COMM1000 | Summer Term 2022 | Assessment 2: Assessment information P 1/6


COMM1000 Creating Social Change

Assessment 3: Social Change Pitch Report (40%)

Assignment Instructions and Marking Criteria

Due date: Friday 22 April, 11:59pm (Week 10)

Submission details: Turnitin – see Moodle for link
Word limit: 2000 words (+/- 10%)



Purpose:
The purpose of this assessment is to extend your analytic skills to critically evaluating real world
social problems and their current solutions and developing your own proposal for a social
change.

Task Description

In this assessment, you will creating a social change report as if you were submitting a proposal to a
foundation from a large corporate entity wishing to expand their social impact projects.

You will choose a UN Sustainable Development Goal: https://sdgs.un.org/goals to inform
your proposal.

You will select a specific social issue within that Sustainable Development Goal to explore creating
a written report. For example, if your SDG is Ensure healthy lives and promote well-being for all at
all ages, you might create a proposal about telehealth access for people from migrant communities
in Australia. You should aim to use concepts from the course such as wicked problems, systems
thinking, the three sectors and the double diamond approach to analyse the problem and develop
your proposal.

In your report you will (word counts are a guide only):
1. Briefly describe the UN Sustainable Development Goal (200 words)
2. Describe the specific social issue, including critical analysis of current government policies
and private and not-for-profit sector activities relevant to the issue (using a similar process to
Assessment 1). (750 words)
3. Identify two key system-level barriers that persist related to the social issue. (300 words)
4. Develop a social change pitch suitable for a private sector foundation to fund that addresses
these two barriers. (750 words)
COMM1000 | Summer Term 2022 | Assessment 2: Assessment information P 2/6
For example, when considering “Telehealth access for people from migrant communities in
Australia”, I would look at current state and federal health policies for access and use of telehealth,
specifically related to aspects of interpreting services and technological access. I would also explore
what private and not-for-profit sector activities were occurring, for example specific community
groups and charities providing interpreting services or telehealth use training for consumers. I would
investigate what some of the key barriers are, for example reductions to Medicare funding for some
telehealth services, lack of support for clinicians in using interpreters over the phone, insufficient
advertising of service availability to communities. I would choose two of these that could be
translated into projects to be pitched for funding to a private sector foundation. If I chose supporting
clinicians, I might propose a project that connected community groups, academics and providers to
develop an evidence-based training program for doctors. If I chose advertising to specific
communities, I might propose working with community groups to provide funding and media
expertise to develop appropriate advertising materials.

You will not be developing the change you are proposing, instead you will be pitching your plan for
change, connecting it to the barriers you have identified in your research, your critical analysis, and
to the UN Sustainable Development Goal (that is, describing why it is important). You do not need
to include a budget, but instead you are gaining the foundation’s interest by demonstrating the
significance of the issue, the benefits your proposed changes could have on the community, and
whether an investment in the project could meaningfully effect change.
COMM1000 | Summer Term 2022 | Assessment 2: Assessment information P 3/6
Use of evidence/research and referencing

Your research for this assessment will draw on research papers and other academic sources, media,
official reports, websites, documented personal accounts, or publications from relevant
organisations, as well as materials, concepts and theory from the course.

Referencing should follow the Harvard Referencing Guide under the Assessment Resources tab on
Moodle.

• DO NOT refer to Wikipedia, blogs, unreferenced websites etc.

• DO NOT copy directly from any source unless you use quotation marks and full references.

• DO NOT paraphrase by changing the order of words in a sentence.



Q&A
Please feel free to post your assessment questions on the Question and Answer forum
(Q&A) on Moodle.


Feedback & marks
Marks will be available on Moodle. Feedback is provided via the Review platform which can be
accessed via https://unsw.review-edu.com/unsw/. Please reflect on feedback provided.
Students are encouraged to book a consultation with their tutor for additional assistance.
P 4/6
COMM1000 | Summer Term 2022 | Assessment 2: Assessment information

Marking rubric


Criterion 85%+ HD 75-84% D 65-74% C 50-64% P <50% F
Description of UN
SDG
10%
Clearly explains UN
SDG and explains
why it is important.
Explains UN SDG and
explains why it is
important.
Describes UN SDG
though some
expansion needed.
Describes UN SDG. Does not provide
sufficient supporting
explanation of UN
SDG.
Identification of
social issue
15%
Clearly explains
specific social issue
providing a
sophisticated and
succinct description
that clearly
demonstrates the link
between the issue and
SDG.
Explains specific social
issue providing a clear
description that clearly
demonstrates the link
between the issue and
SDG.
Describes specific
social issue providing
a description that
somewhat
demonstrates the link
between the issue and
SDG, though some
clarification or
expansion is needed.
Introduces specific
social issue
providing a
description that
attempts to
demonstrate the link
between the issue
and SDG, though
clarification or
expansion is needed.
Does not introduce a
specific social issue or
does not provide a
description that
attempts to
demonstrate the link
between the issue and
SDG.
Critical analysis of a
specific social issue
25%
Nuanced evaluation
of current status and
initiatives, clearly
identifying two
system-level barriers.
Conclusions flow
from logical
interpretations of
evidence.
Insightful evaluation
of current status and
initiatives, identifying
two system-level
barriers.
Conclusions flow
from relevant
evidence.
Thoughtful evaluation
of current status and
initiatives, identifying
two system-level
barriers.
Some conclusions
flow from
relevant evidence.
Attempt at
evaluation is mainly
descriptive and
demonstrates little
systems or critical
thinking.
Minimal evidence
integrated into
arguments.
Describes rather than
evaluates, using no
critical and systems
thinking.
P 5/6
COMM1000 | Summer Term 2022 | Assessment 2: Assessment information

Social change
proposal
30%
The rationale for the
social innovation
demonstrates a
nuanced
understanding systems
approaches to wicked
social problems and
flows logically from
the critical analysis.
The rationale for the
social innovation
draws on
understanding of
systems approaches to
wicked social
problems and
generally connects
well with the critical
analysis.
The rationale for the
social innovation
broadly invokes an
understanding of
systems approaches to
wicked social
problems and partly
connects with the
critical analysis.
The rationale for the
social innovation does
not draw on an
understanding of
systems approaches
and/or does not
connect with the
critical analysis.
Insufficient attempt to
design a social
innovation.
Source selection
10%
Sources chosen are
highly relevant to the
topic; few, if any
additional sources
needed.
Most sources chosen
are relevant to the
topic; may require a
small amount of
additional research.
Some sources chosen
are relevant to the
topic; would need
additional sources to
complete research.
Few sources chosen
are relevant to the
topic; requires
significant additional
research.
No sources chosen are
relevant to the topic;
requires extensive
additional research.
Academic writing
5%
Writes in appropriate
academic style with
excellent style and
organisation of ideas.
Writes in appropriate
academic language with
clarity of expression and
good organisation of
ideas.
Writes using clear
formal language
though generally lacks
good organisation of
ideas.
Writes in an informal,
colloquial style and
generally lacks good
organisation of ideas.
Unclear expression of
ideas with poor
structure.
Mechanics,
Grammar, and
Proofing
5%
Accurate and
consistent referencing
with no errors,
accords with
recognised format.
Accurate and
consistent referencing
with few minor
errors, accords with
recognised format.
Most information
provided / consistent
referencing, generally
error free.
Basic information
provided most of the
time / some errors in
format.
Unacceptable level of
paraphrasing,
insufficient citations
and/or references,
evidence of
plagiarism.