- Class Number 4279
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- James Prest
- James Prest
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
This course provides an overview of the rapidly developing field of domestic and international climate law. It examines the current state of the law. It also offers opportunities to critically discuss the legal and policy issues linked with the future course of climate law, both domestically and internationally. Although the emphasis is on domestic Australian climate law, the course will provide opportunities for comparative analysis of the emerging law within other jurisdictions including EU and EU member states, USA, Canada, NZ and Japan.
Upon successful completion, students will have the knowledge and skills to:
- Explain, distinguish and apply the fundamental terms and principles of climate law and policy in both the domestic and international contexts;
- Explain and analyse the interaction between different policy and legal instruments within Australian domestic climate law;
- Identify and use a range of legally specific research principles, methods and tools appropriate to respond to a factually complex climate law problem;
- Select and apply a range of approaches to written and oral communication, and apply the critical thinking required to bring about solutions to complex legal problems in the area of climate law;
- Plan and conduct a legal research project with intellectual independence; and
- Identify, understand and use domestic and international primary resources and legal databases to locate case law, statutes and, if applicable, scholarly journal articles.
- The course draws upon the most recent research in climate law and policy, as well as reference to research projects in climate law by ANU academics for example at the Climate Change Institute and their academic collaborators at a range of international universities and institutes, including the Alliance of Pacific Rim Universities , of which the ANU is a member.
- The course also is designed to interact with, and draw upon active research taking place under the Vice Chancellor's ANU Grand Challenge "Zero Carbon Energy for the Asia Pacific" , a research initiative of the ANU Energy Change Institute an interdisciplinary network of researchers at ANU.
- As climate change is a problem with international dimensions, it is relevant to study the interactions of Australia with the Asia-Pacific region on the topic, for example (a) by comparing national pledges and targets (under the Paris Agreement) to reduce emissions, as well as comparing national level climate and energy legislation (b) by considering issues of climate justice involving Pacific nations;
- It involves inquiry based learning, in the form of a Comparative Research Note to be developed by the student worth 40% of the final mark, and Online postings relating to reading & research conducted by the student.
Examination Material or equipment
Permitted materials: one A4 page double sided of notes will be permitted in the final examination.
The Course Reading Guide (which is a separate document that will be posted on Wattle) indicates both the required and recommended readings for the topics covered in each lecture.
- Bates, G., Environmental Law in Australia, 10th edition (2019), at Ch.10, “Energy and Climate Law”, at 683-713 for an overview of the entire subject. Or, Bates, 9th edition, (2016), Chapter 17, "Energy and Climate Change".
- IPCC (2018) Global Warming of 1.5C: Special Report (full report), read at least the Summary for Policy Makers ,
- Zahar, A., Peel, J. & Godden, L. (2013) Australian Climate Law in Global Context, Cambridge University Press, Chapter 1.
- Hawken, P. (ed.) (2017) Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming
As this is a rapidly evolving field, unfortunately there is no set text for the course that covers the entire breadth of the course, whilst being up to date.
Students who still wish to purchase a textbook can obtain a copy of the following preferred text: Zahar, A., Peel, J. & Godden, L. (2013) Australian Climate Law in Global Context , Cambridge University Press; Port Melbourne, Vic.
This will be supplemented to a large extent by recommended reading materials, some of which will be posted on the Wattle site. Note that Zahar’s book is most useful in relation to the international climate law sections of the course. However, given the publication date it does not cover the Paris Agreement (2015) or related developments in international climate law and does not include references to recent legislative developments in Australia.
Note: Given the repeal of the Clean Energy Act 2011 (Cth) (i.e., the Act that created the ‘carbon tax’ and set out the detail of a future emissions trading scheme) on 1 July 2014, it is recommended that students exercise caution in referring to texts that largely reiterate that now repealed Act. For example: Rennie and Wilcox (2012) Australian Emissions Trading Law, Thomson Reuters.(There remains value in studying the Clean Energy Act as an example of a carbon pricing law, and the course will contain a section on that Act).
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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.
Extensions late submission and penalties - https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties
Penalties for excess word length: https://law.anu.edu.au/current-students/policies-procedures/word-length-and-excess-word-penalties
Distribution of Grades Policy: Effective from Winter Session and Second Semester 2018 (and until further notice), the current Grading Distribution Policy has been suspended pending the development of a new policy. For further information about the interim policy please see: https://law.anu.edu.au/current-students/policies-procedures/grading
Further Information about the Course: is available from the course WATTLE page. Students are required to access the WATTLE site regularly throughout the course for details on weekly classes and any announcements and updates relating to the course.
|Week/Session||Summary of Activities||Assessment|
|1||PART 1 INTRODUCTION & CONTEXT Dimensions of the Problem – an Introduction to Climate Change and Climate Law|
|2||PART 2 INTERNATIONAL CLIMATE LAW The International Climate Framework: Outline and Principles UN Framework Convention on Climate Change|
|3||International climate law (cont’d) Kyoto Protocol Paris Agreement Flexibility mechanisms Art. 6 market mechanisms and other carbon crediting|
|4||Additional topics in International climate law Current issues in the climate law negotiations Climate negotiation simulation|
|5||PART 3 DOMESTIC CLIMATE LAW – CONVENTIONAL LEGISLATION Domestic law: overview The national framework: Commonwealth policy and legislation Environmental impact assessment (EIA) law: The EPBC Act and a Climate Trigger for EIA of development projects Targets and Trajectories|
|6||State Climate Laws • Why state/territory laws for climate change ? • Targets legislation • Mitigation in energy, transport, building sectors • Provisions in land use planning/EIA laws; • Interactions with Commonwealth climate law|
|7||Climate Litigation (Cont’d)|
|8||PART 5 DOMESTIC CLIMATE LAW –MARKET MECHANISMS Economic Analysis of Climate Law and Policy Carbon pricing law and emissions trading The CPRS (Carbon Pollution Reduction Scheme) Bills Carbon taxation Former Clean Energy Act 2011 (Cth)|
|9||Issues in emissions trading and carbon taxation European carbon taxation examples Emissions trading: Comparative perspectives from other jurisdictions Former NSW baseline and credit scheme EU Emissions Trading Scheme (phases 1-3) Regional Greenhouse Gas Initiative (RGGI) of North East USA Critical perspectives|
|10||PART 6 – ENERGY LAW Energy law 1 - Electricity law Renewable energy incentive laws Federal Renewable Energy (Electricity Act) 2000 (Cth) State RE laws - Feed in tariff laws|
|11||Energy law 2- Legal issues in renewable energy development Wind energy and solar farm development (and litigation) Electricity market Electricity law and provisions with impact on project development Power to Gas proposals, biomethane and hydrogen International case studies of energy law including nuclear energy law Geothermal energy law and energy efficiency legislation|
|12||PART 7 – FROM COPENHAGEN, TO CANCÚN, DURBAN, DOHA, PARIS, POLAND, MADRID, GLASGOW AND BEYOND The future of climate law and regulation Development of the Paris Agreement. Climate Finance Innovation and Clean Energy Futures|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Formative Self-Assessment Opportunity - Quiz x 2||0 %||*||*||1,2|
|Group presentation to seminar with simple research input||15 %||24/05/2021||01/07/2021||1,2,3,4|
|Mid Semester Research Note: Briefing Note or Case Note||35 %||20/04/2021||11/05/2021||1,2,3,4,5,6|
|Climate Solutions Research Report||50 %||28/05/2021||07/07/2021||1,2,3,4,5,6|
|Law Reform Submission (: alternative to Task 4 - Research Report)||50 %||28/05/2021||07/07/2021||1,2,3,4,5,6|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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:
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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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.
This course involves two hours of lectures per week and an hour seminar per week.
Online students will be able to access the lectures via the lecture recording on Wattle (Echo recordings).
In general terms, students are expected to devote at least 10 hours overall per week to this course.
Assessment Task 1
Learning Outcomes: 1,2
Formative Self-Assessment Opportunity - Quiz x 2
Brief Description: To give students a chance to test their understanding of key concepts in climate law, the Wattle site features two quizzes for self-paced learning with multiple attempts allowed and brief online feedback provided.
Nature of Task: Optional, formative self-assessment.
Release: (Week 3 (international climate law), Week 8 (domestic climate law).
Due date: NA. Not formally assessed.
Estimated return date: NA
Assessment Task 2
Learning Outcomes: 1,2,3,4
Group presentation to seminar with simple research input
Brief Description: 1 x short presentation as a group, plus chairing of discussion in Q+A during weekly seminar, plus brief prior descriptive Wattle post
Nature of Task: Compulsory. Non-redeemable.
Release: Online sign-up for groups and online sign-up for topics will open on Monday 15 February 2020.
Due date: Presentations will take place between weeks 2 and 12. Presentations are to be made on your registered day, scheduled on-line (via Wattle) on a first-come, first-served basis. The due date varies depending on the results of the Wattle sign-up. A brief post is expected on Wattle one day prior to the presentation (details below).
Extensions: Extensions of time for delivery of class presentations need to be discussed with the course convener and will only be granted if scheduling and class time allows, and in exceptional circumstances.
Estimated return date: Some verbal feedback will be provided in the Seminar with a more detailed feedback within two weeks of the presentation date, via Wattle.
Word limit: maximum of 200 words for the associated Wattle post.
Beginning in week 2 and ending in week 12, students will make an oral presentation of 10 minutes. This assessment item involves three components:
(a) A short seminar presentation made by a small group of students;
(b) shared participation in a further ten minute discussion of the class topic for that week.
(c) Each group posting at least two discussion questions on Wattle at least 24 hours in advance of the seminar.
Sign up for a group on the Wattle site. Group size is most likely to be two. If course enrollments are high then group size will be set at 3.
A group representative then signs up the group to present on a particular topic. Further details of these mechanisms will be provided on Wattle.
Details - (a) seminar presentation
Duration of the presentation - is 15 minutes. plus 10 minutes discussion time, with two seminar presentations scheduled each week. If it becomes necessary (or students have particular needs) there will be a reserve option of video presentations to be made in advance and linked to the Wattle site.
Content - The seminar will discuss the subject matter of that week’s lectures and will consider the topic and questions posed in advance on the Wattle site by the Course Convenor. Where possible the seminars will also enable a response to a nominated 'provocation reading'. This is an assigned seminar reading selected for the purposes of inspiring or provoking discussion. It may take a controversial, problematic or polemical position.
Format - The use of PowerPoint or other visual communication software is permitted. Note that in marking the presentations, the substance and analytical rigour of the discussion should be emphasised in preference to visual appearances and production values.
Format - If there is a large enrollment in the course, the making of video pre-recorded presentations will be possible. These will be uploaded to Wattle or other sharing platform.
Details - (b) Discussion The students will be expected to lead the online class discussion arising from their presentation for up to 10 minutes.
Details - (c) Wattle post prior to Seminar
Each group must post a brief seminar presentation topic description and two or more discussion questions on the appropriate Wattle discussion forum at least 24 hours in advance of the seminar, i.e. by 10am Tuesday in each teaching week.
Purposes of Assessment Task
The weekly seminars will provide an opportunity for active learning, in discussion of the broad subject matter introduced by that week’s lectures.
As described above, the Seminars will also enable discussion of questions posed in advance on the Wattle site by the Course Convenor. They will also enable a response to a nominated 'provocation reading' and/or other current legislative debates, judicial decisions, and policy proposals. In this way, the seminars are designed to encourage students to actively exchange ideas about climate change law, and to critically analyse sources relevant to the course.
They also aim to create an environment where students can develop:
• analytical skills and skills of argument;
• ability to talk in front of and listen in groups;
• skills in working with others to produce and deliver a presentation;
• skills in cooperative learning and respectfully resolving differences.
The class presentation must go beyond a mere description of the relevant study reading. You must address the issue/s analytically and advance a clear point of view. You must aim to provoke discussion, and you are encouraged to respond to any critical argument about the presentation.
- quality and depth of preparation, thinking, research, and reasoning demonstrated in the presentation;
- Grasp of relevant law demonstrated;
- skill and persuasiveness of the presentation; and
- quality of answers to student questions following delivery.
Generally, the same mark will be given to students within the group. (This may be reconsidered if students successfully make a submission to the Convenor in the event that there is a reasonable case that a group member did not adequately contribute to the preparation and delivery of the work and the non-contributing member fails to provide an adequate explanation or response.)
Assessment Task 3
Learning Outcomes: 1,2,3,4,5,6
Mid Semester Research Note: Briefing Note or Case Note
Brief Description: This task involves researching and writing a briefing note or a case note on climate law, due in the mid-Semester break.
The Briefing will provide students an opportunity to explore aspects of a topic in climate law in depth.
The topics for the task will be drawn from the content in Weeks 1-7 (perspectives on climate change, international climate law, climate legislation, climate litigation) .
Nature of Task: Compulsory, not redeemable
Word Limit: 2000 words (not including references).
Release: during Week One.
Due date: Tuesday 20 April 2021, submit via Wattle
Estimated return date: Tuesday 11 May 2021
Rationale: Writing a briefing is often required in many legal and policy workplaces. This task requires you to imagine that you are writing a briefing note for a decision maker or other plausible audience. With this task, students can develop their legal writing skills by describing recent developments in case law and legislation, or current issues in international climate law. They can also develop skills relevant to the preparation of law reform documents. Briefing notes have application in public and private sector workplaces. Public sector lawyers and legal policy officers are often requested to write Ministerial Briefs (which although often only 1 pg in length, are often supported accompanying explanations). Sometimes they are requested to write law reform briefing papers or similar documents (e.g., drafting instructions to Parliamentary Counsel). Private sector lawyers in larger firms are sometimes requested to write public notes to summarise recent decisions or developments in the law, drawing attention to unresolved issues.
The broad aim is to enable students to apply their problem identification and problem-solving skills, plus their creative and non-linear thinking skills, to suggest new and innovative options for improvement and reform of particular areas of law relevant to solving the global and national challenge of climate change.
Release: the Course Convenor will post a list of questions by the end of week 1, onto the Assessment section of the Wattle site.
What to do: Select a topic/question, and as required by that question, write either a briefing note or a case note, that draws upon your research into that topic.
Use subheadings to organise your Briefing Note. Use subheadings such as: Title, Purpose, Background, Issues, Options, Recommendation(s). Use footnotes.
If choosing a Case Note question use headings: e.g. citation, parties, brief facts, court, date, judge(s), key issues, arguments, decision, critical commentary.
For both, (briefing note or case note) some critical analysis is expected. What is your argument about the topic/case? Does the topic raise law reform issues?
#Note: THIS IS NOT AN ESSAY.
Briefing Note: Use subheadings to organise your briefing note, e.g. Title, Purpose, Background, Issues, Options, Recommendation(s). The note should weigh up pros and cons of different regulatory and policy approaches and/or mechanisms and conclude with a recommendation(s) or law reform suggestion(s) (as appropriate).
Case Note: Use subheadings to organise your case note: e.g. Parties, Material Facts, Court/Judge(s), Key Issues, Arguments, Decision, Critical Commentary. For both, (briefing note and case note) some critical analysis is expected. What is your perspective on the topic? Why? Does the topic raise law reform issues? Etc.
It is recommended that you ensure discussion in your paper is tightly focused on one particular problem area of law. The emphasis of the Briefing should be on analysis rather than advocacy. The paper should cite supporting evidence in footnotes where appropriate. It does not need to include a bibliography.
Based on ANU CoL requirements for all subjects coded 4000 and above, at least 50% of assessment must involve a substantial research component. Accordingly, this task is designed to require research. You are also expected to engage in independent thought and reasoned analysis based on your research.
You are being assessed on your ability to clearly and succinctly summarise complex law and policy issues.
- Demonstrated understanding of the legal and policy issues;
- Correct identification and articulation of relevant parts of the law;
- Accuracy, quality, completeness and coherence of legal analysis;
- Careful consideration of the question and sources;
- Writing relates logically and relevantly to the legislation/case/policy issue at hand. Texts referred to are analysed not just summarised or quoted extensively;
- Writing clarity, Presentation, style and referencing.
Assessment Task 4
Learning Outcomes: 1,2,3,4,5,6
Climate Solutions Research Report
Brief Description: Research Report due at end of Semester.
Nature of Task: Compulsory, unless you do task 5. Non-redeemable.
Word length: 3000 words maximum.
Due date: Friday 28 May 2021
Estimated return date: When final results are released, 7 July 2021.
Purpose of Assessment: Planning and writing a research report will provide students with an opportunity to explore a topic in climate law in depth.
This Assessment presents students with a choice of topic. Research and write a climate solutions report on a topic of your choice in the broad field of climate law. Your report should commence its discussion from relevant readings provided, but should go beyond these, to demonstrate significant independent research efforts involving a variety of other sources.
The difference between this assessment and a simple essay is that this assessment item is to be focused on identifying and analysing the legal aspects of solutions to climate change. The emphasis is to identify some of the legal complexity, or barriers and issues involved in implementing particular climate change solutions.
As a starting point it is suggested that students select one or two solutions from the list of 100+ solutions identified in the report by Hawken, P. (ed.) (2017) Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming. Next they are to identify the legal and regulatory issues relevant to attempting to implement that solution, in one or more Australian jurisdictions.
Completing the research report will enable exploration of a climate change solutions option that is relevant to future career roles including as lawyers, professional practitioners, policy officers, advocates, or in business (e.g. clean energy sector, or finance sector) or the community sector.
This task is designed to provide an opportunity to gather and apply knowledge of diverse areas of climate law and your capacity to present clear, cogent, reasoned and persuasive written arguments. It also provides an opportunity to demonstrate and develop abilities to devise a research project, to effectively investigate that topic, to critically assess and interpret theory and evidence; and to present all of the above in a sustained, coherent and well organised exposition on the selected research topic.
The report should ideally demonstrate original thinking, ideas, analysis and conclusions. Where appropriate, policy and law reform considerations should be discussed.
Research should cover primary and secondary materials, be wide-ranging, and critically selected. There is an expectation that relevant acts, cases, quality journal articles and books as well as other sources, particularly primary sources, will be examined.
- Demonstrates knowledge of climate law by making accurate use of relevant legal material;
- Shows ability to identify relevant issues then apply relevant law, legal rules and principles to facts
- Demonstrates ability to synthesise relevant legislation, case law and other sources
- Communicates insight into legal and policy issues in a range of climate and energy law contexts.
- Makes relevant and persuasive arguments;
- Demonstrates understanding of, and critical thinking about material covered in the course;
- Contributes clear and concise written answers that are well structured;
- Presents adequate and accurate referencing.
A detailed rubric will be posted on the Wattle site by the mid-Semester break.
Assessment Task 5
Learning Outcomes: 1,2,3,4,5,6
Law Reform Submission (: alternative to Task 4 - Research Report)
Brief Description: Law Reform Submission due at end of Semester.
Nature of Task: Compulsory (unless you chose task 4). Non-redeemable.
Word length: 3000 words maximum.
Due date: Friday 28 May 2021
Estimated return date: When final results are released, 7 July 2021.
Students choosing this option (instead of Task 4, the climate solutions research report), are to research relevant gaps and parts of climate change related law that are in need of review or reform. They are encouraged to refer to case studies and other empirical evidence to illustrate the need for review or reform. The area of law can be domestic or international. Students are encouraged (but not required) to refine their topic in consultation with the course convenor.
In order to make the task more authentic and challenging, students who select this option may consider making a submission to a current inquiry of Federal or State/Territory legislature or an international multilateral body in order to raise an issue of climate law. For example, a submission to a current inquiry of the House of Representatives Standing Committee on the Environment and Energy or the Senate Environment and Communications Legislation Committee may be appropriate.
1. Understanding and discussion of relevant legal and policy issues;
2. Argument and response to question including creativity and originality of approach and suggestions;
3. Critical evaluation of relevant sources and key arguments;
4. Research of primary legal (case law and legislation) and scholarly secondary sources;
(a) Primary legal materials (legislation, case law, international instruments if relevant);
(b) Scholarly secondary materials (journals, monographs etc);
5. Referencing and compliance with AGLC, 4th edition.
6. Effective legal writing within the word limit to address key issues
7. Structure including logical development of content/material.
8. Effective use of headings.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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) submission must be through Turnitin.
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.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. 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.
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. Extensions may be granted 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.
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