UNCC100: Self and Community Exploring the Anatomy of Modern Society - Community Assignment Help

Assignment Task :

Is polluting our environment done for the common good? 

Does perpetuating discrimination respect the dignity of the individual? 

These are just two examples of the many real challenges we face as individuals functioning as  members of our community. They highlight the fact that as humans, we are all individuals, and yet  none of us lives in isolation. The African concept of ‘ubuntu’ is helpful here: “I am what I am,  because of who we are” - this concept is consistent with the principles of Catholic social thought.  Understanding these principles helps us to determine how issues relating to the dignity of the  human person and the realisation of the common good may be addressed in our personal and  professional lives now and in the future. 

This knowledge and understanding is a foundation for the development of the skills needed to be  able to propose ways to address challenges where shared responsibility for the common good is  not being realized. Given the pervasiveness of such problems in our community, addressing this  

need is important to our success as a community in realizing a more just world – and each  student’s role as an individual who can, and must, be part of that. 

In this unit students will first learn what the principles of Catholic Social thought are, then they will  build on this knowledge by developing their understanding of how these principles relate to their  own life and their own community. Lastly, they will apply this understanding in a reflection on how  these principles are relevant to their professional context at a local level. 

This unit aims to equip students with knowledge and understanding of the ideas of "self" and  "community" as interrelated concepts in the context of nine principles of Catholic Social Thought  and develop basic skills to enable them to contribute to a more just society. 

LEARNING OUTCOMES 

On successful completion of this unit, students should be able to: 

1. Describe coherently the principles of Catholic Social Thought (CST), and drawing on these produce a personal commentary that explains how the concepts of 'self' and 'community' are interrelated. 

2. Analyse and evaluate the principles of Catholic Social Thought (CST) in order to show how issues relating to the dignity of the human person and the common good may be relevant to the skills and knowledge that they are acquiring in the degree program that they are studying. 

ASSESSMENT STRATEGY AND RATIONALE 

The design of the assessment in this unit is aligned with, and supportive of, the progressive and  developmental learning and teaching strategy. In this way, the assessment tasks scaffold and  support students’ learning in a sequence that is designed to make their learning as simple as  possible by supporting them as much as possible. The assignments relate progressively to their  achievement of the learning outcomes of this unit and the graduate attributes. A variety of  assessment methods is used. Where possible, students will be encouraged to present their work  using multi-media in preparation for presentation styles they may encounter in their professional life. 

Some flexibility may be exercised in the options available to students, consistent with achieving the  learning outcomes and meeting the graduate attributes. 

In practical terms this means that the assessments start with an “early and low stakes” assessment  which helps students to progress to more complex and more challenging assessments. In this unit,  this sequential support is provided through three assessment tasks so that they get feedback that  supports their learning as they progress throughout the unit. 

The same assessment strategy is used regardless of the mode of study. 

The first task relates to the foundations of Learning Outcome 1. It is scheduled early in the unit to  encourage students’ early participation in the simple first stages of learning they will need to  progress. It is low stakes to ensure that there is minimal risk to them but is simultaneously of  maximum learning benefit. It will consist of multiple-choice questions.  

Thus, the first assessment is designed as a helpful stepping-stone to the later tasks. Its focus is on  assessing students’ knowledge of the first basic content they will need, that is, their understanding of  the principles of Catholic social thought. The marks for the first assignment are therefore low, but the  value to students’ learning, and their ability to do the later tasks is high. This is designed to  encourage students to participate in the task in a meaningful and engaged way – it helps them to  progress. 

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