Part A : Assessment event 3(a) details
Assessment Task 3(a): Apply a problem-solving approach to a social issue in your local community by using the Community Health and Development (2017b) 10-point process.
Word count: 2000
Weighting: 35%
It is recommended that you:
- Research social issues in your area, including talking to relevant community services where possible and using other research sources
- Choose a problem that you are able to identify using illustrative incidences (for example in local media reporting) or data sources (such as crime or census statistics
- Save a copy of the ten-point process template in Google docs, and type your responses in (note: you may format this differently if you wish, but do include the ten-points in full)
- Review the information on written communication in Topic 4.7 (Written communication)
- and the example in Topic 6.6, to assist you in writing this
- Be as clear and thorough as possible, and provide evidence to back up your statements
| Criteria | Fail <17.5 | Pass 18- | Credit 20 – 22 | Distinction 23– 25 | High Distinction 26– 35 |
| Justify the choice of problem 10% | Problem not identified And/or Points are incoherent And/or Not supported by evidence | Some justification of problem. Mostly descriptive. Points are unclear and/or not supported by quality researched evidence, including illustrative incidences or data sources | General justification of problem demonstrated. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence, including illustrative incidences or data sources | Specific justification of problem demonstrated. Arguments are clear and supported by quality researched examples and evidence including illustrative incidences or data sources. Some counter-arguments are identified. | Specific justification of problem is integrated in analysis. Arguments are supported by one or more examples including illustrative incidences or data sources. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Frame the problem and review the naming and framing of the problem (points 3 & 4) 10% | Problem not framed And/or Naming and framing of problem not reviewed And/or Points are incoherent And/or Not supported by evidence | Some demonstration of problem framing and/or reviewing the naming and framing of the problem. Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General demonstration of problem framing and/or reviewing the naming and framing of the problem. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific demonstration of problem framing and/or reviewing the naming and framing of the problem. Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific demonstration of problem framing and/or reviewing the naming and framing of the problem integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify key behaviours, actors, and consequences. 10% | Key behaviours, actors, and consequences not identified And/or Points are incoherent And/or Not supported by evidence | Some behaviours, actors, and consequences identified Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification of behaviours, actors, and consequences. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification of behaviours, actors, and consequences Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification of behaviours, actors, and consequences integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify the environmental conditions and related behaviours that might contribute to the problem. 10% | Environmental conditions and related behaviours that might contribute to the problem not identified And/or Points are incoherent And/or Not supported by evidence | Some environmental conditions and related behaviours that might contribute to the problem identified. Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification of environmental conditions and related behaviours that might contribute to the problem. Arguements regarding“root” causes are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification of environmental conditions and related behaviours that might contribute to the problem. Arguments regarding“root” causes are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification of environmental conditions and related behaviours that might contribute to the problem integrated in analysis. Arguments regarding“root” causes are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify restraining and driving forces that affect the problem. 10% | Restraining and driving forces that affect the problem not identified And/or Points are incoherent And/or Not supported by evidence | Some restraining and driving forces that affect the problem identified Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification of restraining and driving forces that affect the problem. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification of restraining and driving forces that affect the problem Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification of restraining and driving forces that affect the problem integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify relationships between the community’s problems. 10% | Relationships between the community’s problems not identified And/or Points are incoherent And/or Not supported by evidence | Some relationships between the community’s problems identified Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification of relationships between the community’s problems. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification of relationships between the community’s problems Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification of relationships between the community’s problems integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify and explain personal factors that may contribute to the problem. 10% | Personal factors that may contribute to the problem not identified and/or explained And/or Points are incoherent And/or Not supported by evidence | Some factors that may contribute to the problem identified and explained Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification and explanation of factors that may contribute to the problem. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification and explanation of factors that may contribute to the problem. Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification and explanation of factors that may contribute to the problem integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify and explain environmental factors that may contribute to the problem. 10% | Environmental factors that may contribute to the problem not identified and/or explained And/or Points are incoherent And/or Not supported by evidence | Some environmental factors that may contribute to the problem identified and explained. Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification and explanation of environmental factors that may contribute to the problem. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification and explanation of environmental factors that may contribute to the problem. Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification and explanation of environmental factors that may contribute to the problem integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Identify targets and agents of change for addressing the problem. 10% | Targets and agents of change for addressing the problem not identified And/or Points are incoherent And/or Not supported by evidence | Some targets and agents of change for addressing the problem identified Mostly descriptive. Points are unclear and/or not supported by quality researched evidence. | General identification of targets and agents of change for addressing the problem. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific identification of targets and agents of change for addressing the problem Arguments are clear and supported by quality researched examples and evidence. Some counter-arguments are identified. | Specific identification of targets and agents of change for addressing the problem integrated in analysis. Arguments are supported by one or more examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| In-text citation and referencing using APA7 style 10% | Does not reference or use in-text citations. | Significant errors in referencing and in-text citations, including direct quotations, that interfere with the overall quality of the assessment. | Minor errors in referencing and in-text citations formats, including direct quotations, but does not significantly interfere with the assessment. | A few grammatical errors in referencing and in-text citations, including direct quotations, but does not interfere with the assessment. | Referencing and in-text citations free |
PART B : Assessment event 3(b) details
Assessment Task 3(b): Write a letter addressed to your local Member of Parliament or Mayor about your concerns regarding a social issue.
This this activity involves writing a letter to your local Member of Parliament (State or Federal) or your local Mayor. It is recommended that you complete this as part of your learning activities for this week.
Word count: 500 words
Weighting: 15%
You will need to:
- Pick a social issue that relates to consumers of community services
- Research key points about this social issue, including who it is affecting and how
- Research if and how this issue is being addressed by your local and state governments, and by the federal government
- Determine if this issue is best addressed at local, state, or federal government levels, and find the contact details for your relevant local Mayor or Member of Parliament to whom you will address it to (you can find links to your representatives through Our Community (2017).
- Draft a letter expressing your concerns about the social issue. You should use a standard letter format, and should give detailed examples on why you think the issue is important, and describe one or more ways in which you feel the could be addressed (e.g. more funding for an agency, more activities for young people in the area, more support for new refugees, etc.)
See Topic 4.7 and Topic 9.3 for advice and resources to assist in letter writing and external communication.
Assessment 3b Rubric
Topic 4.7: Written communication
Read & post
Professional writing and documentation skills are necessary, as they form the basis of record-keeping in an organisation and, as points of reference, can increase efficiency.
Basic principles for written communication are:
- Use everyday language, and aim for clarity and brevity
- Consider the purpose and the audience for the document, and structure the language and content to be suitable for them
- Include all necessary information, but organise it in a way that is clear and logical
- Avoid long sentences and paragraphs
- Be sure to always read over your document, checking for spelling or grammatical errors and ensuring that it reads well
Emails are one important and widely used tool to communicate internally. Have a look at these basic principles that RST (n.d., p.15) have produced in composing and sending emails.
Reports are a formal way of presenting information professionally, and are used internally for a variety of reasons including to document actions or assist in decision-making. For more information and advice on report writing, the University of New South Wales (2016) and Queensland University of Technology (2016) have excellent guides to help.
There are also many different forms that workers need to complete as part of our work. Take a minute to look at the example templates and forms in the Indigo intranet (TAFE NSW, 2017). Another source of example policies and templates for internal communication (of mostly an administrative nature) is provided by Queensland Council of Social Service [QCOSS] (n.d.-a).
Topic 9.3: Principles of good external communication
Read & post
Communication also needs to be tailored for its purpose or goal, whether this be to inform, to gain interest, to prompt action, or to persuade. The content of communication also needs to be tailored for the expected audience. To do this, you need to consider:
- the language you use (i.e. amount of jargon or specialist language)
- your tone (i.e. most external communication will require objective information)
- the positioning of your arguments (i.e. arguments should tie in with issues or concepts that are relevant to the audience)
- the level of detail it provides (i.e. communicating with the public may involve simple information, with funders will require detailed accounting).
All communication should aim for clarity, correctness, and conciseness. This means that it should:
- use mainly simple words and short sentences
- be written using active rather than passive verbs where possible
- be complete and understandable in and of itself (i.e. without needing prior understandings)
- not include any unnecessary details or repetition
- be organised and formatted in a way that aids comprehension.
Read: The Department of Health and Human Services (2014) in Tasmania has produced very useful communication reference guides for good communication, including tips on:
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- Writing
- Layout and visual presentation
- Creating and using forms.
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Ethical considerations in communicating externally include:
- Privacy and confidentiality: be sure not to communicate confidential client or service information. See the Indigo Privacy Statement (TAFENSW, 2017) for an example of how a service can communicate to service users how it protects their privacy.
- Respect and non-discrimination: do not use words or make statements that may offend, or be read as prejudicial or unjust
- Accessibility: ensure that your message content and channel is able to be accessed by your target audience.
- Consider the level of literacy required to comprehend your message
- In text communication, consider readability for people with visual impairments in font size and colour, etc.
- In spoken or audio communications, consider adapting your message to be accessible to people who are hearing impaired or for whom English is a second language (i.e., speak slowly and clearly; consider use of translators, including those who use sign language; and use captions in videos).
| Criteria | Fail <7 | Pass 8-9 | Credit 10-11 | Distinction 12 | High Distinction 13-15 |
| Identify appropriate level of government, addressee and contact details. 10% | Appropriate level of government and/or relevant addressee and/or contact details not identified | Appropriate level of government and/or relevant addressee and/or contact details identified | |||
| Position an argument relating to a consumers of community services social issue 30% | No argument positioned. And/or Social issue and/or who it is affecting and/or justification for action not identified And/or Points are incoherent And/or Not supported by evidence | Some positioning of argument for action to address social issue. Mostly descriptive. Points are unclear and/or not supported by quality researched evidence and examples. | General positioning of argument for action to address social issue. Arguements are offered but some are unclear and/or not supported by quality researched examples and evidence. | Specific positioning of argument for action to address social issue. Arguments are clear and supported by quality researched specific examples and evidence. Some counter-arguments are identified. | Integrated positioning of argument for action to address social issue. Arguments are supported by one or more specific examples. Evidence is strong and sufficient to advance the argument. Counter-arguments are identified and extensively explored; implications are drawn. |
| Recommendation for action 25% | No recommendations for action identified And/or Points are incoherent | Some recommendations for action identified. Current governmental action not identified. | General recommendations for action identified. General governmental action identified supported by evidence. | Specific recommendations for action identified. Specific governmental action identified supported by evidence. | Specific recommendations for action identified integrated in analysis. Specific governmental action identified supported by evidence |
| Apply a standard letter format demonstrating principles of external communication 30% | Standard letter format not applied Incoherent | Standard letter format applied with deviations Mainly complex words and/or long sentences Passive voice used Not entirely complete and understandable Unnecessary details and/or repetition Organisation and formatting impacts on comprehension | Standard letter format applied Mainly simply words and short sentences Active voice mainly used Mostly complete and understandable Minimal unnecessary details and/or repetition Organisation and formatting impacts on comprehension | Standard letter format applied Specific language, content, organisation and formatting suitable for purpose and audience achieving clarity, correctness, and conciseness | Standard letter format applied Superior application of external communication principles |
| Referencing List using APA7 style (You do not need in text referencing for this assessment however, please provide a list of references you use to inform your letter) 5% | Does not use references | Significant errors in referencing. | Minor errors in referencing | A few grammatical errors in referencing | Referencing free from errors |
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