Assessment Description:
 In this course, we have studied the importance of complying with ethical frameworks in professional practice. In particular, we have discussed several vulnerable groups of people in society for whom it is particularly important to have ethical frameworks in place to ensure their safety and wellbeing. These groups include children, persons with disabilities, the elderly etc. For this assessment, you are required to illustrate your understanding of the importance of this issue by developing your own ethical framework for ethical decision making when dealing with vulnerable groups. 
To do this, use a PowerPoint presentation to first: 
– Show knowledge of the specific needs of vulnerable groups and their challenges 
– Next, present an ethical framework laying out a plan for professionals to use when dealing with situations involving with vulnerable clients in their professional practice. 

Knowledge of Vulnerable Groups: Begin by showcasing your understanding of the specific needs and challenges faced by vulnerable groups like children, persons with disabilities, and the elderly. This could involve sharing statistics, real-life examples, or case studies that highlight the vulnerabilities they face in society.
Ethical Framework: Develop an ethical framework that outlines a step-by-step plan for professionals to follow when making ethical decisions involving vulnerable clients in their professional practice. This framework should include guidelines, principles, and considerations to ensure the safety and well-being of these vulnerable individuals.
Assessment Brief
Program
Bachelor of Applied Social Science
Subject
Ethics and Professional Practices
Subject code
WEL202A
Name of assessment
Assessment 3: PowerPoint
Length
8 – 10 Slides
Learning outcomes
addressed by this
assessment:
Submission Date:
Assessment brief
summary:
Total marks
Weighting
WEL202A – AB3, Report
A, B, C, D, E
End of Week 11, Sunday 11.59 pm
Students are asked to design an ethical framework that is sufficiently
comprehensive to counter “threats to good practice” and to provide an
example, either real or imaginary, to illustrate how the framework could
be used.
100
40%
Page 1
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated
from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Students must attempt all tasks in the unit to be eligible to pass the unit
More information can be found in Think Education Assessment Policy document on the Think Education
website (http://www.think.edu.au).
Assessment Description:
In this course, we have studied the importance of complying with ethical frameworks in
professional practice. In particular, we have discussed several vulnerable groups of people
in society for whom it is particularly important to have ethical frameworks in place to ensure
their safety and wellbeing. These groups include children, persons with disabilities, the elderly
etc.
For this assessment, you are required to illustrate your understanding of the importance of
this issue by developing your own ethical framework for ethical decision making when dealing
with vulnerable groups. To do this, use a PowerPoint presentation to first:
–
Show knowledge of the specific needs of vulnerable groups and their challenges
Next, present an ethical framework laying out a plan for professionals to use when dealing
with situations involving with vulnerable clients in their professional practice.
Other points to note:
–
This is a PowerPoint presentation, so you are being examined on your presentation skills as much as the
content. So, try to make your presentation interesting – use photos, music, minimise wording by using words
effectively and letting the pictures speak for themselves.
–
All presentations should be referenced in accordance with the APA 6 th Edition referencing guide
–
Students must attempt all tasks in the unit to be eligible to pass the unit.
All papers that are late without an approved extension will be penalized by 10% per day of the total possible
marks for that assessment.
–
Marks will be deducted for failure to adhere to the slide count.
WEL202A – AB3, Report
Page 2
Marking Criteria:
Answering the question and responding to the topic – clear
40/100
and balanced review of the issue
Use of theory and research
20/100
Effectiveness of Presentation – photos, music, design, wording
etc
In-text references, reference list and correct use of referencing
style
30/100
Total:
100/100
Percentage:
40%
10/100
Comments:
WEL202A – AB3, Report
Page 3
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We recommend
you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link
to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic
writing and referencing are essential tasks that you need to learn. We recommend a minimum of ten
references.
Referencing: References are assessed for their quality. You should draw on quality academic sources,
such as books, chapters from edited books, journals etc. Your textbook can be used as a reference,
but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting
your own research. Also, in order to help markers determine students’ understanding of the work they
cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in
the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the library homepage. Reputable news sites such
as The Conversation (https://theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council (NHMRC),
international organisations such as the World Health Organisation (WHO) and local not for profit
organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the Flexible
and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating
plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think
Education website.
WEL202A – AB3, Case Study
Page 3
Resources Available to YOU:
1. Academic writing guide link https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_2016
3_ 1&content_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit
(LASU) is on the left pulldown menu on the blackboard home page: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_201
6 3_ 1&content_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans ([email protected], 02 949 232 14).
3. Researching: A guide to researching is available on the library page
http://library.think.edu.au/research_skills/.
Please contact the online and Pyrmont Campus Librarian for Health if you would
like further help or a tutorial on how to do research this way.
https://laureate?
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset
i
WEL202A – AB3, Case Study
Page 4