DSMG29005 - Community Safety and Education

General Information

Unit Synopsis

Building upon concepts in earlier units, you will explore the notion of community, safety, education and their role in the prevention, preparedness and response to emergency and disaster situations and contexts. You will identify theories that specifically support social approaches to learning and apply those approaches to emergency and disaster management. Using real-world examples and situations this unit also considers the variables that impact community safety and education and the design of activities for individuals and groups within the community, particularly those with complex needs.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

The pre-requisite for the unit is DSMG28001 Foundations of Emergency and Disaster Management.

 

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2025

There are no availabilities for this unit on or after 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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Written Assessment 40%
3. Presentation 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 95.24% (`Agree` and `Strongly Agree` responses), based on a 38.89% response rate.

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.

Source: Student Unit Evaluation comments
Feedback
Students appreciate the preparation and organisation of the learning topics.
Recommendation
Continue to design the learning activities and structure the unit content in a scaffolded, clear, and organised manner.
Action Taken
The lecturer continued to structure the unit and design the learning activities in an organised, clear manner. For example, this was done through having content organised into learning themes in the "Learning Book" on Moodle and posting weekly announcements on Moodle to provide guidance on navigating through the Themes and learning activities each week.
Source: Student Unit Evaluation comments; SUTE Teacher Evaluations
Feedback
Students felt the lecturer was very responsive, approachable and explained everything well and clearly.
Recommendation
Continue to explain concepts clearly using explicit teaching practices, whilst being responsive and approachable for student queries. Continue to provide prompt replies to students' emails and provide accessible meeting hours for student consultations.
Action Taken
The lecturer provided accessible meeting hours and constructive feedback through one-on-one consultations and regular email check-ins with students. The lecturer also provided timely responses to email queries and to questions posted on the Q&A Discussion forum. Announcements with tips for crafting the assessments and navigating the content were regularly posted on Moodle each week to further support students. Further, the lecturer continued to explain concepts clearly in multiple ways (e.g., lecture slides, lecture recordings, Zoom drop-ins, weekly Announcements, "Learning Guide" book on Moodle).
Source: Student Unit Evaluation comments; SUTE Teacher Evaluations; discussions with students; personal unit coordinator reflection
Feedback
The assessments included several components and instructions. Some assessments used less traditional or common formats, which students appreciated as it supported their learning of different types of communication and writing. Notably, the types of assessments may be new to some students and may therefore be challenging. Additional support may be needed.
Recommendation
Provide additional Zoom tutorial drop-in sessions, additional resource links on Moodle, and exemplars to exemplify the requirements of the assessments.
Action Taken
To further support students, additional Zoom tutorial drop-in sessions were offered throughout the term, and additional supporting resources were provided (e.g., explainer videos, exemplars).
Source: Student Unit Evaluation comments
Feedback
Students appreciate the preparation and organisation of various learning materials and resources.
Recommendation
Continue to provide a range of resources to support students' learning and accommodate various learning styles and needs.
Action Taken
In Progress
Source: Student Unit Evaluation comments
Feedback
Students felt the two templates provided for assessments was confusing and that one template would be clearer to follow.
Recommendation
Only one template for the assessments will be provided to students for clarity.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Critically analyse safety and education needs within the community
  2. Appraise the variables that impact upon community safety and education
  3. Critically evaluate contemporary perspectives on community-based learning, safety and education
  4. Formulate educational activities for individuals and groups within the community, including those with complex needs
  5. Work collaboratively with individuals and groups in the community to enhance learning in a range of settings.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment • • •
2 - Written Assessment • • •
3 - Presentation • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Knowledge • • • • •
2 - Communication • •
3 - Cognitive, technical and creative skills • • • • •
4 - Research • • •
5 - Self-management • • • •
6 - Ethical and Professional Responsibility • • • •
7 - Leadership •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8