This course will focus on the histories, theories and practices of photography from its beginnings to the present day. Its aim is to examine photography in relation to other visual art forms, to consider the challenges photography poses to histories of art, and to contextualise the medium in broader socio-political terms. Topics to be covered will include: the origins of photography and its impact, art photography movements, Australian photography, documentary photography, curating and exhibiting photography, digital and computational photography, and contemporary photography in a global context. There is a strong focus throughout on object-based analysis and where possible several classes will be held at national cultural institutions in Canberra.

Learning Outcomes

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

1. describe the major developments in art photography from the nineteenth century up to the present;
2. provide different socio-political contexts for the developments in photography;
3. demonstrate an understanding of histories and theories of photography and its qualities as a particular artistic medium;
4. research and access information on photography and organise your research into compelling and intelligent arguments; and
5. participate in critical discussions about histories, theories, and practices of photography.

Field Trips

Where possible, some tutorials will take place at National Cultural Institutions and art galleries in Canberra, so that students can view and discuss examples of photography exhibitions.

Full details of these weeks will be published in advance on Wattle, and will also be communicated via lectures, tutorials, and email updates.

Additional Course Costs

For field trips, local transport, parking and associated fees are the responsibility of the student.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to Photography and Art	Please note: The order and nature of course activities are subject to change. Please refer to the Class Schedule on Wattle for a complete, up-to-date list of activities.
2	The Inventions of Photography
3	Early Photography in Australia
4	Photography and/as Art
5	Modernisms and the Avant-Garde	Critical Review Task due: Sunday 27 August 2023, 11.59pm
6	Documentary, Conflict, Collaboration
7	Collecting, Exhibiting and Curating Photography - Part 1
8	Collecting, Exhibiting and Curating Photography - Part 2
9	Conceptual and Postmodern Photography
10	Views on Portraiture
11	Contemporary Photography - Analogue to Digital and Beyond
12	The Futures of Photography	Research-based Analysis Task due: Sunday 29 October, 11.59pmReflective Task due: Sunday 29 October, 11.59pm

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Critical Review Task (2000 words)	40 %	27/08/2023	10/09/2023	2,3,4
Research-based Analysis Task (2000 words)	45 %	29/10/2023	17/11/2023	1,2,3,4
Reflective Task (500 words)	5 %	29/10/2023	05/11/2023	1,2,3,4
Participation	10 %	*	30/11/2023	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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills 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.

Participation

Students are expected to attend regularly and actively participate in class activities. Individual participation in course activities is worth 10% of the final course grade. 

Assessment Task 1

Critical Review Task (2000 words)

This multi-part assessment task is designed to develop students’ skills in evaluating and producing different kinds of writing about photography exhibitions and displays. There are three (3) parts to the task: 1). A short catalogue essay; 2). A short exhibition review; and 3). An evaluative response and analysis.

Students will choose one exhibition or display of photography currently on in Canberra (a list of suggestions will be provided on Wattle). Students will produce three short pieces of writing in total that all respond to their one chosen exhibition/display.

Part 1: Catalogue Essay (750 words)

In the first part of this task, students will write a short catalogue essay for their chosen exhibition/display. In this scenario, imagine that you have been approached by the exhibition’s curator to write a guest essay for inclusion in the exhibition’s catalogue. You should identify who the exhibition’s key audience(s) will be and develop your essay in response. Your essay should be written in a relatively formal style. While it does not need to be overly academic, it should demonstrate that you have conducted research into the exhibition and the photographs on display, and that you can convincingly and compellingly communicate that research to your identified audiences. References should be cited using Chicago Notes-Bibliography style.

Part 2: Exhibition Review (750 words)

In the second part of the task, students will change modes and write a review of the same photography exhibition. Stylistically, this review should be in the form of a newspaper/magazine/online exhibition review. Students are encouraged to find and read examples of recent exhibition reviews (especially reviews of photography exhibitions) to get some examples of writing style and approaches. You should think critically about how the photography was displayed, what the curatorial and conceptual goals were, what the exhibition’s strengths and/or weaknesses were, and overall how successful you consider the exhibition to be. This text does not need to be heavily referenced, but you can use footnotes to cite direct quotes and particularly important references. Students should nominate the publication that they imagine their review would appear in, as a way to consider the possible audiences for their review, as well as to develop a relevant style and tone of writing.

Part 3: Reflection on the Writing Process (500 words)

In part three students will write a final section that reflects on the differences between writing an exhibition review and a catalogue essay. Students should consider the different requirements and audiences for these two types of texts, and how this affects the writing process. You can include personal reflections in this section about your own writing processes. You may find the following questions useful in developing your response, but these suggestions are not comprehensive:

• Were there important similarities and/or differences between the two texts?
• What are the goals of these types of texts, and who are the audiences?
• Did these two modes of writing make you think differently about the photography you saw, and how you communicated it?
• Are there particular challenges writing about photography exhibitions compared to exhibitions of other art forms?
• What were some of the challenges/surprises/opportunities when changing between modes of writing?
• What qualities do you think make for a successful exhibition review or a catalogue essay? (Can you find evidence to support your claims?)

 

Word limit: 2000 words

Value: 40%

Presentation requirements: Submit via upload to Wattle. Written submission should be 12-point font, double spaced, using Chicago style referencing where needed (footnotes and bibliography).

Due date: Sunday 27 August 2023, 11.59pm

Estimated return date: Sunday 10 September, 2023

 

Rubric

ASSESSMENT CRITERIA	FAIL (N)	PASS (P)	CREDIT (C)	DISTINCTION (D)	HIGH DISTINCTION (HD)
GENERAL
Overall, the submission demonstrates and mobilises a clear understanding of key themes and topics related to photography and photographic histories.	* The submission overall demonstrates very poor understanding of key themes and topics related to photography and photographic histories. * Not mobilised effectively across difference sections.	* The submission overall demonstrates adequate understanding of key themes and topics related to photography and photographic histories. * May not be mobilised effectively across different sections.	* The submission overall demonstrates good understanding of key themes and topics related to photography and photographic histories. * May be mobilised unevenly across different sections.	* The submission overall demonstrates very good understanding of key themes and topics related to photography and photographic histories. * Mobilised consistently across different sections.	* The submission overall demonstrates excellent understanding of key themes and topics related to photography and photographic histories. * Mobilised thoroughly and critically across all sections.
CATALOGUE ESSAY
Presents an informed & original interpretation of the exhibition/display through writing	* Essay is extremely poorly developed. * Little-to-no clear connection and relationship to the exhibition.	* Essay is adequately developed. * Offers some connection and relationship to the exhibition, but underdeveloped.	* Essay is well developed, with clear connections to the exhibition. * Presents a solid, but not overly original or developed interpretation.	* Essay is very well developed and considered. * Makes informed connections to the exhibition and presents a well developed interpretation.	* Essay is extremely well developed and considered. * Makes informed and nuanced connections to the exhibition, and presents a sophisticated, original interpretation.
Essay is informed by original research	* Essay displays no evidence of original research.	* Essay displays some evidence of original research, but very limited.	* Essay displays solid evidence of original research, but limited in scope, breadth or depth. * Research may not be effectively mobilised to support the essay’s core argument.	* Essay displays very good evidence of original research from broad, diverse sources. * Research is mobilised effectively to support and develop a core argument.	* Essay displays outstanding evidence of original research from broad, diverse sources. * Research is mobilised very effectively to support and develop a sophisticated argument.
Communicates clearly and pitches writing style to an appropriate audience	* Communication lacks clarity and/or organisation. * No sense that the essay has been written with a clear audience in mind.	* Clarity and organisation falls down at points. * Little sense that the essay has been written with a clear audience in mind.	* Clarity and organisation is good overall, but with lapses. * Some sense that the essay has been written with a clear audience in mind.	* Clarity and organisation is very good. Essay is well structured and flows well. * A strong sense that the essay has been written with a clearly defined audience in mind.	* Clarity and organisation is outstanding and highly articulate. * Essay addresses a clearly defined audience extremely effectively and engagingly.
EXHIBITION REVIEW
Contextualises and critically analyses the exhibition’s conceptual basis and its institutional context	* Limited understanding of the exhibition’s conceptual basis. * Does not adequately contextualise the exhibition.	* Demonstrates some understanding of the exhibition’s conceptual basis and institutional context. * Does not undertake critical analysis.	* Presents an informed understanding of the exhibition’s conceptual basis and its institutional context. * Some analysis is present, but could be developed further.	* Presents a strong, informed analysis of the exhibition’s conceptual basis and its institutional context. * Contextualises and analyses exhibition on a number of levels.	* Presents an original and sophisticated analysis of the exhibition’s conceptual basis and its institutional context. * Contextualises and analyses exhibition on multiple, highly relevant levels.
Evaluates and critically analyses the exhibition’s artistic/curatorial strategies	* Fails to adequately analyse or evaluate the exhibition’s strategies.	* Highly descriptive discussion. * Analysis and evaluation is limited.	* Evaluates strategies on at least one level. * Clear analysis of strengths and weakness, but could be developed further.	* Evaluates a number of strategies. * Strong analysis of the exhibition’s strengths and weaknesses.	* Evaluates multiple strategies. * Sophisticated analysis of the exhibition’s strengths and weaknesses
REFLECTION
Reflections on the different processes of writing, and different types of texts (exhibition catalogues and exhibition reviews)	* Does not present any reflections on the process of writing and/or different types of texts	* Presents some discussion on the process of writing, and/or different types of texts. * Underdeveloped discussion, more descriptive than reflective.	* Presents good reflections on the process of writing, and different types of texts. * Could be developed in more depth, may be more descriptive than reflective.	* Presents very good, active and critical reflections on the process of writing, and different types of texts. * Reflects carefully on what the student has learned through the writing process.	* Presents excellent, active and critical reflections on the process of writing, and different types of texts. * Presents careful and nuanced reflections about what the student has learned through the writing process.
Incorporates specific insights or learnings about photography into reflection	* Does not incorporate any reflection about how the student's understanding about photography has developed.	* Presents very little reflection on how the student's understanding about photography has developed.	* Presents some reflection on how the student's understanding about photography has developed. Could be more detailed.	* Presents good reflection on how the student's understanding about photography has developed.	* Presents very good reflection on how the student's understanding about photography has developed.
REFERENCING
Referencing and image labelling where required (Chicago Notes & Bibliography style)	* Inadequate referencing and image labelling.	* Adequate referencing and image labelling, but with mistakes and inconsistencies.	* Good referencing and image labelling, with a few mistakes.	* Careful referencing and image labelling, almost no mistakes.	* Meticulous referencing and image labelling.

Assessment Task 2

Research-based Analysis Task (2000 words)

The goals of this assessment task are for students to demonstrate the following skills:

·     Visual analysis of photographs and photographic artworks/images

·     Scholarly research into histories and contemporary photographic practices

·     Synthesis and critical analysis of ideas and concepts learnt in the course

·     Independent organisation of research and arguments

Students’ task is to research and choose some examples of photographs/photographic artworks/photographic images in the collections of our national cultural institutions, and to analyse them in relation to some of the key themes, concepts and ideas explored in this course. Through this analysis, you should make connections and comparisons between the chosen works, as well as presenting a clearly defined argument developed through your analysis.

ARTH2050 students will choose either two or three examples from the collections of Australia’s national cultural institutions (e.g. National Gallery of Australia, National Library of Australia, National Portrait Gallery, Australian War Memorial). Each example should be analysed critically on multiple levels (e.g. form, materiality, composition, social/cultural contexts, artistic goals). Comparative analysis between the chosen works is strongly encouraged.

Students will be expected to connect their visual analyses to key themes that have been explored in the course. It is not expected that students cover all (or even a majority) of themes in the course. Instead, the goal is for students to choose and prioritise relevant themes, particularly ones that relate clearly and logically to the chosen visual works (as well as connecting to students’ own research interests). Students can think of this as either an opportunity to make connections across different weeks/themes in the course, or to delve deeply into a particular week/theme of interest.

Instead of responding to a set essay question, students are expected to use their choices of visual examples, theories and course themes to structure and explore their own research interests through this task. Strong responses to the task will likely demonstrate the following:

·     A stated research question and/or a clear, defined area of research focus

·     A clear argument that is developed across the analysis

·     A depth of critical analysis and engagement with both the visual examples and research texts

·     Clearly demonstrated independent scholarly research

Students can use “Assessment Task 3: Reflective Task” to scaffold ideas and connections that can be explored in greater detail in Assessment Task 2. It is fine for students to use artworks/photographs that they have collected in Assessment Task 3 for this Research-based Analysis Task, as long as they expand and develop the written analysis in clear and significant ways.

Word limit: 2000 words

Value: 45%

Presentation requirements: Submit via upload to Wattle. Written submission should be 12-point font, double spaced, using Chicago style referencing (footnotes and bibliography). Please ensure you include images of your chosen visual works, with full caption details and reference to the collection that the work is found in.

Due Date: Sunday 29 October, 11.59pm

Estimated Return Date: Friday 17 November

Rubric

ASSESSMENT CRITERIA	FAIL (N)	PASS (P)	CREDIT (C)	DISTINCTION (D)	HIGH DISTINCTION (HD)
Choice of artworks/ photographs that enables connections and comparisons to be made between works and course themes	* Choice of works does not fit the task requirements, and/or displays little relevance to the task.	* Adequate choice of works, but may not display a clear logic. Doesn’t enable strong connections/comparisons to be made.	* Solid choice of works, enabling some good connections/comparisons to be made. * Choice could demonstrate more critical/independent thinking.	* Very good choice of work, enabling strong connections/comparisons to be made.	* Excellent choice of work, enabling sophisticated connections/comparisons to be made.
Visual analysis of chosen works	* Inadequate level of visual analysis.	* Visual analysis is basic and underdeveloped. * Analyses a limited range of elements of the works.	* Solid visual analysis, but a little limited in the variety or depth of analysis. * Level of analysis may not be consistent across all examples.	* Discerning visual analysis, considers the chosen works on multiple levels. * Consistent level of analysis across all examples.	* Highly perceptive visual analysis. Analyses the works on multiple relevant levels. * Strong, consistent level of analysis across all examples.
Connections made to themes/topics of the course. Identifies key course themes/topics that facilitate a clear independent argument and analysis	* No clear connections made to themes/topics of the course. * Lacks any clear argument.	* Very few connections made to themes/topics of the course. * Choice of key themes/topics does not connect very well with visual examples and/or does not support a clear argument.	* Some good, relevant connections made to themes/topics of the course. * Choice of key themes/topics is logical and connects well to visual examples. * Clearly stated argument, but could be developed more critically and/or in more depth.	* Clear and informed connections made to themes/topics of the course. * Choice of key themes/topics supports very good independent analysis and argumentation. * Strong argument is produced through the analysis.	* Intelligent and independent connections made to themes/topics of the course. * Choice of key themes/topics supports excellent, high-level independent analysis and argumentation. * Original argument is produced through the analysis.
Situates the chosen works within relevant historical, social, and/or artistic contexts	* Does not situate the chosen works within any relevant historical, social, artistic and/or theoretical contexts.	* Situates the chosen works within some historical, social, artistic and/or theoretical contexts; but brief and/or lacking clear relevance.	* Situates the chosen works within relevant historical, social, artistic and/or theoretical contexts; but could be done in more detail.	* Identifies and selects historical, social, artistic and/or theoretical contexts relevant to the chosen works. * Situates and contextualises the works very well, demonstrating a very good level of understanding.	* Identifies and selects historical, social, artistic and/or theoretical contexts that are extremely relevant to the chosen works. * Situates & contextualises the works in a sophisticated manner, displaying a high level of understanding.
Independent research	* Displays no evidence of independent research.	* Displays very little evidence of independent research.  * Does not rely on scholarly or academic sources.	* Displays good evidence of independent research. * Some scholarly/academic sources used, but could be relied on more thoroughly.	* Displays very good evidence of independent research. * Range of scholarly sources consulted, used effectively to back up analysis and argument.	* Displays excellent evidence of independent research. * Excellent range of scholarly sources consulted, used very effectively to support analysis and argument.
Structure and organisation of essay	* Little-to-no structure to the essay.	* Adequate structure and organisation, but lacking clarity.	* Good overall organisation and structure of essay, clarity may fall down at points.	* Very good organisation and structure of essay.	* Excellent organisation and structure of essay.
Clarity of written expression	* Poorly written with many spelling and grammatical errors.	* Adequately written, but with errors in grammar and spelling.	* Well written. Usually correct grammar and spelling.	* Fluently written. Minimal grammatical and spelling errors.	* Highly articulate, written in an eloquent style. Very minimal grammatical and spelling errors.
Referencing and image labelling (Chicago Notes & Bibliography style)	* Inadequate referencing and image labelling.	* Adequate referencing and image labelling, but with mistakes and inconsistencies.	* Good referencing and image labelling, with a few mistakes.	* Careful referencing and image labelling, almost no mistakes.	* Meticulous referencing and image labelling.

Assessment Task 3

Reflective Task (500 words)

This task asks that you reflect on what you have learned across the semester, and identify artworks, photographs and topics of interest and relevance for the course. Each week, you should choose at least one artwork or photograph that you have encountered that week which you have found interesting, challenging, or thought-provoking. You should accompany this work with a brief description of why you chose that example (2-3 sentences), and what it makes you think about. Your final submission should have at least 10 entries, however you are welcome to include more entries if you would like.

You are encouraged to use this task to identify connections and links across the different weeks and different topics and examples that we discuss in the course. By developing these connections, this task will also be a useful reference as you develop and prepare your Assessment Task 2: Research-based Analysis Task.

Students are strongly encouraged to use the Padlet software to complete this assessment task. Each student enrolled in the course will be provided with a free Padlet account, and full details and instructions will be provided on Wattle.

This assessment task is not graded. All students who submit this task to the above requirements will receive full marks (worth 5% of your final grade).

Word limit: 500 words

Value: 5%

Presentation requirements: Students are strongly encouraged to use Padlet for this task, however other submission formats will be accepted (e.g. Word, PowerPoint, PDF)

Due Date: Sunday 29 October, 11.59pm. Late submissions will not be accepted for this assessment task.

Estimated Return Date: Sunday 5 November

Assessment Task 4

Participation

Students are expected to attend regularly and actively participate in class activities. Individual participation in course activities is worth 10% of the final course grade. 

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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

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 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.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Grades and feedback on assignments will be returned to students via 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.

Resubmission of Assignments

Resubmission of individual assignments is not available for this course. 

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 Access 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 all ANU students