Administrative Law examines the legal framework for controlling decision-making by Commonwealth, State and local government decision-makers in Australia. It focuses on the legal restraints upon government, and the role those restraints play in maintaining government accountability. The role played by courts, tribunals and Ombudsman and the opportunities available to the public to question government activity is examined. The course covers the core administrative law material required for admission purposes and for work in the area of law and government. The following topics will be covered:

• what accountability means in the context of the administrative state';

• changing patterns of 'governance' in contemporary Australia;

• the historical and constitutional context of Australian administrative law;

• the administrative law framework for review of government decision-making;

• concepts and principles of merits and judicial review;

• jurisdiction and remedies available from courts and tribunals, and the principles of standing;

• other administrative law avenues including information access rights and ombudsmen; and

• the impact of human rights legislation on Australian administrative law.

 

Learning Outcomes

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

1. Identify, explain and apply the principles of administrative law covered in the course;
2. Identify and analyse some of the current controversies and trends in the area of administrative law
3. Access, use, interpret and apply complex statutory material to solve administrative law problems;
4. Select and apply a range of approaches to written and oral communication, and apply the critical thinking required to bring about solutions to complex administrative law problems;
5. Analyse and predict how unresolved or ambiguous administrative law questions could be resolved by the courts through an analysis of case law and the judicial method.

Research-Led Teaching

Professor Leighton McDonald

Leighton McDonald’s research has traversed a number of areas in public law and legal theory. Leighton’s current research is focused on administrative law. He is the co-author (with Peter Cane and Kristen Rundle) of a leading text in this area: Principles of Administrative Law (3rd ed, Oxford University Press, 2018). Leighton has written number of articles on different aspects of the law of judicial review and draws on his administrative law expertise in his role as legal adviser to the Senate Standing Committee for the Scrutiny of Bills.

 

Dr Stephen Thomson

Stephen Thomson’s research is focused on public law, including administrative law, constitutional law and human rights. He is also experienced in comparative law and aspects of civil procedure and is a regular peer reviewer for papers in these areas. Before joining the ANU, Stephen was an Associate Professor at City University of Hong Kong. His appointments included Legal Adviser to the Ombudsman of Hong Kong, member of the Constitutional Affairs and Human Rights Committee of the Law Society of Hong Kong and examiner on the Law Society of Hong Kong's Overseas Lawyers Qualification Examination. He held a visiting appointment as a Herbert Smith Freehills Visitor at the University of Cambridge.

Stephen is the co-convenor of this course in 2022.

 

Professor Greg Weeks

Greg Weeks is widely recognised as an expert in administrative law and is an author of many publications in his areas of expertise, including Soft Law and Public Authorities: Remedies and Reform (Hart Publishing, 2016) and (with Janina Boughey and Ellen Rock) Government Liability: Principles and Remedies (LexisNexis Australia, 2019). He is the co-author (with Mark Aronson and Matthew Groves) of the leading Australian judicial review text, Judicial Review of Administrative Action and Government Liability (Thomson Reuters, 7th ed, 2022). 

Greg is the co-convenor of this course in 2022.

Required Resources

Note: It is important that you do the prescribed reading prior to each class. There is reading required for the first class.

Where to find the reading?

• the Case Book (CB): R Creyke et al, Control of Government Action: Text, Cases and Commentary (6th ed, LexisNexis, 2022); and
• extracts or materials available on the course WATTLE page or online.

Staff Feedback

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

• written comments
• oral comments
• feedback to the whole class, to groups or to individuals.

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.

Other Information

Task submission times refer to Canberra time (AEST/AEDT).

Extensions late submission and penalties - https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties

Deferred examination: http://www.anu.edu.au/students/program-administration/assessments-exams/deferred-examinations

Special consideration: http://www.anu.edu.au/students/program-administration/assessments-exams/special-assessment-consideration

Penalties for excess word length: https://law.anu.edu.au/current-students/policies-procedures/word-length-and-excess-word-penalties

Distribution of Grades Policy: 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	I: Introduction Administrative Law The Australian system of administrative justice II: Controlling the Executive a. Rules, discretion and policy
2	II: Controlling the Executive b. Delegated legislation c. Delegation of decision-making power III: Information a. Freedom of Information legislation
3	III: Information b. Obligations to give reasons for decisions IV: Merits Review a. Internal review b. Ombudsmen c. Legality / Merits distinction
4	IV: Merits Review d. Tribunals V: Jurisdictional Error a. The centrality of jurisdictional error b. Consequences of ‘invalidity’ c. Materiality
5	VI: Commencing Judicial Review Proceedings a. Introduction to Judicial Review b. Standing c. Justiciability d. ‘Matter’ VII: The Power to Engage in Judicial Review a. Constitutional sources of judicial review jurisdiction b. Supervisory jurisdiction of State Supreme Courts
6	VII: The Power to Engage in Judicial Review c. Statutory sources of judicial review jurisdiction
7	VIII: Judicial Review Remedies a. Constitutional writs b. Equitable remedies c. Statutory remedies d. Discretion to refuse relief e. Statutory restrictions on judicial review
8	IX: Grounds of Judicial Review a. Procedural Fairness: fair hearing rule
9	IX: Grounds of Judicial Review b. Procedural Fairness: rule against bias
10	IX: Grounds of Judicial Review c. Unreasonableness d. No evidence e. Fettering of Discretion / Dictation
11	IX: Grounds of Judicial Review f. Failure to consider relevant matters g. Consideration of irrelevant matters h. Unauthorised purposes
12	IX: Grounds of Judicial Review i. Fact / Law distinction j. Jurisdictional facts Exam revision

Tutorial Registration

Please read carefully as enrolment in seminar groups commences prior to O’ Week:

The course will be taught face-to-face but students will also be able to attend online through Zoom. Seminar leaders will be teaching to a live audience but will also periodically monitor the chat function on Zoom.

Numbers of face-to-face places will be capped in line with COVID-19 social distancing considerations at the time enrolment commences. It is hoped that all students who wish to attend in person will be able to do so. Students will be able to sign up for a face-to-face place (see below for date and time). For help with the management of social distancing issues and in consideration of other students please do not sign up for a face-to-face place if you do not intend to regularly attend class in person.

Please also note that all students must enrol in a particular seminar group, including those who prefer to attend class online or to listen to a recording of class. Assessment tasks will only be graded if you have enrolled in a particular seminar group.

Enrolment for seminars and face-to-face places will open Monday 7 February 2021 from 9am.

Enrolment will be conducted through the course WATTLE page.

To reiterate: to manage social distancing students may only attend a seminar in person if they have a face-to-face place in that class.

If you have limited flexibility in your schedule, you are encouraged to enrol as early as possible to secure your preferred seminar group.

See university timetable for times and locations of the seminar groups: http://timetable.anu.edu.au/

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Seminar Participation	10 %	*	*	1,2,3,4,5
Reflective Essay	30 %	22/03/2022	14/04/2022	1,2,4,5
Final Online Examination	60 %	*	*	1,2,3,5

* 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 Academic Integrity . 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.

Participation

For all courses taught in any mode (whether face to face or online), the ANU College of Law considers participation in the classes offered to be an important part of the educational experience of the program. Students are expected to attend all classes.

Examination(s)

Examinations are held during the University's examination period. Students should consult the exam timetable when it has been finalised.

Assessment Task 1

Seminar Participation

Details of Task: This component of the assessment scheme is based on face-to-face participation in seminars and is designed to encourage pre-reading for class. Seminar preparation throughout semester and participation in class is the best way to prepare for the final examination.

Students in the online seminar will be able to contribute using the chat function on Zoom. Your seminar leader will periodically monitor the chat function on Zoom (or may ask a student in the room to assist with this). Undertaking the required reading prior to participating in the seminar will enable online students to actively listen to the discussion and to contribute questions and comments through the chat function. 

Nature of Task: Optional. The importance of active engagement in class discussion is recognised by a mark of 10% being allocated for class participation. Experience has shown that there is a strong correlation between HD results and active participation in the course. It probably also has a causative effect, although proving such things is beyond the remit of administrative law lecturers.

Value or Weighting: 10% (redeemable - students who opt not to be eligible for a participation grade will sit a final exam worth 70% of the total marks for the course).

To indicate a choice to receive a participation grade, students need to sign up to be ‘on-deck’ for a particular week. On-deck sign up will be open from the time enrolment until the end of Week 1. We expect that up to four students will be ‘on-deck’ in any given week. Your seminar leader will discuss further details about expectations for participation in the first seminar. Assessment criteria are cumulative and not weighted equally.

Estimated Return Date: Marks will be released on Wattle prior to the exam period.

Assessment Criteria: Participation grades will be based on contributions throughout the entire semester but consideration will also be given to student contributions when ‘on-deck’. Being ‘on-deck’ means that your seminar leader will make sure you have opportunities to contribute to the discussion (but you will not be expected to lead the discussion or answer all the questions).

Rubric

	Not Satisfactory	Pass	Credit	Distinction	High Distinction
1.Understanding and discussion of relevant sources, principles and rules of law	Omits discussion of relevant sources, principles and rules of law.	Adequate description of relevant sources, principles and rules of law.	Very good analysis of relevant sources, principles and rules of law. Few gaps or omissions.	Excellent analysis and application of all relevant sources, principles and rules of law on all issues.	Sophisticated reflections on relevant sources, principles and rules of law and original application on all issues.
2. Amount of verbal participation	Never contributes to class discussion. Never comments, asks or responds to questions.	Limited contribution to class discussion. Rarely comments, asks or responds to questions.	Contributes to some class discussions, provides some comments, asks relevant questions and is able to respond to some questions.	Contributes to many class discussions, asks relevant questions and is able to respond to many questions.	Consistently contributes to discussions in all or nearly all classes. Proactively asks and responds to questions.
3. Effective verbal communication and delivery (volume, tone, length, precise language, clarity of expression etc)	Key points are not communicated effectively.	Rarely effectively communicates key points.	Sometimes concisely and effectively communicates key points.	Mostly concisely and effectively communicates key points.	Always concisely and effectively communicates key points.
4. Preparation for class	Does not demonstrate any familiarity and/or knowledge of class preparation materials.	Limited demonstration of familiarity and/or knowledge of class preparation materials.	Sometimes demonstrates familiarity and/or knowledge of class preparation materials.	Mostly demonstrates familiarity and/or knowledge of class preparation materials.	Demonstrates thorough and detailed preparation for all or nearly all classes.
5. Formulation of relevant legal arguments and reaching defensible conclusions.	Incomplete or poorly formulated legal arguments and/or raises arguments not relevant to the legal issues raised by the problem.	Successfully formulates some legal arguments but also some problems with relevance or reaching sound and defensible conclusions.	Good skills in the formulation of relevant legal arguments and the ability to reach sound and legally defensible conclusions.	Highly proficient skills in the formulation of relevant legal arguments and the ability to reach very sound and legally defensible conclusions.	Excellent legal argumentation skills with a sophisticated understanding of what is relevant to resolution of the problem. Outstanding proficiency in reasoning to legally defensible conclusions.
6.Critical evaluation of doctrine.	Descriptive of doctrine without reflection, critique or conclusions. Personal opinions expressed without scholarly support.	Some satisfactory evaluation of doctrine; some critical and analytical thinking; and, some sustained argument and formulation of supported conclusion(s).	Very good evaluation of doctrine using critical and analytical thinking leading to some sustained argument and formulation of some well supported conclusion(s).	Effective critical doctrinal analysis, interpretation and sustained argument. Many well supported and clear conclusions.	Sophisticated independent critical doctrinal analysis, interpretation and argument leading to well resolved conclusions. All arguments very well supported.
7. Contribution to shared student learning	Do not demonstrate willingness to share ideas and learning with others; sharing not evident.	Limited contribution of relevant ideas, concepts and skills.	Voluntarily contributes ideas, concepts and skills. Sometimes assists and encourages others.	Mostly assists and encourages others with their communication and comprehension of ideas, concepts and skills.	Proactively and generously assists and encourages others with their communication and comprehension of ideas, concepts and skills.
8. Contribution to learning environment	Demonstrates excessive competitiveness, lack of consideration or lack of empathy; or demonstrates disrespect for others. Does not listen to other’s contributions, interrupts or is disruptive.	No disrespect to others. Does not disrupt others’ contributions. Passive presence. Neither enthusiastic nor disruptive.	Sometimes demonstrates enthusiasm, risk-taking and empathy. No disrespect to others. Actively listens to other contributions.	Mostly demonstrates enthusiasm, risk-taking and empathy. No disrespect to others. Actively listens to other contributions.	Consistently demonstrates enthusiasm, proportionate or thoughtful risk-taking, empathy and a high degree of respect for others. Actively listens to other contributions and always responds respectfully.

Assessment Task 2

Reflective Essay

Details of Task: Students will write an essay of no more than 1,500 words on one of four topics which will be made available through Wattle in the first week of the course. Each topic will relate to one or more of Topics II, III and IV of the course.

Nature of Task: Compulsory. Marks for this assessment task will not rely heavily on the amount of research that students have done – the material in the Case Book (particularly, the readings for each of the first four seminars) will suffice. Rather, students will be expected to write an answer in which they reflect upon and analyse a particular issue in administrative law.

Value or Weighting: 30%. Assessment criteria are cumulative and not weighted equally.

Release: Week 1

Word Limit: 1,500

Due Date: The Reflective Essay must be submitted through Turnitin on the Wattle site in Week 5, by 5pm, Tuesday 22 March 2022. Late submissions (without an extension) are permitted, but late penalties will apply.

Estimated Return Date: Marks for this assessment will be returned via Wattle before the start of week 7.

Assessment Criteria: Available on Wattle

Rubric

	Not Satisfactory	Pass	Credit	Distinction	High Distinction
1.Understanding and discussion of relevant sources, principles and rules of law	Omits discussion of relevant sources, principles and rules of law.	Adequate description of relevant sources, principles and rules of law.	Very good analysis of relevant sources, principles and rules of law. Few gaps or omissions.	Excellent analysis and application of all relevant sources, principles and rules of law on all issues.	Sophisticated reflections on relevant sources, principles and rules of law and original application on all issues.
2.Argument and response to question	The question was not addressed; descriptive response to the task. Response on issues not relevant to the question.	Shows a limited understanding of the question. Provides limited argument and tends to be substantially descriptive using the material to address the question.	Contains an introduction and conclusion that addresses and resolves some aspects of the question. Intervening paragraphs provide some evidence and support for an argument that is consistent with the conclusion.	Contains an introduction and conclusion that addresses and resolves most aspects of the question. Intervening paragraphs mostly provide evidence and support for an argument. Argument is mostly consistent with the conclusion.	Contains an introduction and conclusion that directly addresses and resolves all aspects of the question. Intervening paragraphs provide evidence and support for a clearly focussed argument that is entirely consistent with the conclusion.
3.Critical evaluation of material	No evidence of awareness of critical evaluation of material.	Limited critical evaluation of material. Consideration of multiple perspectives on one issue.	Some critical evaluation and consideration of multiple perspectives on more than one issue.	Critical evaluation of most material presented. Consideration and resolution of multiple perspectives on most contentious issues.	Critical evaluation of all material presented. Consideration and resolution of multiple perspectives on all contentious issues.
4. Creative and originality of approach	No creativity in response to task.	Limited evidence of creativity in response and approach to task.	Uses some creativity in approach and response to task.	Original and creative approach and response to task.	Highly original and creative response to task.
5. Research of primary legal (case law and legislation) and scholarly secondary sources	No evidence of research; reliance on class materials, and/or, reliance on non-scholarly secondary sources.	Evidence of some systematic or effective scholarly research; research with significant flaws, errors, gaps in sources.	Evidence of very good systematic research including some depth and breadth of primary legal and scholarly secondary sources.	Substantial depth and breadth in research including most relevant primary legal and scholarly secondary sources.	Extensive and comprehensive range of primary legal and scholarly secondary sources.
6.Referencing and compliance with AGLC	Footnotes absent or consistently non-compliant with AGLC.	Insufficient footnotes and/or many footnotes non-compliant with AGLC.	Footnotes sometimes compliant with AGLC but also repeated errors.	Footnotes mostly compliant with AGLC. Minor errors.	Footnotes compliant with AGLC. No errors detected.
7. Effective use of words and word limit to address key issues	Insufficient length or significantly over-length.	Within word limit but disproportionate     allocation of words to unimportant issues. Long-winded or excessively wordy.	Allocation of words broadly consistent with importance of issues. Reasonably concise language.	Effective use of words within the word limit according to importance of issues.	Efficient, economical and discerning use of words within the word limit to provide emphasis consistent with structure and argument.
8.Expression and written communication including use of legal terminology, spelling etc.	Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated.	Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology.	Very good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity.	Excellent expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity.	Polished and/or stylish written expression and communication of ideas throughout the paper.
9. Structure including logical development of content/material	Logical organisation and development of ideas not evident.	Some organisation and development of ideas.	Evidence of logical organisation of thoughts and development of most ideas.	Well developed and effective structure.	Skillful development of ideas in a sophisticated and effective structure.
10.Effective use of headings	Headings absent.	Limited headings. Headings not useful.	Some useful headings.	Many useful headings.	All headings used to enhance a clear structure.

Assessment Task 3

Final Online Examination

Details of Task: The Final Examination for this course will be an online exam consisting of two problem questions, each worth half of the available marks for this assessment task. The answer to each question will have a word limit of 2,000 words, which is to encourage students to write only what is required to answer the questions as opposed to reproducing study notes at length.

Nature of Task: Compulsory and non-redeemable. Failure to submit this assessment will result in a mark of zero for this assessment task.

Value or Weighting: 60%. Assessment criteria are cumulative and not weighted equally.

Word Limit: 4,000 words (ie 2,000 each for two questions).The penalties for exceeding these word limits will be consistent with the published guidelines by the ANU College of Law.

Duration: 2.5 hours

Due Date: The examination will be released via Wattle. Students should consult the ANU examination timetable once finalised to confirm the date, duration and time of the exam.

Estimated Return Date: Official end of semester results release date via Turnitin.

Assessment Criteria: Available on Wattle

Rubric

	Not Satisfactory	Pass	Credit	Distinction	High Distinction
1.Selects relevant issues	Fails to identify any of the relevant issues.	Identifies some of the relevant issues.	Identifies most of the relevant issues.	Identifies all of the relevant issues.	Identifies all of the relevant issues with clear and convincing justification.
2.Understanding and discussion of relevant sources, principles and rules of law	Omits discussion of relevant sources, principles and rules of law.	Adequate description of relevant sources, principles and rules of law.	Very good analysis of relevant sources, principles and rules of law. Few gaps or omissions.	Excellent analysis and application of all relevant sources, principles and rules of law on all issues.	Sophisticated reflections on relevant sources, principles and rules of law and original application on all issues.
3.Analysis of relevant facts	Mis-reads or assumes facts. Focus on irrelevant facts.	Successfully identifies most relevant facts.	Sound analysis of relevant facts.	Comprehensive and specific analysis of all relevant facts.	Exceptionally specific or insightful analysis of all relevant facts.
4.Persuasiveness of arguments	Does not identify possible arguments. Is not persuasive.	Arguments identified are weakly supported, sometimes illogical or only mildly persuasive.	Several sound arguments that are adequately supported, logical and moderately persuasive.	Contains many arguments that are very well supported, logical and successfully persuasive.	Contains many creative, well supported, logical and highly persuasive arguments.
5.Formulation of strong and clear conclusion(s) and advice about outcomes	Fails to provide a consistent final conclusion or clear advice.	Conclusion(s) and advice is weak, at times unclear or internally inconsistent.	Moderately clear, complete and convincing on some issues and outcomes.	Very clear, complete and convincing on most issues and likely outcomes.	Exceptionally clear, convincing and transparent on all issues and likely or possible outcomes.
6.Structure including logical development of content/material	Logical organisation and development of ideas not evident.	Some organisation and development of ideas.	Evidence of logical organisation of thoughts and development of most ideas.	Well developed and effective structure.	Skillful development of ideas in a sophisticated and effective structure.
7.Effective use of headings	Headings absent.	Limited headings. Headings not useful.	Some useful headings.	Many useful headings.	All headings used to enhance a clear structure.
8.Expression and written communication including use of legal terminology, spelling etc.	Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated.	Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology.	Very good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity.	Excellent expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity.	Polished and/or stylish written expression and communication of ideas throughout the paper.
9.Effective use of words and time constraints to address key issues	Insufficient length or significantly over-length.	Within time limit but disproportionate allocation of words to unimportant issues. Long-winded or excessively wordy.	Allocation of words broadly consistent with importance of issues. Reasonably concise language.	Effective use of words within the time limit according to importance of issues.	Efficient, economical and discerning use of words within the time limit to provide emphasis consistent with structure and argument.

Academic Integrity

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.

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) submission must be through Turnitin.

Hardcopy Submission

All assessment for this course should be submitted 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.

Late Submission

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 tests or examinations.
• Late submission with an extension. To ensure equity for all students, the 5% penalty per working day for late submission of work does not apply if you have been given an extension. Where an extension is granted, the revised due date and submission time is provided in writing. Please note that the revised due date is calculated by including weekends and public holidays. Regardless of which day of the week the revised due date falls on, students who submit after that date are penalised by 5% of the possible marks available for the assessment task per 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.

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.

Returning Assignments

Assessment Tasks 2 and 3 will be returned through Wattle.

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.

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