In this course students will extend and consolidate their creative research practice through refinement and development of artistic methods, strategies, materials and concepts. Students will direct their ideas and existing knowledge and further their skills, while identifying and articulating contextual links. This course will enable the realisation of a personal methodology culminating in the creation of original work suitable for exhibition. A series of lectures will provide students with range of contextual, historical and theoretical references in relation to contemporary art practices.

Based on their own Independent Work Proposal (IWP), students will explore artistic approaches relevant to their area(s) of interest. Students will expand their skills in writing and speaking about their work, and in presenting work in a professional setting. Students will learn how to research and articulate the context of their work, including theoretical, historical and critical frameworks.

A student’s continued participation in discussions around their project and their peers’ projects will be integral to the course. The course will provide a cross-disciplinary forum for critical and contextual discussions relevant to contemporary art practice. Students will be supported through group sessions across several disciplines as well as tutorials and discussions within the different Workshops.

At this level students will apply appropriate Workplace Health and Safety practices.

This course is delivered by the following School of Art & Design disciplines: Painting, Photography and Media Arts, Printmedia and Drawing, and Sculpture and Spatial Practice.

Learning Outcomes

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

1. demonstrate skill in executing an original independent project suitable for exhibition;
2. evaluate concepts and processes through creative, critical and reflective thinking;
3. clearly articulate the concepts and techniques underpinning the project;
4. work responsibly in a studio environment, either independently or collaboratively, in response to project demands; and
5. demonstrate comprehensive awareness of social, ethical, cultural, technological and environmental issues of creative practice, considering local and international perspectives.

Research-Led Teaching

In extended independent work proposal students further develop their own practice-led research methodology and consolidate their knowledge and skills through completing an Independent Project. Refined execution and considered presentation as well as experimental development all contribute reviewing the IWP and refining the Independent Project. Students are asked to consistently re-examine the relationship between the manifestation of their own work, its aspirations and the critical contexts they are researching. Supported by the thematic group structure, students expand their learning to position their own research within a wider contemporary field of creative and critical practice. 

Additional Course Costs

REQUIRED RESOURCES AND INCIDENTAL FEES

Dear Student,

The School of Art & Design provides additional access to the workshop areas and use of equipment, tooling and consumable items during extra hours. For this access the School charges the Optional Workshop Fee. This is not a compulsory fee and is not essential to course completion, however if a student chooses not to pay it, access to the workshop areas and equipment outside of stated course hours is not allowed.

The School of Art & Design supplies materials that become your physical property on payment of the relevant material fee. You can choose to pay the Materials Fee and have these materials supplied through the School of Art & Design, allowing you to take advantage of the GST-free bulk purchasing power of the ANU. These materials are also WHS compliant.

Please go to the payment portal located on the Required Resources and Incidental Fees page here on the School of Art & Design website. Follow the prompts to the payment portal, select the relevant discipline and the fee you wish to pay for. 

If you need assistance please contact the Technical Officer in the relevant discipline or at the administration offices of the School of Art & Design.

Thank you

School of Art & Design

Required Resources

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition, teaching materials and student access to the workshops for the stated course hours.

Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees

Wattle. Ensure that your details are correct as Wattle will be the primary method of communication between lecturers and students and assessment submission point.

Recommended Resources

Please see Wattle for readings and recommended resources

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:

• Individual tutorial feedback

• Class discussion

• Group critique and review

• Assessment

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	Thursday July 27 9:00-13:00 Class activities 9:00-13:00 Sir Roland Wilson Building Room 2.02  Honours information session Presentations from Honours and 3rd year alumni Course Overview How to review the IWP - reflective discussion about ARTV3033 Devising Thematic Groups	Preparation for Week 1: upload an image that encapsulates your work from ARTV3033 to the slide deck on Wattle.Course OverviewTask 1: Class Presentation: Independent Work Proposal Review and 9-Week PlanTask 2: Independent Project: final outcomes, development and researchTask 3: Project Reflection
2	Thursday August 3 9:00-13:00 Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Prepare Task 1: Class Presentation: Independent Work Proposal Review and 9-Week PlanProgress Task 2: Independent Project: final outcomes, development and research
3	Thursday August 10 9:00-13:00 Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Prepare Task 1: Class Presentation: Independent Work Proposal Review and 9-Week PlanProgress Task 2: Independent Project: final outcomes, development and research
4	Thursday August 17 9:00-13:00 Class activities 9:00-9:30 Sir Roland Wilson Building Room 2.02  Whole class check in on assessment tasks Guidance on how to give presentation feedback Class split in half with allocation to Group A or B for presentations (see Wattle for details) 9:30-11:30 PresentationsGroup A: Sir Roland Wilson Building Room 2.02Group B: SoAD Print Media & Drawing Seminar Room G36 Studio-focused activities11:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Present Task 1: Class Presentation: Independent Work Proposal Review and 9-Week PlanProgress Task 2: Independent Project: final outcomes, development and research
5	Thursday August 24 9:00-13:00 Class activities 9:00-11:00 PresentationsGroup A: Sir Roland Wilson Building Room 2.02Group B: SoAD Print Media & Drawing Seminar Room G36 Studio-focused activities11:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Present Task 1: Class Presentation: Independent Work Proposal Review and 9-Week PlanProgress Task 2: Independent Project: final outcomes, development and research
6	Thursday August 31st 9:00-13:00Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Progress Task 2: Independent Project: final outcomes, development and research
7	Thursday September 21 9:00-13:00 Class activities 9:00 Silent Critique (see Wattle for group allocation and locations)	Install artwork for Silent Critique in advance (see Wattle for group allocation and locations for install)Progress Task 2: Independent Project: final outcomes, development and research
8	Thursday September 28 9:00-13:00Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Progress Task 2: Independent Project: final outcomes, development and research
9	Thursday October 05 9:00-13:00Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Progress Task 2: Independent Project: final outcomes, development and research
10	Thursday October 12 9:00-13:00Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Progress Task 2: Independent Project: final outcomes, development and research
11	Thursday October 19 9:00-13:00Class activities 9:00-10:00 Sir Roland Wilson Building Room 2.02  Whole class check in on assessment tasks 2 and 3 Grad Show update 10:00-13:00 Group Critique (see Wattle for group allocation and locations for install)	Install artwork for Group Critique in advance (see Wattle for group allocation and locations for install)Progress Task 2: Independent Project: final outcomes, development and researchPrepare Task 3: Project Reflection
12	Thursday October 26 9:00-13:00Studio-focused activities9:00-9:30 Thematic Group check-in (see Wattle for group meeting locations)9:30-13:00 1:1 tutorials (see Wattle for scheduling) and independent project	Consolidate Task 2: Independent Project: final outcomes, development and research (final feedback before assessment)Prepare Task 3: Project Reflection (final feedback before assessment)

Tutorial Registration

Studio-based tutorials are scheduled within class time. Please consult the class overview for further details.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Class Presentation: Independent Work Proposal Review and 9-Week Plan	20 %	17/08/2023	28/08/2023	1,2,3,4,5
Independent project: Final Outcomes, Development and Research	60 %	09/11/2023	30/11/2023	1,2,3,4,5
Project Reflection	20 %	13/11/2023	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 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 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

Participation is assessed as part of this course. It is included in Task 2 as participation plays an important part in the development and refinement of your Independent Project and helps you hone a more critical approach. The standard of participation to aspire to is generous and insightful, sharing with the class or your group highly relevant examples of artist, ideas, parallel investigations, readings and cultural contexts. Please commit to building the skills to provide your peers with well-considered feedback in critique. Be a good listener. Whilst conversations need to be rigorous and opinions are very welcome, each contribution needs to be respectful and thoughtfully delivered. Be each other's best resource and make class and group engagement exciting and dynamic!

Assessment Task 1

Class Presentation: Independent Work Proposal Review and 9-Week Plan

Value: 20%

Details of task: The Independent Work Proposal provides the basis for this course. In Weeks 1-3 you will review your written IWP and reflect upon the works made in ARTV3033. These first few weeks are the time to further refine and define your own working methodology, the aims of your project and to better understand the requirements of your chosen formats.  In Weeks 4-5 you will present an Independent Work Proposal Review and 9 Week Plan in class. This is an opportunity for peer and lecturer feedback on your proposal and plan. You will need to briefly account for changes made to your IWP and the ways you have conducted your investigations so far in Semester 2.

Format: Prepare a 7-minute power-point presentation to be delivered in class. Final slide to include a bibliography, all quotes and references must be fully footnoted using the Chicago style of referencing. Footnotes and bibliography must be formatted precisely using the Chicago style. Please refer to this link for further information: http://soad.cass.anu.edu.au/referencing-guidelines

Please refer to Wattle for full IWP Review and 9-week plan guidelines and template. 

Rubric

Criteria	HD	D	C	P	F
Identify the aims and values of the project LO 1,2,3,5	Project aims have clarity, relevance and are conceptually and technically ambitious. The value of the project is underpinned by a high level of material and conceptual engagement.	Project aims are clear and demonstrate some conceptual and technical ambition. The value of the project is made tangible through a high level of material and conceptual engagement with scope for being pushed further.	Project aims are being developed but need further clarity and/or ambition to sustain the independent project at a higher level. The value of the project corelates with an adequate level of material and conceptual engagement	Has identified project aims at a basic level. Demonstrates some material and conceptual engagement with scope to construct further value throughout the independent project.	Project aims are unclear or below academic level required. Conceptual and material engagement is inadequate for independent project.
Organise and plan the project - what you are going to do LO 1,3,4	Excellent organization. Displays insightful forethought by planning time, resources and points of decision-making to enable the ambitions of the project to be realised	Good organisation. Demonstrates forethought by planning time, resources and points of decision-making to support the project's progress.	Some good organisation. Has identified time, resources and demonstrates some comprehension of the decision making required to support the project's progress.	Has completed the project plan and identified resources but lacks detail. There are some concerns about meeting project demands but basic organisation skills have been demonstrated.	Planning is incomplete and/or basic organisational skills have not been demonstrated.
Problem solving - what you are already doing LO 1,2,4	Demonstrates the ability to assess challenges and take responsibility for problem solving with a high level of competency and initiative.	Demonstrates the ability to identify challenges and take responsibility for problem solving with a high level of competency and some initiative.	Is developing the ability to identify challenges and take responsibility for problem solving with scope for a higher level of competency and initiative.	Has attempted to identify challenges and take responsibility for problem solving. Will need to work closely with supervisor to make sure competency and initiative develop further.	Has not demonstrated problem solving in the independent project thus far.
Ability to contexualise  LO 2,3,5	Project has been skillfully positioned in a larger artistic and cultural context by using highly relevant references that clearly link with material and or conceptual concerns outlined in the proposal.	Project has been positioned in a larger artistic and cultural context by using relevant references that clearly link with material and or conceptual concerns outlined in the proposal.	Project is developing a position in a larger artistic and cultural context, though there needs to be greater criticality and research into the references and their relevance to make stronger links with material and or conceptual concerns outlined in the proposal.	Has attempted to position project in a larger artistic and cultural context at a basic level. Research needs to be wider and deeper to make more tangible links with material and or conceptual concerns outlined in the proposal.	Project has not been adequately positioned. Comprehension of context does not meet the basic level required.
Communication at academic level LO 3	Highly articulate and clear presentation with proper referencing. Excellent use of slide titles, bullet points, quotes, images and tables.	Articulate and clear presentation with proper referencing. A good use of slide titles, bullet points, quotes, images and tables overall.	Thorough presentation. Is developing academic reference and communication skills through some good use of slide titles, bullet points, quotes, images and tables	Basic Presentation Has attempted to use referencing, slide titles, bullet points, quotes, images and tables so that points made could be followed overall.	Basic presentation skills have not been demonstrated resulting in confused communication.

Assessment Task 2

Independent project: Final Outcomes, Development and Research

Value: 60%

Details of task: Undertake your Independent Project using your Independent Work Proposal Review and 9 -week plan for guidance. Extend the methodology for independent practice that you developed in ARTV3033 to enable you to create ambitious critically positioned and well-executed artwork. As ARTV3033 was a springboard for this course, ARTV3034 consolidates the learning of your Visual Art degree as a whole and culminates in outcomes that are of a quality required for public presentation (aka Grad Show and beyond). Class activities including analysis of artworks, structured critiques, groups discussions and 1:1 tutorials all support the independent development, refinement and critical approach of your project. Participation is an important part of cohort and culture building extending your thinking and understanding of practice by being engaged in the work of your peers.

Format: For assessment, students install their final outcomes along with associated formal development (sketches, tests, models, prototypes, screenshots of work in progress, documentation of trial run performances/events etc) and supporting further research or analysis ( analogue or digital visual diaries with pages most relevant to the rubric highlighted, including notes on further texts or analysis not covered by Task 1 or Task 3, mind maps, key notes from tutorials, analysis of own work as part of working methodology etc). The development material and further research takes the examiner into your decision making and provides a clear sense of your level of investment in your own project- how did you arrive at your final outcomes? What experiments did you undertake? What problem solving was necessary? What consolidation of ideas, elements within the work or aims was required? How did you analyse the successes of your artwork as your project progressed? Participation is assessed on an ongoing basis through class activities.

Please refer to Wattle for more extensive Independent Project guidelines and resources

Rubric

Criteria	HD	D	C	P	F
Project development LO 1,2,4	Extensive experimentation and iteration, continuous refining and evaluation of working methods throughout the project.	Good level of experimentation and iteration, demonstrates sustained development of working methods throughout the project.	A degree of experimentation and iteration that demonstrates some sound progressive development of working methods.	Limited experimentation and iteration though the project has still clearly developed working methods throughout the duration of the project.	Demonstrates little to no experimentation and iteration. As a result the project has not adequately demonstrated independent working methods.
Execution and presentation of final outcomes LO 1,2,4,5	Highly resolved execution of outcomes coupled with a professional standard of presentation where all details of the presentation format have been carefully formulated.	Resolved execution of outcomes, with just a little more refinement of outcomes or consideration of presentation format required to be at a professional standard.	Final outcomes are resolved to a decent standard though could be more refined overall. and/or the presentation format is not entirely successful as a means of display.	Final outcomes are not entirely resolved but still show promise and intent. And/or the presentation distracts from the potential qualities of the work.	Final outcomes are not resolved to an adequate standard. The presentation demonstrates a lack of engagement.
Critical Enquiry LO 2,3,5	A committed critical enquiry with breadth and depth has resulted in a fully integrated conceptual and material methodology.	Has engaged critically at a high level with some successful integration of conceptual and material methods.	Has developed some criticality inquiry skills resulting in a partial integration of conceptual and material methods.	Demonstrates some relevant contextual and conceptual research. Has linked conceptual and materials methods at a basic level.	Limited to no critical enquiry. Relationship between the research context/s and the conceptual and material methods is tenuous.
Participation LO 2,3,4,5	Generous and insightful participation which facilitates peer learning. Provides highly relevant examples. Asks pertinent questions and provides feedback with critical consideration.	Valuable participation.   Provides some relevant examples. Asks interesting questions and provides some quality feedback	Notable participation.  Shows engagement through examples. Asks questions and attempts thoughtful feedback.	Some participation. Needs to consider relevance of feedback by listening more closely and becoming more critically aware.	Limited to no participation. Has provided unhelpful feedback.

Assessment Task 3

Project Reflection

Value: 20%

Details of task: Referring to your 9 week plan and the aims of your IWP outlined at the beginning of this semester, summarise the ambitions of your project and how it has developed. Identify and assess 3 key moments of learning from your project. What were the breakthroughs or the failures that impacted your learning the most? Evaluate how 2 key artists and 1 text from the beginning of the semester and 2 key artists and 1 text from the end of the semester have informed the development of your own thinking and decision making.

Format: PDF consisting of an 800-word reflection, documentation of 3 key moments of learning and images of work by key artists referenced. Footnotes and bibliography must be formatted precisely using the Chicago style. Please refer to this link for further information: http://soad.cass.anu.edu.au/referencing-guidelines .

Please refer to Wattle for full Project Reflection guidelines

Rubric

Criteria	HD	D	C	P	F
Reflection on project 3 key moments of learning  LO 1,3,4,5	Excellent analysis of 3 key learning moments. Demonstrates ability to reformulate project demands through integrated reflection and adaption.	Good analysis of 3 key learning moments. Demonstrates ability to reflect upon and adapt project demands.	Some solid analysis of 3 key learning moments. Though the link between reflection and adaption could have had a stronger impact in the way the project progressed.	Provides a basic analysis of 3 key learning moments and attempts reflection.	Does not identify 3 key learning moments or does not demonstrate an adequate level of reflection.
Critical evaluation LO 1,2,3,4,5	Relevant contextual references have been synthesized cohesively with own practice. Displays excellent evaluation skills by charting the nuanced development of their own research over 12 weeks.	Relevant contextual references have been partially synthesised with own practice. Displays good evaluation skills in identifying some nuanced development of their own research over 12 weeks.	Relevant contextual references have informed own practice to some extent. Demonstrates the building of evaluation skills by identifying the development of their own research over 12 weeks.	Contextual references have been connected with own practice though they may not be entirely relevant. Has identified influences over 12-week period but with limited evaluation.	Contextual references do not have adequate relevance to the progress of the project.
Communcation at academic level LO 2,3,5	Highly articulate, well-written reflection and properly referenced reflection. Excellent use of images along with additional notation or diagrams communicate the learning and research very clearly.	Articulate, mainly well-written and properly referenced reflection. Good use of images along with additional notation or diagrams communicate the learning and research clearly.	Thorough mainly well-written and properly referenced reflection with minor mistakes. Is developing academic communication skills through some good use of images along with additional notation or diagrams.	Covers all task requirements with some issues in writing and referencing. Is developing academic communication skills through use of images along with additional notation or diagrams.	Does not sufficiently cover all task requirements and or major issues with writing and referencing. Use of images along with additional notation or diagrams is confusing.

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). This applies to Task 2 which will be installed within SoA&D Workshops during the examination period. Students will be allocated a scheduled time slot and venue for display of their work for assessment.

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 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

Task 2 Independent Project to be de-installed after assessment

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 works is not common in a studio-based course, as students can seek feedback on projects throughout the semester. Requests for resubmission will be handled on a case-by-case basis.

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