Course Title: Work with culturally diverse clients within justice environments

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: JUST5721

Course Title: Work with culturally diverse clients within justice environments

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C5315 - Diploma of Justice

Course Contact : Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

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

Successful completion of, or demonstrated equivalence to, the following units of competency:

VU20868 Apply foundation legal principles
VU20869 Work within the criminal justice system
VU20870 Apply writing and presentation skills within a justice environment
VU20871 Support the management of adult offenders within the Victorian correctional framework
PSPOHS401B Implement workplace safety procedures and programs
PSPETHC401A Uphold and support the values and principles of public service

And ONE of the following electives:

VU20867 Support policing processes within justice environment contexts
CHCCHILD401B Identify and respond to children and young people at risk

Course Description

In this course you will develop the skills and knowledge required to develop effective strategies for working with culturally diverse clients in a justice environment. It covers researching causes and effects of diversity and developing strategies to foster culturally inclusive practice within justice environments.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20863 Work with culturally diverse clients within justice environments


1.Review concepts of culture and of cultural diversity

Performance Criteria:

1.1Concepts of culture and cultural identity are examined
1.2Processes that originate, maintain and reinforce cultural identity are extrapolated
1.3Development of Australian cultural identity is researched and debated
1.4Ways in which cultural differences can create tensions between individuals and groups are investigated
1.5Ways in which individuals, groups, society and institutions may precipitate cultural prejudice and discrimination in Australia are extrapolated


2.Research the historical and contemporary contexts of culture and cultural groups in Australia

Performance Criteria:

2.1Historical and contemporary contexts of Aborigines and Torres Strait Islanders in Australian society are examined
2.2Historical and contemporary contexts of immigration and migrants are examined
2.3Historical and contemporary contexts of sub-groups, including those based around sexual /relationship diversity, youth, aging and ability, are examined


3.Develop strategies for culturally inclusive practice in a justice environment

Performance Criteria:

3.1Major legal and justice issues relevant to cultural groups are identified and debated
3.2Research, theories, debates and models relevant to culturally inclusive practice are investigated and assessed to inform own practice
3.3Definitions of cultural awareness, respect, cultural competence and security are delineated and evaluated against own responses and organisational requirements
3.4Legislation and provisions, resources and services and that enable effective approaches to diverse clients are identified and assessed
3.5Strategies are practiced and reviewed in consultation with relevant people and organisational requirements

Learning Outcomes

On completion of the course, you will be able to:
• Develop, practice and review culturally aware, respectful and competent strategies for working with a range of clients from culturally diverse backgrounds
• Provide evidence of knowledge of relevant legislation, provisions and regulatory requirements
• Provide evidence of knowledge of theories, debates and models about cultural diversity and inclusion that inform contemporary practice and process

Details of Learning Activities

You will participate in a variety of learning activities. They include the following:

In class activities:
• Role plays
• Observations
• Demonstrations
• Lectures
• Presentations
• Class discussions
• Group work
• Oral and written questioning

Out of class activities:
• Readings
• Interviews
• Oral and written questioning
• Case studies
• Role plays
• Observations
• Audio/visual presentations

Teaching Schedule

 Week One: Welcome and overview of subject and assessment requirement for formative and summative assessments
Introduction to writing in criminal justice environments.

 Week Two:
Induction into cultural identity in the context of Australian Society
Identifying culture through:
• Rituals and practices
• Power
• Popular culture
• Texts
• Identity and subjectivity
• Systems theory

 Week Three:
Processes that originate, maintain and reinforce cultural identity
• Ways in which cultural differences can create tension between individuals and groups
• Identity theory and social identity theory
• Critical theory

Week Four:

Construction of race racism and prejudice

• Language, social representations and the media
• Macro level bases for racism
• Intergroup and interpersonal basis for racism
• Institutionalised racism

Week Five:

Historical and contemporary issues affecting Aborigines and Torres Strait Islanders in Australian society
• Colonisation, resistance and adaptation
• Oppressive legislation
• 1967 Commonwealth Referendum
• Contemporary issues – The stolen generation
• Descent country and kinship
• Being indigenous, contemporary situations
• Racism

Week Six:

Historical contexts of immigration and migrants
• Post war and contemporary contexts of immigration and migrants including:
• Economic factors
• Government policies including the White Australia Policy
• Patterns of settlement: Work, family, community
• Attitudes of host society
• Cultural backgrounds
• Individual attributes
• The refugee experience
• Assimilation

Week Seven:

Student presentations of interviews with a CALD person

Week Eight:

Major legal and justice issues related to cultural diversity
• Working knowledge of the migrant and refugee experience
• Traditional cultural practices
• Child rearing practices
• Intergenerational issues
• Impact of racism and discrimination
• Stressors that impact on domestic and family

Week Nine: **Mid semester Break – no classes**

Week Ten:

From monoculture to Multiculturalism
• Assimilation
• Multiculturalism
• The settlement process

Week Eleven:

Historical and contemporary contexts of refugees and asylum seekers.
• The refugee debate and experience
• Mandatory detention
• Migration Act 1958
• Humanitarian debate

Week Twelve:

Individualistic v collectivist cultures
• Cultural differences
• Traits of individualism
• Traits of Collectivism

Week Thirteen:

Develop strategies for culturally diverse practices in a justice environment
• The right to a Court Interpreter
• The role of the Court Interpreter
• Issues in Court Interpreting

Week Fourteen:

From monoculture to Multiculturalism
• Assimilation
• Multiculturalism
• The settlement process

Week Fifteen:

Legislative requirements, resources and services are identified
• Commonwealth Racial Discrimination Act (1975)
• Victorian Equal Opportunity Act (1995)
• Commonwealth Racial Hatred Act (1995)
• Human Rights and Equal Opportunity Act (1986)
• Disability Discrimination Act (1975)
• Sex Discrimination Act (1984)
• Resources and services
• Ethno specific services
• Language services

Week Sixteen:

Appropriate strategies and organizational requirements for working with CALD clients
• Use appropriate terminology and avoid stereotyping
• Develop cross-cultural competence
• Collect and record accurate information about cultural, linguistic and religious identity
• Collect and record accurate information about cultural, linguistic and religious identity
• Establish links with service providers and ethnic community organisations
• Ensure a culturally appropriate response

 Week Seventeen:
Summative assessment 3, Group debates

Week Eighteen:
Summative assessment 3, Group debates

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 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 written feedback on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects. Student feedback at RMIT

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student progress policy


Learning Resources

Prescribed Texts

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


Other Resources

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.

Overview of Assessment

Assessments may incorporate a variety of methods including role plays, observations, lectures, tutorials, class discussion, reports, essay, and audio-visual presentations.

Assessment Tasks

Progressive in class formative assessments will be provided in class through debates and group activities on prescribed topics related to the elements.  As such it is necessary for students to participate to maintain the continuity of learning and the application of knowledge in the summative assessments.

Summative assessment 1 will be based on an interview with a CALD person based identifying:

The Cultural identity of the CALD person
The processes that originate maintain and reinforce their culture
Australian cultural identify
Cultural prejudices and tensions
His/her experience of migration e.g. reasons for leaving, settlement problems present situation
Developing culturally aware, respective practices in the context of conducting the interview

This assessment will contribute 40% of the final grade

Summative assessment 2 involves the development of a cultural plan for a CALD person identifying their cultural, family, spiritual and religious needs including a range of culturally appropriate services.

This assessment will contribute 20% of the final grade

Summative assessment 3 involves a group debate format on a selected topic. The task is designed to demonstrate knowledge on selected topics related to culture, diversity and justice related issues as well as skills in oral presentation, cultural awareness and sensitivity.

This assessment will contribute 40% of the final grade

Summative assessment  2 will follow the requirements of Work Integrated Learning (WIL) activities by integrating theory and practice. The assessments are aligned to course learning outcomes and program objectives and involve engagement with the justice environment in the development of the assessment which incorporates simulated justice workplace activities for working with CALD clients in a range of settings in the justice environment. Following the assessment, students will be provided with debriefing and feedback from the justice industry partner. The WIL activities will be assessed in line with the University’s assessment policy.

Students must achieve competency IN ALL assessment tasks to PASS this subject.

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 (5pm) of 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 DIPLOMA written assessment task/s – no less than 2000 words, 5 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 RMIT student page 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 and by the DUE DATE. If you are unable to complete any piece of assessment by a due date, you will need to apply for an extension.

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 your 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 will not be granted where the relevant Course Coordinator/Program Manager is not satisfied that the student took reasonable measures to avoid the circumstances that contributed to the student being unable to submit the progressive assessment.

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.

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:

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 5% 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.

Cover Sheet for Submissions
All assessment items are to be submitted with a University Assessment Coversheet. Students are responsible for ensuring they complete all sections of the Cover Sheet and that they have agreed to the Academic Integrity Declaration.

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.

Retention of Assessments

The University is required to retain all essays, assignments, and other assessment materials for a minimum of six months from the date of issue of results.

At the completion of the six-month period, students can collect their assessments by prior arrangement with their Educator in Building 37, level 4, room 13.

In the event that assessment material is not collected within the time period, it will be destroyed. Material that relates to appeals that have not yet been finally determined will not destroyed

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:


Complaint 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