Course Title: Identify and respond to children and young people at risk

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: HWSS6006C

Course Title: Identify and respond to children and young people at risk

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4323 - Certificate IV in Justice

Course Contact: Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Melissa Brown
Available by appointment only

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this course you will develop the skills and knowledge required to address duty of care requirements, working within an ethical framework and applying relevant legislation, policies and procedures in responding to children and young people.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCHILD401B Identify and respond to children and young people at risk


1. Implement work practices which support the protection of children and young people

Performance Criteria:

1.1 Identify children and young people at risk of harm by observing signs and symptoms, asking non-invasive questions, being aware of protective issues and using child protection procedures where appropriate.
1.2 Respond to disclosure, information or signs and symptoms in accordance with accepted standards, techniques, and legislative obligations.
1.3 Comply with lawful instructions, regulations, and duty of care in all work activities.
1.4 Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate.
1.5 Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice.
1.6 Ensure decisions and actions taken are within own level of responsibility, work role, and legislative requirements.
1.7 Maintain own knowledge and skills required to work effectively and participate in practice supervision processes
1.8 Maintain confidentiality as appropriate
1.9 Provide an appropriate response as determined by organisation procedures, legal and work role obligations


2. Report indications of possible risk of harm

Performance Criteria:

2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements
2.2 Promptly report risk-of-harm indicators in accordance with statutory and organisation procedures
2.3 Work collaboratively with relevant agencies to ensure maximum effectiveness of report


3. Apply ethical and nurturing practices in work with children and young people

Performance Criteria:

3.1 Protect the rights of children and young people in the provision of services
3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people
3.3 Develop ethical and nurturing practices in accordance with professional boundaries when working with children and young people
3.4 Recognise indicators for potential ethical concerns when working with children and young people
3.5 Respond to unethical behaviour of others by reporting to the appropriate person

Learning Outcomes

On completion of the course, you will have provided evidence to:
• Provide an appropriate response to indications of risk of harm
• Comply with regulations, legislation and duty of care responsibilities
• Employ child-focused work practices to uphold the rights of children and young people
• Maintain confidentiality
• Provide appropriate responses in the protection of children and young people
• Read and interpret the procedures for reporting children at risk in line with organisational expectations and legislative requirements.
• Provide required reports and records, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

Details of Learning Activities

You will participate in a variety of learning activities, both in class and out of class.

In class activities will incorporate simulated workplace scenarios, practical demonstrations and role-plays that identify with child focused work practices, the identification and responses to children ‘at risk’ of harm, and practical skill development relevant to reporting. Individual oral and written questioning, and student-led group discussions and/or presentations, will exemplify your contextualising of the class topics, and validate your learning of key legal procedures and regulations, duty of care responsibilities, and international policy of child human rights. An excursion to a childcare centre will be arranged and the date to be confirmed.

Out of class activities will incorporate readings, researching case studies, completing remaining in class activities, and preparing for group presentations.

Teaching Schedule

Week 1   (19 FEB 15)
-Introduction of ‘Sam’ and ‘Derain’ and the purpose of child ‘profiling’
-Discussion on working with children in different age groups and with special needs
-Online: DHS Child Development & Trauma Guide
-In class exercise: ‘Children’s pain’ drawing
-Group presentation/discussion on topics relevant to children today

Week 2   (26 FEB 15)
- Communicating with children
- Identifying abuse
- Responding to disclosure
- Mandated reporting

Week 3   (5 MAR 15)
-Child-focused work practices
-Communication techniques in accordance with good practice
-Working within level of responsibility

Week 4   (12 MAR 15)
-Duty of care
-Reporting & recording
-Stakeholders and accountability

Week 5   (19 MAR 15)
-Introduction to relevant legislation part 1

  • Children Youth and Families Act → ‘failure to protect’ offence
  • New ‘failure to disclose’ offence→ [Crimes Amendment (Protection of Children) Act 2014]
  • Working with Children Act
  • Child Wellbeing and Safety Act→ Commission for Children and Young People Act 2012

-Working with Children check
-UN Convention on the Rights of the Child -Completing online activities 7 & 8

Week 6  (26 MAR 15)
-Student Presentations (Formative)

Mid-semester Break  

Week 7 (16 APR 15)
-Review of weeks 1-6
-Continuation on relevant legislation part 2

  • Information Privacy Act
  • Charter of Human Rights and Responsibilities Act
  • Family Law Act

-Types and categories of orders pertaining to working within child protection

  • Restraining orders
  • Custody orders
  • Supervision and contact

-Court jurisdictions and procedures

  • Childrens Court
  • Family Court
  • Family Mediation

Week 8   (23 APR 15)
-Ethical concerns and dilemmas and seeking supervision
-Code of conduct
-Conflict of interest

Week 9  (30 APR 15)
-Nurturing practices with children
-Reflect upon own practice

Week 10  (7 MAY 15)
-Play practices and game playing
-Review for exam

Week 11  (14 MAY 15)
-Written Exam (Summative Assessment 1)


Week 13 (28 MAY 15)
-Role play conducted for Summative Assessment 2

NOTE: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availability of speakers and resources.
Attendance -
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
We expect that students engage in learning through a combination of lectures, individual reading and study, meaningful feedback on written work and structured activities that encourage critical thinking and the development of discipline specific knowledge and practical skills.
Students are active participants and this course prioritises learning by doing. It is essential that students take ownership of their studies and work on developing skills as independent learners in time allocated away from lectures and class time.
As a student you need to demonstrate both knowledge and practical skills relevant to the course content within the classroom environment. Engagement with educators and other students is critical to you maximising learning opportunities and achieving satisfactory results. Participation in classroom discussion and activities will allow educators to apply observational assessment during role-plays, exercises and assignments and provide you with feedback.
You will be required to sign an attendance sheet and if you are absent from class, it is your responsibility to advise your educator and complete any written tasks that may have been allocated. 
Students are required to carefully plan and use their time productively and submit assessments as required. All assessments tasks should be researched and drafted well in advance of the set submission dates.
The course will use blended learning techniques, including; lectures, discussions, activities in class and learner directed activities supported by a range of resources available in class and on Blackboard system
Feedback - You will receive verbal and/or written feedback on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects.
Student Progress -
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Learning Resources

Prescribed Texts

Copies of the following legislation/Acts will be referred to within class:
• United Nations Convention on the Rights of the Child
• Children, Youth and Families Act (2005)
• Working with Children Act (2005)
• Children and Young People Act 2012
• Crimes Amendment (Protection of Children) Act 2014
• Family Law Act (2005)
• The Commission for Children and Young People Act (2012) [previously known as Child Wellbeing and Safety Act]
• The Charter of Human Rights and Responsibilities Act (2006)
• Best Interests Case Practice Model (DHS)
• Copy of Duty of Care
• Information Privacy Act (2000)

There is no prescribed text for this course.
All required readings and case studies will be made available either:
• Via My RMIT Blackboard
• Handed out in class as a hard copy
• Via the internet/assigned website
• Accessible via the RMIT Library


Please refer to Blackboard for a list of journals, websites and other resources

Other Resources

You will be required to bring a laptop or electronic device each week to class, that will give you access to MyRMIT Blackboard and websites relevant to the course material, a USB stick to save electronic assessment work, and a notebook and pen for note-taking in class. All other class material will be provided in class or posted on Blackboard.

Overview of Assessment

Assessments may incorporate a variety of methods including role plays, observations, lectures, tutorials, class discussion, reports, resource portfolio, group/individual training workshops, and audio-visual presentations.



Assessment Type

Word limit or equivalent

Assessments (Formative)

On-line activities, in class questioning, and weekly case note recordings.

 8x 250 words per case note recordings = 2000 words

Assessment One


Written Exam


Assessment Two


Report on case studies.

1500 words

Assessment Three

Group Presentations N/A

Assessment Tasks

**Students are reminded that to prove competency in this subject, they must satisfactorily prove competence in all assessment tasks.

To demonstrate competency in this course you will need to complete the following pieces of assessment to a satisfactory standard. You will receive feedback on all assessments.

Formative Assessments:
These will include the following:
• In class online Activity questions posted on Blackboard (Task F1)
This assessment will be conducted throughout the semester in accordance with weekly class topics and class time will be made available to complete the work. Activity questions need to be completed by the end of the corresponding teaching week, by 5pm. An example: class is held on Thursday, and the Activity questions will be posted on Blackboard for that week up until 5pm that Friday.
• Weekly case note recordings relevant to in-class child profiles ‘Sam’ and ‘Derain’ (Task F2)
You will case note information relevant to children case studies presented in class. The case studies will be based on two children, ‘Sam’, a 5 year old girl, and ‘Derain’, a 5 year old Aboriginal boy. Completed notes are to be submitted by Week 11.
• Group Presentation (Task F3)
Group presentations will be conducted in Week 6. You will be assigned a student group, and will research a topic related to children and young people at risk of harm. You will be assessed on eye contact, presentation, content and currency of information. A handout on the topics of choice will be provided in Week 1. Each group’s presentation is to be posted on a Group Presentation portal for other student group’s to access.
• Portfolio of relevant current legislation and child practice information (Task F4)
This assessment will be conducted in Weeks 5 & 7 in accordance with corresponding weekly class topics; class time will be made available to complete the work as well you will be encouraged to further add to your portfolio for professional references/resources.
Completed portfolio is to be submitted Week 11.

Summative Assessments:
These will include the following:
• Written Exam (Task S1) (40%)- conducted in Week 11 (14 MAY 15)
You will sit a written exam to collect responses exemplifying your knowledge evidence of theory.
• Role play scenario with a Report (Task S2) (60%) – due 11 JUNE 15
This assessment is comprised of a role-play and the submission of a summary report. This assessment supports the collection of performance evidence that identifies with a practical demonstration of the elements and performance criteria’s of this unit of competency. The written report reflects integration of practical work integrated learning and theory, to further support the judgment of competent. The written report is composed of a summary of observations and case noting, recommendations for intervention and acknowledgments of supports or positive outcomes for the client.

Comprehensive assessment outlines will be issued and discussed in class and posted on Blackboard throughout the course.

Assessment Matrix

Assessment Grading Table
The assessments have been designed to cover all Learning Outcomes and will be graded in accordance with RMIT’s Mark Table which is as follows:

CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did not Submit for Assessment

Grades which apply to course delivered in accordance with competency-based assessment (not-graded)

CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment

Assessment Deadlines
Any due date for any assignment is to be considered a deadline. You can submit work at any time prior to the submission date; it must be submitted into the Assessment Box on level 2, in Building 37 with a signed cover sheet, or electronically submitted into the Justice VET email box with an electronically attached cover sheet, by close of business on the day the submission is due.

Assessment Format
A major part of your course requires writing, for essays, research and reports. ALL Justice VE educators will expect you to maintain a high standard of presentation in your writing. These standards include the following:

1. For a CERTIFICATE IV written assessment task/s – no less than 1500 words, 3 academic references and ONE in-text citation per paragraph.
2. A paragraph is usually between 200 – 250 words.
3. A sentence is usually between 20 - 25 words.
4. American Psychological Association (APA) Referencing Style is the EXPECTED referencing style for the school of Criminal Justice (VE).
5. We highly recommend that all students download a copy of the APA Referencing Guide which is available on the Blackboard or purchase a Pocket Guide to APA style from the campus bookshop.
6. APA Referencing system is to be used and all in-text citations must be recorded according to APA standards.
7. An academic reference is a scholarly source (journal articles that are peer reviewed, a published book, an approved government or organisation website etc).
8. Written reports, research projects or essays are to demonstrate an understanding of the concepts and familiarity with the prescribed or negotiated topics
9. It is expected that all submitted work will be well written, with clear and consistent grammar, expression and punctuation. It must be well structured and address the issues raised in the chosen topic in a logical ordered and organised manner.
10. Written submissions must demonstrate appropriate preparation, reading and research.
11. Double or 1.5 spacing and a font size of 10-12 must be used in either Arial or Times Roman. Do not submit double paged assessments.
12. All assignments to be submitted via the Drop Box (Building 37, level 2) and submitted via email to the Advanced Diploma email address to verify submission ( Assessments must be submitted by 5pm (close of business).
13. Written assessments will also be submitted with a Turnitin Report attached (as instructed by your Educator).

If you have any difficult with understanding or completing these writing standards, please speak with your Educator or the Program Manager.

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Other Information

Please refer to RMIT student page for extensive information for extensive information about study support, assessment, extensions, appeals and a range of other matters:

All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by a due date, you will need to apply for an extension. Special consideration, appeals and discipline.

In accordance with RMIT policy, you may apply for an extension where there have been unexpected or extenuating circumstances, e.g.
• Hospital admission, serious injury, severe asthma, severe anxiety or depression. This does not include minor illness such as a cold, period pain or hay fever.
• Loss or bereavement – e.g. death of a close family member, family/relationship breakdown.
• Hardship/trauma – e.g. victim of crime, sudden loss of income or employment, severe disruption to domestic arrangements.
You must keep a copy of their assessment until the graded submission has been returned or marks have been posted.

All email communications will be sent to your RMIT student email address.

An extension up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application.

Extensions beyond seven calendar days cannot be granted by Course coordinators or individual educators.

Longer extensions

Extension of time longer than 7 days can only be granted through special consideration.

Other Information Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances.
For information about Special Consideration and how to apply, see:

Penalties for Late Submission
If you have not been granted an extension or special consideration, late submission of assignments will be penalised as follows:
Assessment tasks submitted after the due date of submission shall receive a penalty of five per cent of the grades available for that assessment per day for each working day late.
No assessment task shall be accepted more than three weeks after the due date.

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
• You believe an error has occurred in the calculation of the grade; or,
• You believe the assessment did not comply with criteria published in the Course Guide; or,
• You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
• Full details of the procedure (including appeals procedure) can be located at this RMIT site:

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy go to Academic Integrity.

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 – and the RMIT Student Discipline Statute and Regulations -;ID=11jgnnjgg70y

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see:

Course Overview: Access Course Overview