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 1 - 2026
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 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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web 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.
Source: Student Unit Evaluation comments
Students appreciate the preparation and organisation of various learning materials and resources.
Continue to provide a range of resources to support students' learning and accommodate various learning styles and needs.
A broad range of resources, such as mini lecture videos, Moodle Learning Guide, assessment exemplars, assessment instruction videos, and assessment checklists were provided to support students' learning and accommodate different learning needs and styles.
Source: Student Unit Evaluation comments
Students felt the two templates provided for assessments was confusing and that one template would be clearer to follow.
Only one template for the assessments will be provided to students for clarity.
Only one template for each assessment was provided to avoid confusion and to ensure clarity.
Source: SUTE Unit Evaluation Scores
Students felt like they could learn more from the assessments as reflected in the 'Learnt from Assessments' evaluation criteria being scored 80%.
Review the assessment tasks and consider where refinements can be made so they are more authentic, engaging and better support student learning.
In Progress
Source: SUTE Unit Comments
A few students questioned the value of having them complete a Pinterest board to showcase their selected safety issue and target community to accompany the written part of Assessment 1. They felt unsure of its relevance to community education in emergency and disaster management.
Reconsider the inclusion of Pinterest in Assessment 1 and review the assignment based on student feedback to ensure it is authentic and reflective of emergency and disaster management practice.
In Progress
Source: SUTE Unit Evaluation Scores
Students appreciate the clear unit instructions and useful learning materials.
Continue to design the learning activities and structure the unit content in a scaffolded, clear, and organised manner, whilst providing a range of learning resources.
In Progress
Source: SUTE Teacher Evaluations
Students appreciated the lecturer's delivery of the unit materials, which they felt was applicable and innovative.
Continue to teach and deliver content in an engaging way, while providing materials that are applicable and innovative.
In Progress
On successful completion of this unit, you will be able to:
- Critically analyse safety and education needs within the community
- Appraise the variables that impact upon community safety and education
- Critically evaluate contemporary perspectives on community-based learning, safety and education
- Formulate educational activities for individuals and groups within the community, including those with complex needs
- Work collaboratively with individuals and groups in the community to enhance learning in a range of settings.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | ||
| 2 - Written Assessment | • | • | • | ||
| 3 - Presentation | • | • | • | • | |
| 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 | • | ||||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |