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

Part B: Course Detail

Teaching Period: Term1 2016

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
P: 9925 8317

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 abuse or neglect by observing signs and symptoms, asking open and non-leading 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 state legislative responsibilities and the service policies and procedures

1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making

1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice

1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures    


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 state legislation, service policies and procedures and ethics

2.2  Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures

2.3  Ensure writing in reports is non-judgemental

2.4 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  Employ ethical and nurturing practices and observe professional boundaries when working with children and young people

3.4 Recognise and report indicators for potential ethical concerns when working with children and young people    

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

Session 1
-Introduction of ‘Sam’ and ‘Derain’ and the purpose of child ‘profiling’
-Introduction to case notes and our case studies
-Discussion on working with children in different age groups and with special needs
-Online: DHS Child Development & Trauma Guide
-Group presentation/discussion on topics relevant to children today: Royal Commission into Institutionalised Child Sexual Abuse

Session 2
- Introduction to legal system working with children
-Working within children and youth services
-Working with children check
-Online DHS legal and practice definitions

Session 3
-Duty of care
-Compliance with court orders and obligations
-Online Failure to Disclose Offence and Failure to Protect fact sheets

Session 4
-Communicating with Children
-Identifying abuse
-Abuse of Children Wheel

Session 5
-Responding to Disclosure
-Child focused practices

Mid-semester Break

Session 6 

Session 7
-Record keeping & req.’s
-Working with other agencies     

Session 8 
-Reporting according to stat. & org. procedures    

Session 9 
-Seeking supervision
-Professional boundaries
-Indicators of ethical concerns    

Session 10 
-Rights of Children
-Human Rights and International law (Hague, UNCRC)
-Working with Aboriginal children    


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.

It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain competency.
You are expected to attend all scheduled classes and some classes will have sessions that are compulsory to attend (please see individual course guides). If you cannot attend a class you should advise your RMIT Educator, as RMIT monitors all student attendance.
As a student, competency is demonstrated through both knowledge and practical skills relevant to the course content and 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.

Absence from class can seriously limit your ability to pass or achieve good results. You may be asked to attend a meeting to explain more than three absences from a subject and enter into a negotiated plan of action with your Educator. This meeting is recommended as an early intervention approach that may possibly identify any underlying issues which may be affecting your attendance and identify support that RMIT may be able to give you.

Clearly, non-attendance at an assessment will result in failure of that assessment. If your academic progress is reviewed, a good class attendance may be helpful in showing evidence of your commitment to your studies in Justice.

Learning Resources

Prescribed Texts

There is no prescribed text for this subject.
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)


All readings and other resources necessary for this course will be available through Blackboard.
GUSS Skills Central ( is a site developed specifically for students in the School of Global, Urban and Social Studies at RMIT. It provides links to a range of resources for supporting student work on assessments and negotiating university studies more generally.

Other Resources

PowerPoint’s for the lectures will generally be made available AFTER the class; however these are not a replacement for attending lectures. Lectures may have additional information, activities or visual material, which will not be available through Blackboard.
It is essential that you access the Blackboard site at least once a week, as announcements and emails are considered an effective means of communication between educators and students.

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:
• Weekly case note recordings relevant to in-class child profiles ‘Sam’ and ‘Derain’ 
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 with Report. 
• In class questioning
Group presentations will be conducted at Camp. 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 Session 6.

Summative Assessments:
These will include the following:

• Written Exam (Task S1) (20%) 
You will sit a written exam to collect responses exemplifying your knowledge evidence of theory.
Due Date: 4th April 2016

• Role play scenario with a Report (Task S2) (50%)
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.
Due Date: 24th May 2016
Comprehensive assessment outlines will be issued and discussed in class and posted on Blackboard throughout the course.

• Group Presentation (Task 3) (30%)
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 Session 6. Due Date: 17th May 2016

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 each written assessment task/s – up to 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.

Other Information

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

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 implications of plagiarism.
Please refer to the following link for on-line submission statements;

Cover sheets do NOT form part of your word limit for written assessment tasks.

Assignment Submissions:
The submission of assessments on the due date is the responsibility solely of the student. Students should not leave assignment preparation until the last minute and must plan their workloads so as to be able to meet advertised or notified deadlines.
If you have not been granted an extension or special consideration, you need to submit any work that has been completed on the due date.
The penalty for assignments submitted late will be 10% of the maximum mark per day late or part thereof.
Weekends and holidays will attract the same penalty as weekdays.
Assignments that are late by 7 days or more will not be marked and will be awarded zero.


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.

Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

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:

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:
1. 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;
2. Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
3. Piecing together text from one or more sources and adding only linking sentences;
4. Copying or submitting whole or parts of computer files without acknowledging their source;
5. Copying designs or works of art and submitting them as your original work;
6. Copying a whole or any part of another student’s work; and
7. Submitting work as your own that someone else has done for you.
8. 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 Conduct Regulations –;ID=r7a7an6qug93

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

Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:
Student complaints Procedure:;ID=i1lexipvjt22
Student Complaints Form:

Course Overview: Access Course Overview