Unit rationale, description and aim
This microcredential examines the ethical dilemmas professionals encounter in safeguarding children, particularly focusing on the delicate balance between promoting autonomy and fulfilling mandatory reporting obligations. Participants will explore various ethical frameworks, applying these theories to real-world challenges involving the protection of vulnerable children and adolescents. Special attention will be given to complex situations involving adolescent autonomy, confidentiality, and ethical responsibilities within decision-making processes.
The aim is to equip participants with practical skills, critical insights, and the confidence required to effectively resolve these ethical dilemmas, ensuring that children’s best interests are consistently prioritised in all professional actions. Participants will develop strategies to navigate ethical complexities in diverse safeguarding contexts, enhancing their capacity to maintain ethical integrity while advocating for children’s safety and rights.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply ethical frameworks to decision-making in chi...
Learning Outcome 01
'UNMC513 - Safeguarding Children 3: Professional Ethics in Working with Children - Graduate Capabilities v2 - '
Critique the fundamental principles that are centr...
Learning Outcome 02
'UNMC513 - Safeguarding Children 3: Professional Ethics in Working with Children - Graduate Capabilities v2 - '
Develop strategies for addressing ethical challeng...
Learning Outcome 03
'UNMC513 - Safeguarding Children 3: Professional Ethics in Working with Children - Graduate Capabilities v2 - '
Content
Topics will include:
- Ethical frameworks relevant to safeguarding children.
- Law, legislation, and policy impact on safeguarding in institutions, particularly schools.
- Balance autonomy and mandatory reporting by managing adolescent autonomy with reporting obligations.
- Interdisciplinary relationships among Catholic social and moral teachings, child protection law, legislation, and welfare policies in Australian and international contexts.
- Tensions between confidentiality and mandatory reporting requirements in safeguarding.
- High-order risks for children, families, educators, and welfare workers from legal, welfare, educational, and religious perspectives.
- Ethical challenges in safeguarding within digital environments
Assessment strategy and rationale
The assessment for this unit combines a written position paper and an oral presentation, designed to cultivate participants’ ability to critically analyse safeguarding legislation and effectively communicate its implications. By selecting and evaluating two pieces of legislation or policy relevant to child wellbeing and safety, participants engage in a deep analysis that considers compliance complexities and diverse stakeholder perspectives.
The written position paper promotes depth of engagement, encouraging participants to apply ethical frameworks and critical thinking in examining the legislation’s impact on educational settings. The oral presentation further reinforces these skills, providing an opportunity for participants to articulate their analysis to a professional audience. This dual-component assessment ensures participants not only internalise theoretical knowledge but also gain confidence in translating it into practical communication.
Overview of assessments
The assessment task for this microcredential is designed to demonstrate achievement of each of the learning outcomes. In order to pass this microcredential, students are required to meet the learning outcomes and achieve a minimum overall passing grade of 50% for the assessment task.
Assessment Task: Part 1: Prepare a Position Pap...
Assessment Task:
Part 1:
Prepare a Position Paper for leadership and/or colleagues that:
- Analyses the legislation and its implications for staff.
- Explores potential complexities in ensuring that all members of the school community comply with the legislation.
- Considers different stakeholder perspectives (e.g., students, parents, educators) in addressing the complexities and compliance challenges.
Part 2:
Deliver a brief Oral Presentation summarising the key points of your position paper to a simulated audience of leadership or colleagues. This presentation should:
- Highlight the main findings and recommendations.
- Emphasise the ethical and practical implications of the chosen legislation.
- Encourage reflection by engaging with audience questions or feedback. <
100%
Learning and teaching strategy and rationale
Learning in this microcredential will involve a participatory approach, combining activities that integrate theoretical learning with practical application. It will include an exploration of ethical case studies and the design of workshops aimed at resolving real-world dilemmas in professional contexts.
Through collaborative work, reflective exercises, and problem-solving tasks, students will develop key leadership and ethical decision-making skills. This strategy emphasizes active involvement and self-assessment, enhancing students’ ability to translate theory into effective practice in child-related fields. The overarching goal is to ensure that participants are equipped to apply their learning in professional settings.
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards: