School of Social Sciences

WELF7003 Contextualised Practice

Autumn 2022
 Subject Details

Subject Code: WELF7003

Subject Name: Contextualised Practice
Credit Points: 10
Subject Level: 7
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.

Subject Coordinator
Name: Dr Maggie Hall
Location: Parramatta South
Email: M.Hall@westernsydney.edu.au
Consultation Arrangement:
All enquiries are to be made using the Discussion Board on the Vuws site, unless the matter is confidential.
It is expected that students will confine their enquiries to academic matters and familiarise themselves with University
systems including the administrative and professional support available within the University.
If the matter concerns Extensions, Disruptions to Study or Review of Grade you must apply through Western Now
Please consult Student Services or the Student Experience Officers of the School of Social Sciences for any enquiries
regarding administrative matters.
Student Welfare , the Student Counselling Services or the Disability Unit can assist with applications.

Administrative Support
Name: Student Experience Office
Email: SEO-socialsciences -socialsciences@westernsydney.edu.au>
Consultation Arrangement:
SEO staff work in the School and provide a link with the administrative services of the University

Edition: Autumn 2022

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Contents
1 About Contextualised Practice 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Assessment Information 5
2.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Contribution to Program Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.5 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.5.1 Group task: Analyse a piece of legislation relevant to social work practice . . . . . . . . . . . 8
2.5.2 Reflection: how social work values and ethics guide have guided student’s own professional
practice placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.3 Report: Change proposal including Feasibility Assessment and Change Strategy . . . . . . . . 12
2.6 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

3 Teaching and Learning Activities 16

4 Learning Resources 18
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Note: The relevant Learning Guide Companion supplements this document

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1 About Contextualised Practice

1.1 An Introduction to this Subject

Social work practice is informed by, and negotiated through, policy, legislative and ethical frameworks. This subject
focuses on how these frameworks influence and shape social work practice in Australia and provides an opportunity
for students to critically reflect upon their power, responsibilities and obligations In this subject, students will acquire
the knowledge and skills to advocate for marginalised and disadvantaged individuals and groups through activism and
advocacy and, work for social justice change through reform of legislation and policy.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer A will be around 22 hours; in Summer B, around 30 hours.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Disruption to Studies Policy
– Student Misconduct Rule

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 – Teaching and Learning - Fundamental Code
– Student Code of Conduct

Academic Integrity and Student Misconduct Rule

Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed above;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed. You will also declare that no part of your submission has been:

– copied from any other student’s work or from any other source except where appropriate acknowledgement is
made in the assignment;
– submitted by you in another (previous or current) assessment, except where appropriately acknowledged, and
with prior permission from the Subject Coordinator;
– made available to others in any form, where individual work is required;
– written/produced for you by any other person.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.

More information on studying with integrity is available on the Study with Integrity webpage. It is your responsibility
to apply these principles to all work you submit to the University.

Avoid using external ’support’ sites or other external help

To avoid the risk of your assignment being shared without your knowledge, do not upload your assignment to any
external sites for spelling, grammar or plagiarism checks. Your safest option is to use the free services provided by
Library Study Smart or Studiosity.

Avoid using any websites that:

– allow sharing of assignments or other material

– reward sharing of material with credits, tokens; or access to additional materials/features/services;
– provide answers to textbook or assignment/exam questions;
– provide free sample assignments; and/or include order buttons and prices; and/or
– invite you to submit your assignment for plagiarism or grammar or other checks.

Engagement with academic cheating sites will be regarded as misconduct. Academic cheating services often market
themselves as ’support’. Engagement with these sites includes:

– Sharing assignments or course material;

– Using online tools provided by these sites to check for plagiarism, grammar or spelling; and/or
– Purchasing writing services, or obtaining a copy of an assignment.

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Uploading your work to these sites may lead to your work being shared with others with or without your knowledge
and consent.

The Australian Government monitors current and past students’ use of academic cheating services, and may report
student material found on these sites or other forms of engagement to universities.

Current students with items found on academic cheating sites face sanctions under the Student Misconduct Rule.
Outcomes for graduates may include revocation of award. For more information see https://www.westernsydney.
edu.au/currentstudents/current_students/student_misconduct_rule.

More advice can be found on the Study with Integrity webpage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

1.3 Changes to Subject as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester you
will be given the opportunity to complete a Student Feedback on Subject (SFU) questionnaire to assess the Subject.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this subject have recently been made:

– Online activities including mini lectures and videos.

– Use of Discussion Board to assist students to prepare for assignments between classes

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2 Assessment Information

2.1 Subject Learning Outcomes

The table below outlines the learning outcomes for this subject. Upon completion of this subject, students will be
able to:

Outcome
1 Critically analyse legislative and policy practices that both enhance and inhibit wellbeing at individual, family
and community levels
2 Analyse aspects of state mental health, domestic violence and child protection legislation relevant to social
work practice, including confidentiality, involuntary interventions and guardianship
3 Critically analyse different models of social policy making in Australia
4 Analyse and integrate knowledge of and commitment to social work values and ethics to guide professional
practice
5 Critically evaluate the application of advocacy skills in relation to legislative and policy frameworks and
processes

2.2 Approach to Learning

Contextualised Practice is a legal and policy subject which examines the place of social work in the legal and socio-
political context. This is essential for practice as social workers are required to negotiate a very wide range of legal
and policy scenarios.

The subject is delivered by way of 4x5 hour Workshops  with requirements for Discussion Board activity in relation
to assignment preparation between classes.

Video material and recorded lectures will supplement the learning in workshops The workshop format will comprise
a mixture of lecture and tutorial material. Students are expected to have viewed video and recorded lecture material
before class and completed prescribed readings.

The Discussion Board is to be used to organise groups and prepare for the Group Discussion Assessment Task.

Students are expected to be pro- active, prepared for class and prepared to participate in group discussion and debate.

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 2.3 Contribution to Program Learning Outcomes

1792: Master of Social Work (Qualifying)

Program Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5

1. Apply a detailed and critical understanding of social work and social policy, theory and practice Developed
and associated disciplinary areas in the context of social work practice.
2. Demonstrate a detailed understanding of all methods of social work intervention, including Developed
community work, casework, counselling, group work, social planning and social action, research,
social policy analysis and development.
3. Design and conduct quantitative and/or qualitative research.
4. Demonstrate academic skills and literacies and sound practice skills, including interpersonal Developed
skills, oral communication skills for advocacy, negotiation and mediation, and written
communication skills for case noting and report writing at all levels of intervention and across a
range of contexts.
6

5. Critically analyse a range of ethical issues with reference to the AASW Code of Ethics. Developed
6. Demonstrate professional practice skills by successfully completing 1008 hours of social work
field placement across two field education units.
7. Exercise judgement and professional skills to be able to work in the Social Work field using Developed
individual, social, cultural, ethical, professional, evidence-based and regulatory perspectives.
8. Critically apply knowledge derived from published research to solve applied problems with an Developed
emphasis on mental health, Aboriginal and Torres Strait Islander cultures, cross-cultural practice
and child protection.
9. Monitor performance using self-reflection and feedback from others to identify improvements
and action learning opportunities.
10. Recognise the experience of individuals, groups and communities within a range of different
fields of practice, settings, client groups and locations.
2.4 Assessment Summary

The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this Subject you must:

Achieve 50 % overall

Item Weight Due Date SLOs Assessed Threshold

Group task: Analyse a 20% In class - Workshop 4 1, 2, 3 No
piece of legislation
relevant to social work
practice
Reflection: how social 30% Week 5- 8/4/2022 4.59PM 1, 3, 4 No
work values and ethics
guide have guided
student’s own
professional practice
placements
Report: Change 50% Week 10: Friday 13th May 2, 5 Yes
proposal including 4.59PM
Feasibility Assessment
and Change Strategy

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Feedback will be provided through Grade Mark

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2.5 Assessment Details

2.5.1 Group task: Analyse a piece of legislation relevant to social work practice

Weight: 20%
Type of Collaboration: Group
Due: In class - Workshop 4
Submission: Oral
Format: 3-5 students
Oral presentation by maximum of 3 members of the group
Maximum 6 Powerpoint slides
15-20 minutes including time for questions from class
Length: 5-10 minutes, maximum 4 Powerpoint slides
Curriculum Mode: Presentation

Choose a piece of Commonwealth or NSW legislation in an area of social work practice.

Critically analyse the legislation and (if appropriate) policy arising from the legislation, focusing on a current issue
related to social work
You should consider:

1. The aims of the legislation- are they being met? Use the issue you have identified to answer this
2. The political context of the agencies implementing the legislation- are they Government? NGO’s? Who are
they answerable to?
3. How the legislation and policy could be improved to protect human rights- use the issue to illustrate where
improvements cold be made

For example, if you choose the Children and Young people ( Care and Protection) Act 1998 NSW you could discuss
either

1) the need for support to young people leaving State care,

2) the Aboriginal Placement Principle and its implementation or

3) the introduction of time limits for restoration when a child has been placed in the care of the State.

Resources:

Use the Discussion Board to form groups and communicate with each other
Students are expected to be proactive and ensure they are in a group by the end of the first class
If you do not attend the class, it is up to you to contact other students via the Discussion Board

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Marking Criteria:

Learning Outcomes

1. Critically analyse legislative and policy practices that both enhance and inhibit wellbeing at individual, family
and community levels
2. Analyse aspects of state mental health, domestic violence and child protection legislation relevant to social
work practice, including confidentiality, involuntary interventions and guardianship

9
2.5.2 Reflection: how social work values and ethics guide have guided student’s own professional practice
placements

Weight: 30%
Type of Collaboration: Individual
Due: Week 5- 8/4/2022 4.59PM
Submission: Turnitin
Format: Essay format
Length: 1,000 words
Curriculum Mode: Reflection

”Social work is characterised primarily by 1) social change or 2) social control”

Consider your personal values in relation to your social work practice and relate this to social work ethical principles.
In doing so, identify the ideological bases of these ethical frameworks in relation to the above statement:
Students will write a reflective essay based on their own practice using academic sources and focusing on the way
that values and ethics have impacted/will impact on their practice.

Note: if you have no relevant practice experience to draw on, focus on potential agencies you may work with in the
future. You can also draw on other work experience to illustrate your argument.

First person is acceptable but otherwise academic writing conventions, including correct referencing , should be used

Use the following questions as a guide:

1) What are my personal values in relation to my practice?

2) Consider the ideologies underpinning your practice: How does your ideological framework affect your practice?

3)Consider the ideological environment of human services practice. identify any potential conflict with your
ideological framework

4) Discuss the statement re social change/social control in the light of the above discussion of values and ideologies

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Marking Criteria:
CRITERION Fail Pass
Content
1. Level of critical Student makes little Student describes
reflection attempt to personally significant events but
relate events and makes no attempt to
makes few attempts provide reasons There
to critically analyse is some attempt to
these situations. relate the events to
Little or no critical values, but few
discussion of values, alternatives are
ethics and ideologies explored. Some
critical analysis is
employed to examine
the situations
described but is
mostly left at the
descriptive level.
2. Identifying values Student does not Student identifies
and/or ethics and identify issues in issues but the
conflicts in practice practice and is unable relationship between
to articulate potential values and/or ethics
value and/or ethical and practice are
conflicts insufficiently linked or
complete. Little or no
recognition of
potential value
conflict
3. Use of references The student makes Student attempts to
no links between their make links between
personal reflections their personal
and the documentary reflections and some
or other forms of evidence but these
evidence. No are not very clear and
meaningful use of cite a limited range of
evidence. supporting evidence.
4. Written Poor grammar and Adequate grammar,
communication spelling and illogical spelling and
and incoherent structure, but in need
structure. Narrative of significant
is not easy to follow. improvement.
Narrative content is
present and is able to
be followed.
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Credit Distinction High Distinction
Student describes Student reflects Student reflects
significant events and critically on practice critically on practice
reflects on them. and their own values and their own values
Reflection using by relating the in a deep and
critical analysis of reflections to values significant way by
values and ideologies and ideologies to a relating reflections to
is adequate. significant extent. values and ideologies
The student considers which are explained
and evaluates the fully. The student
event in the light of considers and
values and ideologies evaluates the event/s
which are explained in the light of values
well and ideologies at a
very high level.
Student identifies Student identifies Clearly identifies
issues and is able to issues well, articulates issues arising from
articulate the the relationship practice and fully
relationship between between values, explores and explains
values, ethics and ethics and practice how situations may
practice but potential and explains how represent a potential
value and/or ethical practice issues may value or ethical
conflicts are not represent potential conflict
recognised well value and/or ethical
conflict.
Student makes sound Students makes clear Student makes very
links between their links between their clear links between
personal reflections personal reflections their personal
and the relevant and the relevant reflections and
evidence with a good evidence with a very relevant evidence and
range of supporting good range of cites an excellent
material supporting evidence, range of supporting
evidence
Sound grammar, Very good grammar Excellent grammar
spelling and structure and spelling with very and spelling with
but in need of some good sentence, superior sentence,
improvement. paragraph and overall paragraph and overall
Narrative content is structure. Narrative structure, which lead
clear and easy to and sub-narratives to a clear narrative
follow. provide easy-to-follow and sub-narratives.
story lines that are
well interlinked.
2.5.3 Report: Change proposal including Feasibility Assessment and Change Strategy

Weight: 50%
Type of Collaboration: Individual
Due: Week 10: Friday 13th May 4.59PM
Submission: Turnitin
Format: Report
You can use headings but they will be counted as part of the word count
Length: 2,000 words
Curriculum Mode: Report
Threshold Detail:

CHANGE PROPOSAL REPORT

Focusing on one or more of the policy areas covered in the course; or an area in which the student has worked,
students will prepare a report which addresses the issues related to the application of advocacy skills to legislative
and policy frameworks

– 1. Identify an area of policy related to social inequality

– 2. Outline the area in need of change, focusing on social inequaiity
– 3. Propose a strategy for change - focusing particularly on social inequality
– 4. Assess the feasibility of the strategy/ies and the change proposed

The following should be covered in the report

1. Identification of the policy, including relevant history and rationale

2. Identification of the impact of the policy and/or legislative framework on the target group and the community
generally in relation to social inequality
3. Identification of an area within the framework which is in need of reform
4. Your proposal for reform
5. Assessment of feasibility- requires attention to the sociopolitical and ideological context of policy making
and policy change
6. Outline your advocacy strategy ie how you would achieve this reform- what level of government? Who should
it be addressed to? What advocacy strategies could you use?

– Be specific in your proposal -

– Identify clearly what you want to change,
– Why it should be changed,
– How you would change it,
– How likely it is to be adopted

Resources:

See Library Reading List

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Marking Criteria:

Marking Criteria Assessment 3 Change Proposal 102394 Contextualised Practice

CRITERION Fail Pass Credit Distinction High Distinction

Content
Description Little or no Satisfactory issue Good issue linked to Very good description Exemplary coverage
of issue understanding of selection indicating inequality of of
issues & concepts some issue, well linked to issue, integrated with
understanding inequality concepts of inequality

Development of Little or no indication Change strategy Good change Very well considered Outstanding change
a change strategy of change strategy indicated but poorly strategy, change strategy strategy, strongly
linked to inequality well linked to linked to linked to
inequality inequality. inequality & related
concepts
incorporating
relevant unit readings
Relevance & Little or no Reasonable Change proposal well High relevancy Excellent change
feasibility of understanding of understanding of linked & feasible but &feasibility proposal,
change proposal relevancy or relevancy & feasibility some gaps are evident of change proposal, highly feasible,
feasibility for for their change well relevant &
proposing social strategy linked & some very well considered,
change consideration for including strengths &
limitations limitations

PRESENTATION
Referencing UWS Unsatisfactory Satisfactory Good referencing. High standard of Faultless or
Harvard. In text & standard of referencing. Perhaps some errors referencing In UWS near-faultless
Reference list, referencing including Some problems, in Harvard style, only in- text referencing &
includes handling quotes without maybe secondary citations or very reference list in UWS
of secondary citation, missing or too many quotes or some other aspect of minor errors. Harvard style.
citations & quotes poor, inadequate difficulty with in
reference list. secondary citations text referencing.

Readability, Unacceptable level of Adequate written Good expression Very good expression Outstanding written
including English written expression expression. Perhaps mainly few expression clear
expression, including frequent some problems with correct grammar & problems but perhaps &concise
succinctness of spelling & English, including spelling & reasonably places where & accurate grammar
expression, grammatical errors. grammar & spelling concise. expression &
grammar & Written meaning is but could have been spelling.
spelling unclear intended meaning is clearer.
reasonably clear.

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2.6 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Subject. Turnitin is accessed via logging
into vUWS for the Subject. If Turnitin is being used with this Subject, this means that your assignments have
to be submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software
that identifies and reports on similarities between documents. It is also widely utilised as a tool to improve
academic writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Pro-
quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Subject or product has been submitted by
yourself in another (previous or current) assessment from any Subject, except where appropriately referenced,
and with prior permission from the Lecturer/Tutor/Subject Coordinator of this Subject.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy

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Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.

To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_

students/forms for guidance on how to lodge a request for consideration by the Subject Coordinator/Convenor.
Extension requests can be lodged before, on or no later than 5.00pm two working days after the due date of the
assessment task.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Disruption to Studies

It is strongly recommended that you attend all scheduled learning activities to support your learning. The University
will provide students who have experienced a serious and unavoidable disruption to their studies a Disruption to
Studies provision, which is an opportunity to demonstrate that you have met the learning outcomes for the subject.
To be eligible for a Disruption to Studies Provision, the disruption must impact your studies for at least three
consecutive days. More information, including how to apply for a Disruption to Studies, can be found on the
University website https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
special_consideration

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final Subject
results. Please see the Procedures Section of the WSU Assessment Policy for details of eligibility and the application
process.

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 3 Teaching and Learning Activities

Weeks Activities Assessments Due

Week 1 Workshop 1:
07-03-2022
(a) Introduction to the course- assessments. contact policy,
administrative matters
(b) The relevance of legislation and policy to social work practice
(c) Political institutions, law and policy making
(d) Ethics and social work
Week 2
14-03-2022
Week 3 Online -via Discussion Board - Formation of groups for presentations
21-03-2022 and selection of topic to be completed by Workshop 2
Week 4
28-03-2022
16

Week 5 Workshop 2 :  - Reflection: how social work values and ethics guide have guided
04-04-2022 student’s own professional practice placements
(a) International Social Policy
(b) Specific legislative and policy areas:
(i) Child Welfare (ii) Mental Health
(c) Group Task - Assessment 1 - Groups to discuss/decide on their
topic
Reflection due 8th April
Week 6
11-04-2022
Week 7
18-04-2022
Week 8 Workshop 3: 
25-04-2022
(a) Specific Legislative and Policy areas ( continued)
iii) Family Violence (iv) Indigenous Australians
 Weeks Activities Assessments Due
(b) Assessment Preparation- Report
Week 9 MID SEMESTER BREAK
02-05-2022
Week 10 Report due 13th May  - Report: Change proposal including Feasibility Assessment and
09-05-2022 Change Strategy
Week 11
16-05-2022
Week 12
23-05-2022
Week 13 29/5/2021 Workshop 4:  - Group task: Analyse a piece of legislation relevant to social work
30-05-2022 practice
(a) Legislative and policy frameworks -  advocacy in: (i) Casework (ii)
Community Development
(b) Group task - Assessment 1

Week 14
17

06-06-2022
Week 15
13-06-2022
Week 16
20-06-2022
Week 17
27-06-2022

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
4 Learning Resources

4.1 Recommended Readings

Prescribed Textbook

Bacchi, CL 2009, Analysing policy : what’s the problem represented to be?, Pearson Education, Frenchs Forest,
Australia.

Rice, S., Day, A. and Briskman, L. (ed) (2018) Social Work in the Shadow of the Law. 5th (ed). Annandale, NSW:
The Federation Press.

Essential Reading

Carson, E 2014, Australian social policy and the human services, Victoria Cambridge University Press, Cambridge,
Australia.

Additional Reading

Althaus, C, Bridgman, P & Davis, G 2013, The Australian policy handbook, 5th edn, Allen & Unwin, Crows Nest,
Australia.

Carson, E 2014, Australian social policy and the human services, Victoria Cambridge University Press, Cambridge,
Australia.

Cody, A (directed by), Ross, N & Walden, S (eds) 2014, The law handbook : your practical guide to the law in New
South Wales, 13th edn, Thomson Reuters Professional Australia, Pyrmont, Australia.

Commonwealth of Australia 2008, The Road Home: a national approach to reducing homelessness, viewed 4 May
2016, http://www.homelesshub.ca/resource/road-home-national-approach-reducing-homelessness-australia .

Connolly, M & Harms, L 2015, Social work : from theory to practice, 2nd edn, Cambridge University Press, Port
Melbourne, Australia.

Duffy, B 2003, Working the system : a guide for citizens, consumers and communities, 2nd edn, Public Interest
Advocacy Centre, Sydney, Australia.

Everett, S 2003, ’The policy cycle: democratic process or rational paradigm revisited?’, Australian Journal of
Public Administration, vol. 62, no. 2, pp. 65-70, viewed 5 May 2016, Wiley Online Library database, DOI
10.1111/1467-8497.00325.

Fawcett, B, Goodwin, S, Meagher, G & Phillips, R 2010, Social policy for social change, Palgrave Macmillan, South
Yarra, Australia.

Gambrill, ED 2009, Social work ethics, Ashgate, Aldershot, England

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Green, S & Baldry, E 2008, ’Building Indigenous Australian social work’, Australian Social Work, vol. 61, no. 4, pp.
389-402, viewed 5 May 2016, Academic Search Complete database, EBSCOhost, DOI 10.1080/03124070802430718.

Human Rights and Equal Opportunity Commission 1997, Bringing them home: report of the national inquiry
into the separation of Aboriginal and Torres Strait Islander children from their families, viewed 4 May 2016,
https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringing_them_home_report.pdf

Hunter, B 2007, ’Conspicuous compassion and wicked problems: the Howard government’s national emergency in
indigenous affairs’, Agenda: A Journal of Policy Analysis and Reform, vol. 14, no. 3, pp. 35-51, viewed 4 May 2016,
Humanities & Social Sciences Collection database, Informit.

Ife, J 2012, Human rights and social work : towards rights-based practice, 3rd edn, Cambridge University Press, Port
Melbourne, Australia.

Jamrozik, A 2009, Social policy in the post-welfare state : Australian society in a changing world, 3rd edn, Pearson
Education Australia, Frenchs Forest, Australia.

Johns, G 2008, ’The Northern Territory intervention in Aboriginal affairs: wicked problem or wicked policy?’,
Agenda: A Journal of Policy Analysis and Reform, vol. 15, no. 2, pp. 65-84, viewed 5 May 2016, Humanities &
Social Sciences Collection database, Informit.

Kennedy, R, Richards, J & Leiman, T 2013, Integrating human service law, ethics and practice, 3rd edn, Oxford
University Press, South Melbourne, Australia.

Lipsky, M 2010, Street-level bureaucracy : dilemmas of the individual in public services, Updated edn, Russell Sage
Foundation, New York, USA.

Maddison, S & Denniss, R 2013, An introduction to Australian public policy : theory and practice, 2nd edn,
Cambridge University Press, Port Melbourne, Australia.

McClelland, A & Smyth, P (eds) 2014, Social policy in Australia : understanding for action, 3rd edn, Oxford
University Press, South Melbourne, Australia.

Raper, M & Welfare Rights, C 2008, The independent social security handbook : a practical guide for advisers, 6th
edn, Welfare Rights Centre, Surry Hills, Australia.

Sanders, J 2010, Youth justice : your guide to cops and court in NSW, 4th edn, Federation Press, Annandale,
Australia, viewed 4 May 2016, EBL database.

Singer, P 2000, ’Famine, affluence and morality: from philosophy and public affairs’. Writings on an ethical life,
Open Road Integrated Media, New York, USA, viewed 4 May 2015, EBL database.

Smith, R, Vromen, A & Cook, I (eds) 2012, Contemporary politics in Australia : theories, practices and issues,
Cambridge University Press, Port Melbourne, Australia.

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Thompson, J 1989, Social workers and the law : a practical guide to courts and reports, Legal Aid Commission of
NSW, Redfern Legal Centre Publishing, Redfern, Australia.

UN General Assembly 1948, The universal declaration of human rights, viewed 4 May 2016,
http://www.un.org/en/universal-declaration-human-rights/

Zufferey, C 2011, ’Homelessness, social policy, and social work: a way forward’, Australian Social Work,
vol. 64, no. 3, pp. 241-4, viewed 4 May 2016, Academic Search Complete database, EBSCOhost, DOI
10.1080/0312407X.2011.607770.

Online Resource

The Law Handbook of NSW. 

https://legalanswers.sl.nsw.gov.au/law-handbook-your-practical-guide-law-nsw

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