Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will be able to:

1. Describe and critique the historical developments of perspectives of Indigenous peoples and populations in Australia;
2. Compare and describe differing forms of Indigenous development initiatives;
3. Work in small groups to explain issues related to Indigenous peoples and populations;
4. Identify and compare differing policy approaches to Indigenous peoples’ development; and
5. Construct relationships and connections between different fields of study related to Indigenous peoples and populations

Research-Led Teaching

This is a collaborative inter-cultural course taught with some of our Indigenous research partners.

Field Trips

SIGNIFICANT NGAMBRI-NGUNNAWAL SITES - FIELDTRIP

A three hour excursion to four significant sites on Country. Aunty Matilda House will share stories of Ngambri-Ngunnawal Country, through visits to traditional, historical and contemporary sites of resistance and resilience. The fieldtrip will also include an exploration of how cities acknowledge, celebrate, recognise as well as silence the significance of place for First Nation peoples.  

Staff Feedback

Students will be given feedback in the following forms in this course:

• on assignments, and in class tutorials.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	WELCOME TO COUNTRY: CONNECTIONS AND OBLIGATIONS Mr Wally Bell Mr Stewart Sutherland Mr Sam Provost Ms Leah Brideson TBC 'Country means a place of origin in spiritual, cultural and literal terms. It refers to a specific clan, tribal group or nation of Aboriginal people and encompasses all the knowledge, cultural norms, values, stories and resources within that particular area – that particular Indigenous place' (Fredericks 2013: 6). In this first lecture of the course we will actively participate in a deeply embedded traditional custom, that of ‘Welcome to Country’ by Wally Bell, Ngunawal custodian. We will then be taken on a guided tour through the ANU Aboriginal and Torres Strait Islander Heritage Trail, learning about cultural practices and connection to country, as well as the Indigenous use of natural resources and local area including Sullivan's Creek and Black Mountain. The trail also includes ANU stories about student activism and reconciliation. At the end of this trail we will meet and hear from four Aboriginal and Torres Strait Islander men and women living on Ngunawal Country who come from diverse Countries: Ngunawal, Wiradjuri, Yuin, Gamillaroi and the Torres Strait Islands. They will share their own narratives about growing up on or away from Country; what Country means to them; and what are their obligations to it? Required Readings Fredericks, B. (2013). ‘We don’t leave our identities at the city limits’: Aboriginal and Torres Strait Islander people living in urban localities. Australian Aboriginal Studies. 1: 4-16. Bodkin-Andrews, G., Bodkin, F., Andrews, G. & Whittaker, A. (2016). Mudjil’dya’djurali Dabuwa’wurrata (how the white waratah became red): D’harawal storytelling and Welcome to Country ‘controversies’. AlterNative: An International Journal of Indigenous Peoples. 12(5): 480-497. Milton, V. Abbott, S. (2019) To learn your country, start by learning its Aboriginal names. ABC South East NSW. 19 Jan 2019. Supplementary Readings Foley, D. (2000). Too white to be black. Too black to be white. Social Alternatives. 19(4): 44-49.	Participation
2	SETTLER COLONIALISM: COLONIAL STORYTELLING AND THE GREAT AUSTRALIAN SILENCE Ms Ginibi Robinson Ms Talia Avrahamzon, CAEPR This lecture explores settler colonialism, its roots, how it works and how it is perpetuated and maintained in the contemporary. Drawing on critical Indigenous theories, as well as critical race and whiteness studies students will explore how racialised social, economic and structural disadvantages was and continues to be replaced by what Larissa Behrendt has called ‘colonial storytelling’ about Indigenous Australians and their cultures. Colonial Storytelling silences not only settler colonialism, racism and whiteness but also diversity, agency, resistance and resilience. The lecture will also explore the concept of ‘culture’ and how we all come with a range of culture(s) that impact our worldviews, knowledge systems and biases which influence how we learn and understand another culture. Required Reading Behrendt, L. (2016). Finding Eliza: Power and Colonial Storytelling. St Lucia: University of Queensland Press. Stanner, W. E. H. (2009) ‘The Dreaming’, in Stanner, W.E.H., The Dreaming and Other Essays, Black Inc. Agenda. Veracini, L. (2011) ‘Introducing: settler colonial studies’, Settler Colonial Studies 1 (1), 1-12. Supplementary Readings McCallum, K. & Waller, L. (2016). Media stars and neoliberal news agendas in Indigenous policymaking. In W. Sanders (Ed.), Engaging Indigenous Economy: Debating Diverse Approaches . CAEPR Research Monograph No. 35. Canberra: ANU Press, pp. 171-182. Gorringe, S. (2015). Aboriginal culture is not a problem, the way we talk about it is. The Guardian. 15 May. Russell-Mundine, Gabrielle. 2012. "Reflexivity in Indigenous research: Reframing and decolonising research?" Journal of Hospitality and Tourism Management 19.	Participation and Discussion Forum
3	RECLAIMING HISTORY ‘It is a structural matter, a view from a window which has been carefully placed to exclude a whole quadrant of the landscape. What may have begun as a simple forgetting of other possible views turned under habit and over time into something like a cult of forgetfulness practised on a national scale’. (Stanner 1969: 25). Ms Serene Fernando, National Centre for Indigenous Studies This lecture expands on the concept of silencing within settler colonial narratives of history and how silence is used to maintain settler colonialism – such as narratives of invasion, massacres, genocide and assimilation. From this position, reclaiming narratives of history become a critical process used in order to decolonise. Taking a case study approach, we will explore how one Gamilaraay scholar has approached the re-interpreting of the past and re-storying of the dominate colonial hegemonic discourse of her Country’s history to provide a counter history. The articulation of a counter narrative is discussed in relation to rights and the assertion of cultural sovereignty and identity, creative intellectual freedom, and the right to pursue self-determination and to decolonise Indigenous social lived reality. This lecture falls on the 11 March, which is Canberra Day public holiday. A make-up lecture date will be provided. Required Readings Pascoe, B. (2014). Dark Emu. Broome: Magbala Books Aboriginal Corporation. Supplementary Readings TBC	Participation and Discussion Forum
4	POPULATION AND IDENTITY Dr Francis Markham, CAEPR Samantha Faulkner Patrick Chapman TBC TBC The first half of this lecture is historical in focus. It describes how the Indigenous population changed in number and spatial distribution during the on-going colonial occupation. This history is loosely periodised into five discrete timespans: pre-colonisation; the colonial period; post-federation Australia to 1967; the referendum and liberal rights transition; and the contemporary period. In addition to this quantitative historical picture, the lecture also interleaves a discussion of how the ways in which Aboriginal and Torres Strait Islander populations were constructed in official statistics changed, and for whose purposes. In the second half of this lecture, we will hear from a panel of diverse Aboriginal and Torres Strait Islander people living on Ngunnawal Country sharing their personal experiences of how constructs of Indigenous identity has impacted on their own identity. Required readings Dodson, M. (2003). The End in the Beginning: Re(de)finding Aboriginality. In M. Grossman (Ed.), Blacklines : contemporary critical writing by indigenous Australians (pp. 25–42). Carlton, Vic: Melbourne University Press. Taylor, J. (2011). ‘Postcolonial transformation of the Australian indigenous population’, Geographical Research, 49 (3): 286–300. Supplementary readings Gardiner-Garden, J. Defining Aboriginality in Australia. Australian Parliamentary Library Markham, F. and Biddle, N. Census 2016: what’s changed for Indigenous Australians, The Conversation, June 28.	Participation and Discussion Forum
5	REMOVAL POLICIES: HISTORY, CONTEMPORARY ISSUES, SUCCESSES AND FUTURE GOALS OF STOLEN GENERATIONS Christine Doolan Aunty Lorraine Peeters The Bringing Them Home Report (Human Rights and Equal Opportunity Commission 1997) publicly disclosed the devastating impact of government policies during the 1940s through to the 1970s of forcibly removing Aboriginal children from their families and communities on the basis of race. This lecture will explore these policies and their impacts through a historical overview, understanding contemporary issues, reflecting on successes and highlighting future goals. The two presenters are Stolen Generation Survivors and have both worked extensively developing programs and projects to support other survivors, as well as ensure narratives of such policies are known by all Australians. Required Readings Rudd, K. (2008). Apology to Australia’s Indigenous Peoples (Forty-second Parliament No.1 ed.). Australia. TBC Supplementary Readings View Behrendt, L (2018). After the Apology.	Participation and Discussion Forum
6	SIGNIFICANT NGAMBRI-NGUNNAWAL SITES - FIELDTRIP This lecture will take us outside the lecture room to visit four significant sites on Country. Aunty Matilda House will share stories of Ngambri-Ngunnawal Country, through visits to traditional, historical and contemporary sites of resistance and resilience. The fieldtrip will also include an exploration of how cities acknowledge, celebrate, recognise as well as silence the significance of place for First Nation peoples. There will be no seminars this week as the excursion will be three hours. Required Readings TBC Supplementary Readings TBC	Participation and Discussion Forum
7	POLICY, THE STATE, AND THE INDIGENOUS CITIZEN This lecture explores the situating of First Nations people in Australian federal Indigenous policy as Australian, as an Indigenous population and as citizens since the 1967 Referendum. It thus considers some of the effects that Constitutional change has had in terms of Aboriginal and Torres Strait Islander people being reckoned as part of the Australian population. This moment becomes a point of reference to illustrate the way that Indigenous rights have been conceptualised and managed in the context of the nation and the population of the nation as a whole. From this standpoint, Overcoming Indigenous Disadvantage in terms of the socio-economic disadvantage that the individual Aboriginal and/or Torres Strait Islander person experiences or the Indigenous population as a sub-set of the Australian population is problematised. It is explained how this approach differs from an international law or rights-based approach in which the state negotiates with its Indigenous population as First Nations people and in terms of recognition from below and their claims for rights. As part of this lecture, students will continue to be introduced to critical Indigenous political philosophy, critical race and whiteness studies and some key social theorists. These approaches will be drawn on to illustrate ways of engaging in a critical analysis of Indigenous/state relations. Required Readings Howard-Wagner, D. (2018). Governance of indigenous policy in the neo-liberal age: Indigenous disadvantage and the intersecting of paternalism and neo-liberalism as a racial project. Ethnic and Racial Studies. 41(07): 1332-1351. Supplementary Readings TBC	Participation and Discussion Forum
8	TREATY, RECOGNITION AND RIGHTS Ms Maeve Powell, National Centre for Indigenous Studies This lecture is intended as an introduction to the topic of Treaty, Recognition and Rights and will thus give a broad overview of the topic in relation to Australia and Internationally. The first half of this lecture will focus on Indigenous activism in Australia. Taking an historical approach it will provide students with an understanding of the different claims for rights made by Indigenous activists in Australia. The second half will address the development of the international Indigenous movement from the 1970s to the present. Questions to be addressed include: who are Indigenous peoples?, where did the term come from?, and what are Indigenous rights? Students will be able to discuss debates around the term ‘Indigenous Peoples’ and have an understanding of the development and challenge of Indigenous rights. Required Readings Dodson, M. and Strelein, L. (2001) ‘Australia’s Nation-Building: Renegotiating the Relationship between Indigenous Peoples and the State’, UNSW Law Journal, 24(3), pp. 826–839. doi: 10.3868/s050-004-015-0003-8. Minde, H. (2008) ‘The destination and the journey: Indigenous Peoples and the United Nations from the 1960s through 1985’, in Minde, H. (ed.) Indigenous Peoples: Self-determination, Knowledge, Indigeneity. The Netherlands: Eburon Academic Publishers. Delft: Eburon, pp. 49–105. Supplementary Readings Sissons, J. (2005) First Peoples: Indigenous Cultures and Their Futures. London: Reaktion Books.	Participation and Discussion Forum
9	HEALTH AND WELLBEING: WELLBEING CONCEPTIONS AND MEASURES FROM THE GROUND UP -BRIDGING WESTERN FRAMEWORKS WITH INDIGENOUS WORLDVIEWS Dr Mandy Yap Ms Bobby Maher, National Centre for Epidimiology and Public Health There is increasing recognition internationally of the limitations of general wellbeing frameworks in addressing Indigenous aspirations and worldviews. In order for government and agencies to develop strategies and programs that will lead to the improvement of peoples’ lives, there is a need to first understand how peoples define and interpret the meaning of the good life (Selin and Davey 2012, p2). ). Efforts at measuring indicators of Indigenous wellbeing need to go towards making visible and recognising what constitutes wellbeing for Indigenous peoples in what Taylor (2008) calls the ‘recognition or translation space’. The meaningful operation of the ‘recognition space’ hinges on two key points – firstly how wellbeing is conceptualised and secondly by whom and by what process the wellbeing measures are decided. In the first part of this lecture, Dr Yap will discuss the common threads of what constitutes Indigenous wellbeing will be outlined. In the second stage, a case study to conceptualise and develop measures of wellbeing will be discussed. Starting from Yawuru’s philosophy of mabu liyan (good liyan) as the phenomenology of how Yawuru relate, understand and define wellbeing, this lecture draws on research undertaken in partnership with the Kimberley Institute and the Yawuru people in Broome to conceptualise and measure wellbeing according to their worldviews and aspirations about what makes a good life. In the second half of the lecture, Ms Maher will offer a different case study to demonstrate methodological frameworks that bridge western frameworks with Indigenous worldviews. Young people are our future leaders. Their input into policy and program design is paramount to ensure that young people experience equality in their health and wellbeing. Within a contemporary setting, young people’s sexual debut is at an earlier age, the legal age of sexual consent is 16 years. To ensure that young people feel empowered and safe in sexual relationships, an understanding of sexual consent knowledge and behaviour is necessary. Often young Aboriginal people are captured in deficit models reflecting inequality in sexual health outcomes. High rates of STIs have been well-documented for 14- 35-year-old Aboriginal people (Kirby Institute 2016). It is imperative that young Aboriginal people’s voices and worldviews are captured in health and wellbeing research. A case study ‘Skills, knowledge and understanding of sexual consent among young Aboriginal people’ will demonstrate culturally appropriate methods that address sensitivities associated with sexual health and power relations between researcher and participants. Required readings Grieves, V. (2007). Indigenous well-being: A framework for governments’ Aboriginal cultural heritage activities. NSW Department of Environment and Conservation, Sydney. Yap, M., and Yu, E. (2016c). "Operationalising the capability approach: developing culturally relevant indicators of indigenous wellbeing – an Australian example." Oxford Development Studies, 44(3), 315-331. Kingsley J,, Townsend M,, Henderson-Wilson C, and Bolam B. Developing an Exploratory Framework Linking Australian Aboriginal Peoples’ Connection to Country and Concepts of Wellbeing. International Journal of Environmental Research and Public Health. 2013; 10(2):678-698. Bell, Stephen, Peter Aggleton, James Ward, and Lisa Maher. 2017. "Sexual agency, risk and vulnerability: a scoping review of young Indigenous Australians’ sexual health." Journal of Youth Studies 20 (9):1208-1224. Supplementary Readings Taylor, J. (2008). Indigenous Peoples and Indicators of Well-being: Australian Perspectives on United Nations Global Frameworks. Soc. Indic. Res. 87, pp. 111-126. Nguyen O.K, Cairney S (2013) Literature review of the interplay between education, employment, health and wellbeing for Aboriginal and Torres Strait Islander people in remote areas: working towards an Aboriginal and Torres Strait Islander wellbeing framework. Alice Springs, NT: Ninti One Limited. MacPhail C, McKay K. Social determinants in the sexual health of adolescent Aboriginal Australians: a systematic review. Health & social care in the community. 2018;26(2):131-46. Bessarab, Dawn, and Bridget Ng'andu. 2010. "Yarning about yarning as a legitimate method in Indigenous research." International Journal of Critical Indigenous Studies 3 (1):37-50. Fogarty, William, Melissa Lovell, Juleigh Langenberg, and Mary-Jane Heron. 2018. "Deficit Discourse and Strengths-based Approaches: Changing the Narrative of Aboriginal and Torres Strait Islander Health and Wellbeing." Deficit Discourse and Strengths-based Approaches: Changing the Narrative of Aboriginal and Torres Strait Islander Health and Wellbeing:viii.	Participation and Discussion Forum
10	LANGUAGE ECOLOGIES OF AUSTRALIA At the time of the British invasion of Australia there were over 250 languages spoken across Australia. As a result of settler-colonial social practices, fewer than 20 are still learned as a mother tongue. However, as a mark of cultural resilience Indigenous Australians report 160 of these languages are still spoken in the home, some increasingly so due to community revival efforts. New Indigenous languages, such as creoles and mixed languages, have also emerged across Australia. In this lecture we look at the languages of Aboriginal and Torres Strait Islander peoples and their language ecologies, and the language resources they draw upon in every day life, including traditional languages, new Indigenous languages and Englishes. In the second half of the lecture we will hear from Tyronne Bell, Ngunawal Traditional Custodian, who has been instrumental in the Ngaiyuriija Ngunawal Language Group, working with AIATSIS to not only revitalise the Ngunawal language but also to develop a language program for schools. Tyronne will share some of the successes and complexities of revitalising Ngunawal language. Required readings Angelo, D. (forthcoming). Background to language contact and contact languages. In C. Bowern (ed.) Australian languages handbook, Oxford University Press. Walsh, M., 1993. Languages and their status in Aboriginal Australia. Language and culture in Aboriginal Australia, in Walsh, M. and Yallop, C.(eds.), 1993.Language and culture in Aboriginal Australia. Aboriginal Studies Press. Supplementary Readings Dickson, G. 2016. ‘Explainer: the largest language spoken exclusively in Australia - Kriol, The Conversation, April 26. Dickson, G. 2016. 'Taking Indigenous languages online: can they be seen, heard and saved' The Conversation October 6. Meakins, F. 2015. 'Some Australian Indigenous languages you should know', The Conversation, May 8. Nordlinger, R. & Singer, R. 2016. ‘We wouldn’t be mourning lost languages if we embraced multilingualism’. The Conversation March 1. Rademaker, L. 2019. Why do so few Aussies speak an Australian language? The Coversation. January 18. Simpson, J. 2019. ‘The state of Australia’s Indigenous languages - and how we can help people speak them more often’, The Conversation, January 21.	Participation and Discussion Forum
11	CONSERVATION AND LAND MANAGEMENT Professor Richard Baker, Fenner Adam Shipp Required Readings Moggridge, R., Thompson, B. (2019) Aboriginal voices are missing from the murray darling basin crisis. The Conversation. 31.1.2019. http://theconversation.com/aboriginal-voices-are-missing-from-the-murray-darling-basin-crisis-110769 TBC Supplementary Readings TBC	Participation and Discussion Forum
12	RECONCILIATION In this final lecture, held during National Reconciliation Week, and a day prior to the ACT Reconciliation Day Public Holiday we question what is reconciliation, for whom is it constructed and what it means for Indigenous-settler relations. During the first half of the lecture we will detail a historical overview of reconciliation in Australia from the 1980s and raise awareness of both national and International models of reconciliation. The second half of the lecture uses a case study approach to explore how reconciliation is constructed in the education system on Ngunnawal Country. We will share narratives that demonstrate that despite strong commitment in national policies and on the ground to engage in reconciliation, colonial storytelling and silencing of particular narratives are maintained in the field of reconciliation. The lecture and course finishes with examples demonstrating critical hope and opens up discussions for how students can challenge these narratives in the everyday. Required Readings Avrahamzon, T. (2018). Preamble: Everyday Reconciliation in Primary Schools – New Celebrations and Ongoing Silences. (unpublished thesis). Gunstone, A. R. (2012). Reconciliation and the ‘Great Australian Silence’. In R. Eccleston, N. Sageman & F. Gray (Eds), The Refereed Proceedings of the 2012 Australian Political Studies Association Conference. Melbourne: Australian Political Studies Association, pp. 1-17. Uluru Statement from the Heart The Australian Government Response to the Uluru Statement Supplementary Readings Maddison, S. (2017). Can we reconcile? Understanding the multi-level challenges of conflict transformation. International Political Science Review. 38(2): 155-168.	Participation

Tutorial Registration

Via Wattle

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Short assignment	30 %	27/03/2019	26/04/2019	2,4,5
Major essay	40 %	24/05/2019	21/06/2019	1,2,4,5
Tutorial attendance and participation	10 %	31/05/2019	21/06/2019	1,2,3,4,5
Online discussion forum	20 %	31/05/2019	21/06/2019	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Please note that your attendance at tutorials WILL NOT ensure full marks for this assessment item. Your attendance is a pre-requisite for this assessment item and you will be marked on your preparedness and ongoing engagement in tutorials.

Assessment Task 1

Short assignment

1000 words (30%)

This short assignment will provide an opportunity for students to engage with an Indigenous subject area of their choosing and consider how it is portrayed in the media. 

Assessment Task 2

Major essay

2000 words (40%)

Students will choose from a selection of questions relating to one of the subject areas: Culture and language; Politics, policy and law; Environment and development; Health and wellbeing; and Cultural Arts.

Assessment Task 3

Tutorial attendance and participation

10%

Students will learn to discuss and debate their own ideas and points of view as they develop their ability to learn and engage with their peers through oral and visual presentations.

Please note that your attendance at tutorials WILL NOT ensure full marks for this assessment item. Your attendance is a pre-requisite for this assessment item and you will be marked on your preparedness and ongoing engagement in tutorials.

Assessment Task 4

Online discussion forum

20%

Each week students participate in an online discussion forum about the week's reading, taking turns to critique reading and pose questions for others in their tutorial groups.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students