Course Title: Engage respectfully with young people
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: HWSS6016C
Course Title: Engage respectfully with young people
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C4352 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 (3) 9925 4454
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 60
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
None
Course Description
In this unit students will develop the skills and knowledge required to communicate effectively with young people (aged 12-25) in work roles with a specific focus on young people.
This unit is taught and assessed with:
CHCYTH003 Support young people to create opportunities in their lives
CHCYTH010 Provide services for young people appropriate to their needs and circumstances
CHCPRT001 Identify and respond to children and young people at risk
CHCYTH004 Respond to critical situations
CHCYTH002 Work effectively with young people in the youth work context
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH001 Engage respectfully with young people |
Element: |
1. Communicate effectively with young people |
Performance Criteria: |
1.1 Listen to the young person to gain understanding of their experiences 1.2 Foster communication exchanges that support the development of trust and rapport 1.3 Process information about the young person’s situation from their perspective 1.4 Use a range of appropriate communication strategies to engage with young people 1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder |
Element: |
2. Reflect understanding of youth cultures and subcultures and young person’s own development |
Performance Criteria: |
2.1 Consider youth culture and subcultures of the young person in all actions and decisions 2.2 Consider the young person’s individual development in all actions and decisions 2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately 2.4 Select activities and resources to promote awareness, respect the young person and value diversity 2.5 Establish guidelines that are relevant to the culture and background of the young person 2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work |
Element: |
3. Work with the young person as the focus |
Performance Criteria: |
3.1 Apply youth-centred practices when working with young people 3.2 Respect the rights, needs and responsibilities of the young person 3.3 Explain worker rights and responsibilities to the young person as necessary 3.4 Establish a professional relationship and boundary expectations with the client 3.5 Identify and manage power inequities in the professional relationship 3.6 Apply principles of ethical decision-making in working with young people |
Element: |
4. Reflect on own practice and values |
Performance Criteria: |
4.1 Identify opportunities to reflect on own interactions and practices with young people 4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person 4.3 Seek opportunities to address any concerns or areas for development |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Learning activities:
This course learning activities will be supported and complimented by RMIT’s online learning management tool Canvas. Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies. Some learning activities that you will undertake in the workshops are:
- Class discussion
- Documentary viewing and discussion
- Guest speaker
- Group work projects
- Questioning
- Work placement - 80 hours of work placement in a youth work agency support learning and assessment in this unit
Teaching Schedule
This unit will be delivered over 32 half day sessions (16 full days) during Semester 1 and 28 half day sessions (14 full days) during Semester 2.
SEMESTER 1
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 & 2 |
Trevor Bayley |
Welcome, introductions, unit introduction |
|
|
|
|
3 & 4 |
Trevor Bayley |
History of youth work & “the youth work context” Models of youth work practice |
|
CHCYTH001: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.1 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5 |
|
|
5 & 6 |
Trevor Bayley |
Mutual respect and autonomy in youth work. Common misconceptions/myths. Youth centred practice. |
|
CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6 |
|
|
7 |
Trevor Bayley |
Recognising individual needs and circumstances. Physical, moral and psychosocial development and behaviour of young people |
|
CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4 |
|
|
8 |
Trevor Bayley |
Excursion to YACVic. |
|
|
|
|
9 & 10 |
Trevor Bayley |
Engaging with young people – how to build and maintain rapport. Legal frameworks and duty of care requirements. |
|
CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6 |
|
|
11 |
Trevor Bayley |
Creating opportunities. Goal setting and planning. Recognising and responding to strengths and assets Working with diversity. |
|
CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, |
|
|
12 |
Trevor Bayley |
Assessment Task 1 To be completed in class |
|
|
|
Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment. |
13 & 14 |
Trevor Bayley |
Welcome back from Easter Break. Being informed – research in youth work Preparing for placement – review assessments |
|
CHCYTH002: 1.2, 1.3, 4.1 |
|
|
15 |
Trevor Bayley |
Excursion to Melbourne Magistrates Court |
|
|
|
|
16 |
Trevor Bayley |
Organisational context Working for a youth organisation Representing your workplace |
|
CHCYTH001: 4.1, 4.2, 4.3 CHCYTH002: 3.1, 3.3, 4.1, 4.2, 4.3 |
|
|
17 & 18 |
Trevor Bayley |
Providing services to young people. Goal and agenda setting. Targeted assistance and referrals. Advocacy |
|
CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5 |
|
|
19 |
Trevor Bayley |
Recognising and responding to risks experienced by young people & the difference between being “at-risk” and “in crisis”. |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
20 |
Trevor Bayley |
Responding to critical situations Responding to crises with young people and their families |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
21 & 22 |
Trevor Bayley |
Child protection Child Safe Standards Mandatory reporting Abuse and neglect Ethical concerns |
|
CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
Workplace Simulation Assessment Task 2 - Ethical Issues and Duty of Care Incidents |
23 & 24 |
Trevor Bayley |
Working with Young People Workplace Investigation |
|
|
|
Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
|
25 & 26 |
Trevor Bayley |
Working with Young People Workplace Investigation |
|
|
|
Assessment Task 3: Working with Young People: Workplace Investigation You will be provided time during this class to complete this assessment.
|
27 & 28 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
|
29 & 30 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
|
31 & 32 |
Trevor Bayley |
Placement Updates Semester 1 Wrap Up/Assessments |
|
|
|
|
SEMESTER 2
This unit will be delivered over 28 half day sessions (14 full days) during Semester 2.
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 & 2 |
Trevor Bayley |
Welcome, introductions, Semester 2 program |
|
|
|
|
3 & 4 |
Trevor Bayley |
Preparation for Career Pop-up shops in youth organisations
|
|
|
|
|
5 & 6 |
Trevor Bayley |
Working with Young People Work placement updates |
|
CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
7 & 8 |
Trevor Bayley |
Preparation for Workplace Observation: Working with a Group. |
|
CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3. 1.4, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, CHCYTH010: 1.1, 1.2, 1.3, 1.4 |
|
|
9 & 10 |
Trevor Bayley |
Working with Young People Work placement updates |
|
CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, CHCYTH010: 4.3, 4.6 |
|
|
11 &12 |
Trevor Bayley |
Workplace Observation: Working with an individual to plan career options. |
|
CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, |
|
|
13 & 14 |
Trevor Bayley |
Workplace Observation: Working with an individual to plan career options. |
|
CHCYTH002: 1.2, 1.3, 4.1 |
|
|
15 & 16 |
Trevor Bayley |
Excursion TBC |
|
|
|
|
17 & 18 |
Trevor Bayley |
Classroom based Activities linked to assessment task 4 |
|
CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5 |
|
|
19 & 20 |
Trevor Bayley |
Classroom based Activities linked to assessment task 5 |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
21 & 22 |
Trevor Bayley |
Classroom based Activities linked to assessment task 6 |
|
CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
21 & 22 |
Trevor Bayley |
Placement updates/ Reflections and review |
|
CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 |
|
|
23 & 24 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
25 & 26 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
27 & 28 |
Trevor Bayley |
Semester 2 Wrap Up/ Assessments |
|
|
|
|
Learning Resources
Prescribed Texts
References
Other Resources
You will be provided with the resources and tools for learning in this course. These resources will also be provided in Canvas. They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.
Overview of Assessment
This course is assessed in accordance with competency-based assessment. To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
Students must complete 80 hours of Work Placement supported by RMIT to achieve competency in these units. These units support students learning and assessment in the workplace.
Assessment Task 1
This assessment requires you to answer a series of questions about working with young people in the youth work context.
Assessment Task 2
This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.
Assessment Task 3
This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.
Assessment Task 4
This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.
Assessment Task 5
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Assessment Task 6
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
You should refer to the assessment plan which is available on Canvas for details of each assessment task and for detailed assessment criteria.
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Unit if you would like to find out more: https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services
A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams
Assessment Tasks
ASSESSMENT TASK 1
Questions and Answers (written response to seven questions)
The purpose of this assessment is for you to demonstrate theoretical knowledge that you need to apply to your practice as a youth worker. This knowledge covers these topics:
- physical, moral and psychosocial development and behaviour of young people
- working with diverse cultures
- current issues and their impact on young people
- youth centred practice
- legal frameworks and duty of care requirements
- behaving professionally and
- understanding youth cultures, subcultures and stereotypes.
ASSESSMENT TASK 2
- Ethical and Duty of Care Role Plays
- Oral response to 5 questions. Your assessor with ask you 5 questions about the knowledge needed to work young people after the role play is completed
- Completing a critical incident report form
The purpose of this assessment task is for you to demonstrate how to respond to ethical issues and duty of care incidents when working as a youth worker.
An assessor will observe you communicating and engaging about ethical issues and duty of care incidents, in two roles in a simulated youth work context. The observation check list covers the actions to demonstrate in both role plays.
The assessor will ask the questions about youth work practice requirements on completion of the role play.
You will also complete an incident report form about the critical incident discussed in the role play.
You will apply good communication and analytical skills, your knowledge about the characteristics of young people, the legal and ethical requirements for working with young people and the youth centred work practices you have learnt in the course.
ASSESSMENT TASK 3
Workplace Investigation - five written responses to questions
The purpose of this assessment is for you to find information in your workplace to enhance your understandings of working with young people. This information will build on the induction program you have undertaken at the start of your work placement. You will refer to workplace policies and procedures and a code of conduct for youth workers provided to you at induction.
In this assessment task the topics covered are:
- code of conduct for youth workers
- organisational policies and procedures in youth services
- job description of a youth worker
- ethical issues faced by youth workers
- minimising risk and handling violent behaviour.
You will be expected to show how you would apply this knowledge to the day to day work of a youth worker in your written responses.
ASSESSMENT TASK 4
- Workplace Observation - Group Setting
- Oral response to three questions after the workplace observation
The purpose of this assessment is to observe you communicating and engaging with young people in a youth work context while on work placement. This assessment tasks will assess your ability to:
- use good communication skills when working with children and young people
- use good interpersonal skills
- understand confidential information
- use a range of support strategies with individuals who are in the group
- model good behaviour by participating.
At the end of the demonstration, your assessor will talk to you about your performance. Your assessor will ask you 3 verbal questions about inclusive practice when working with young people after the observing you during the group activity. Your assessor mayalso ask you to discuss some of the specific steps that you took to clarify your understanding.
ASSESSMENT TASK 5
Workplace Observation - Individual Setting
The purpose of this assessment is to observe you interacting, encouraging and supporting two young people in an individual youth work setting. You will support these young people to identify and achieve their goals. This assessment task will assess your ability to work with an individual young person by:
- using good communication skills
- using supportive strategies to assist in identifying goals and risks
- using supportive strategies to assist young people who are vulnerable or unconfident
- reinforcing their strengths
- providing positive feedback throughout the activity.
ASSESSMENT TASK 6
- Workplace Observation - Career Session
- Writing an action plan for the young person listing goals, resources, strategies to achieve and any necessary interventions such as accessing other services using the template provided
The purpose of this assessment is to support a young people in an individual youth work setting by providing career information. You will support this young person to identify and achieve their goals in options for future careers. This assessment task will assess your ability to work with an individual young person by:
- using good communication skills
- using supportive strategies to assist in identifying goals and risks
- using supportive strategies to assist young people who are vulnerable or unconfident
- reinforcing their strengths
- providing positive feedback throughout the careers session
- providing information that is useful in relation to careers.
All of the assessment topics have been covered in your learning program.
Assessment Matrix
Other Information
Work placement
This unit must be assessed in the work place. You must complete 80 hours of work placement in a youth work organisation, undertaking the kinds of professional tasks you could expect to perform while employed as a youth worker in order to gain competency in this unit of competency.
Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.
Working with Children
You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.
Immunisation
You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.
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.
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: http://www1.rmit.edu.au/students/specialconsideration
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:
1. a) You believe an error has occurred in the calculation of the grade; or,
2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
3. c) 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: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals
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: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/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 – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Course Overview: Access Course Overview