment, intervention, and ethical decision-making.
- Reflect on culturally responsive practice and your developing professional identity.
- Highlight how you are meeting AASW Practice Standards and Code of Ethics.
Note: You are not required to address every individual learning goal in your presentation. Instead, choose examples or goals that best demonstrate your development, integration of theory to practice, and responsiveness to supervision. Aim to reflect on the quality of your learning, rather than the quantity of tasks completed.
3. Future Learning and Development
- Identify areas for continued growth and goals for the remainder of the placement.
Steps to Complete the MPR
1. Schedule the Meeting
- Coordinate a suitable time with your Liaison and Field Educator/s (ideally when confirming the Learning Agreement).
2. Prepare Your Presentation
- Develop a concise and well-structured 15-minute presentation.
3. Provide Key Documents
- Share your current Learning Agreement (including draft MPR responses) with your Liaison and supervisor before the meeting.
4. Confirm Meeting Format
- Clarify whether the review will be fully joint or include a private Liaison discussion.
5. Attend the Meeting
- Engage in professional dialogue; take notes to help finalise the MPR section.
6. Written responses that evidence your learning goals
- Please ensure you share the evidence as highlighted in your MPR meeting in dot-point form within the MPR section of your LA.
Submission Requirements
- Upload your Learning Agreement with the completed MPR section as a Word or PDF document to Moodle.
- You are not required to submit your oral presentation.
- Due: One week after the Mid-Placement Review meeting is held.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
The 72-hour grace period does not apply to this assessment
Between Weeks 6–9 of placement hours (submission one week after MPR meeting)
Marking Criteria
Requirement to Pass: Students must meet at least 3 out of 4 criteria at a satisfactory level.
Criteria
1. Presentation of Progress and Learning Activities (ULO 1)
2. Theory-Practice Integration and Professional Identity (ULOs 2 & 3)
3. Critical Reflection and Use of Supervision (ULO 2)
4. Completion and Communication (Professional Standards)
- Conduct comprehensive assessments of clients' needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
3 Learning logs / diaries / Journal / log books
Part C: Learning Agreement – Demonstration of Goals Achieved
Type: Written responses within the Learning Agreement proforma (Word or PDF).
Due: Within two weeks of completion of placement hours and tasks.
Length: Succinct.
Weighting: Pass/Fail
Unit Coordinator: Robyn Kemble
Learning Outcomes Assessed
1. Conduct comprehensive assessments of clients’ needs and design, implement, and evaluate appropriate intervention strategies using social work theoretical frameworks.
2. Reflect critically on own practice and use of supervision to support professional development.
4. Demonstrate advanced knowledge and understanding of professional social work roles and ethical responsibilities within organisations and communities.
Aim
The End of Placement Review (EPR) is the final assessment in Field Education 2. It enables you to:
- Reflect critically on your professional growth and practice framework
- Demonstrate integration of theory, values, ethics, and knowledge
- Show responsiveness to feedback and supervision
- Engage in a meaningful review conversation with your Field Educator
- Identify areas for future development as an emerging practitioner
Instructions: How to Complete the EPR
1. Complete Part C of your Learning Agreement:
- Provide brief reflective comments under each of the 9 AASW Practice Standards
- Include a final summary reflection that synthesises your learning across the placement
2. Schedule your final supervision session, and send your completed Learning Agreement to your Field Educator ahead of time
3. Engage in a collaborative review of your reflections during supervision. Your Field Educator may add their final comments at this time or shortly after.
4. Confirm finalisation and submission timeline with your Field Educator.
Reflective Supervision and Verification
- You are expected to engage in regular supervision during placement, in line with ASWEAS standards (1.5 hours per 35 placement hours; 12 hours of which must be one-on-one).
- After each supervision session, complete and share brief supervision notes with your Field Educator.
- Your Field Educator will confirm that supervision occurred and that reflective notes were shared regularly.
Confidentiality Reminder
Do not include names or identifying details in your documentation. Use pseudonyms or general references and maintain professional confidentiality throughout.
Submission Requirements
Submit your completed Learning Agreement (with Part C fully completed and supervisor feedback included) to Moodle within two weeks of your final placement day.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
The 72-hour grace period does not apply to this assessment
In the final week of your placement.
Within two weeks of assessment submission.
Marking Criteria
Pass Requirement:
To pass this assessment, students must receive a Satisfactory rating in at least 4 out of 5 criteria, with no Unsatisfactory rating in "Critical Reflection on AASW Practice Standards". This criterion is essential to demonstrate adequate integration of learning across placement.
- Critical Reflection on AASW Practice Standards
- Professional Growth and Self-Awareness
- Integration of Theory, Values and Frameworks
- Supervisor Engagement and Collaboration
- Timely and Complete Submission
- Demonstrate the integration of professional social work knowledge, skills, and values within the placement context, in alignment with the AASW Code of Ethics and AASW Practice Standards, and organisational context for practice, including adherence to legislative and policy frameworks.
- Critically reflect on your social work practice, incorporating self-care strategies, complex problem-solving skills, and cross-cultural competency.
- Construct and justify a practice framework relevant to your emerging social work identity and demonstrate its application in various contexts.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
