This course introduces students to working with clay through ceramic processes and techniques. It has an emphasis on using different clay bodies, surface decoration techniques and glaze application. Aspects of form and function will be explored through themes referencing both historical and contemporary ceramics. Ceramics will be considered in relation to the broader arena of visual art, craft, design and contemporary concerns related to materials and place. Work health and safety (WHS) instruction is an integral part of this course.

Students may complete this course twice for a maximum credit value of 12 units, provided they enrol in a different topic in each instance/semester. Please note that the course content, assessment structure, and reading list will change depending on the topic and the expertise of the lecturer convening the course. Please refer to the class summary for the specific term in which you wish to enrol for a detailed description.

Topics may include, but are not limited to, the following:

• Introduction to Wheelformed Ceramics

Wheelformed ceramics focuses on the fundamentals of wheel throwing. This includes throwing with terracotta and white stoneware clays, for the making of both tableware and sculptural objects. There is an emphasis on practise as well as experimentation, with a mindfulness towards being resourceful with materials and firing. Thrown work is decorated by working into and onto the surface of the clay using carving, incision, underglaze, oxides and glaze. Practical workings with clay are underscored by lessons on kiln loading and firing. There are weekly lectures which incorporate examples of artists who work with clay on the wheel across both traditional and experimental techniques. There is an emphasis on experimenting with materials, surfaces and form and on considering the politics and poetics of material origins and transformations that are inherent in ceramic practices.

• Introduction to Handformed Ceramics

In Handformed ceramics, there is a focus on the fundamentals of hand building, including pinching, slab forming, coiling and extruding. There is also exploration of various surface decorating techniques, including carving, incision, underglaze, oxides and glaze. Practical workings with clay are underscored by lessons on kiln loading and firing. This course has weekly lectures which incorporate examples of artists who work with clay across traditional ceramic techniques as well as through experimental sculptural and conceptual practices. There is an emphasis on experimentation with materials, surfaces and form and in exploring the politics and poetics of material origins and transformations that are inherent in ceramic practices. 

Learning Outcomes

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

1. identify and use basic techniques and principles appropriate to ceramics;
2. employ safe and professional studio work processes using the specialised equipment;
3. explore and evaluate the creative possibilities of materials and techniques in response to set projects; and
4. develop works that respond to contemporary ceramic theories and art practices.

Research-Led Teaching

This course is taught with methods and processes that pertain to practice-led research. Students will engage in hands-on research in the studio, as well as contextual research. The course equips students to creatively integrate practice and concepts through the exploration of materials and techniques and to identify historical and theoretical concepts for their work.

Additional Course Costs

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

There will be a material fee for this course. The Material Fee is payable to the School of Art & Design to supply consumables and materials that become your physical property.

The Additional Materials Fee is payable for Materials you use in addition to those supplied as part of the course. You can purchase additional material from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant.

Students have the option to obtain After hours Access to workshop and studio spaces outside of class delivery. After hours Access is defined as access to workshop and studio spaces outside of business hours between 6.00pm and 10:00pm Monday to Friday and 9am – 4pm Saturday - Sunday. It is afforded to students by paying an After hours Access Fee each semester.

For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees  

Examination Material or equipment

Mid-semester and final assessment for this course will be conducted by exam, in which the student presents all project work completed during the semester, including tests, developmental works and visual journal. The assessment timetable will be published on Canvas towards the end of semester. Final studio projects and the visual journal are assessed during exam week.

Recommended Resources

See list in Canvas.

Staff Feedback

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

• Whole class critique
• Individual verbal comments from lecturer
• Formative and summative feedback at assessment points
• Written feedback on assessment tasks

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.

Other Information

Referencing requirements

https://academicskills.anu.edu.au/resources/handouts/referencing-basics

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture: Introduction to clay and the field of ceramics Prep. for semester: WHS, tour of workshop, ceramics materials fees, wattle site tour, overview of course and assessments, class reps.  Discussion: Introduction to assessment task 1. Material SDS chat. Demo: Tile making, modelling, texture and mark making. Compulsory  induction: slab roller SWP, safe clay handling HRA, SWP.  Student Activities: tile making	Read up on assessment tasks. Select your artist and artwork for Assessment Task 1. Read and sign SOAD WHS induction.  Finish the first set of tiles.  Readings.
2	Lecture: Ceramic form and process Discussion: Readings, presentation key points, small group discussions on selected artists. Assessment Task 2b. Hand-formed ceramic work.  Clay allocations. Demo: Joining clay, Coil building, Soft slab-built vessel, Hard slab building techniques, slip, sgraffito, inlay.   2nd and final chance for slab roller induction. Student activities: Work on practical clay forming activities in class, consultations with teacher.	Continue Task 2b, prepare for presentations week 3 and 4.
3	Lecture: Introduction to the various approaches to ceramics Student presentations: first half of class.  Demo: Pinch pots, Slab coils, Extruder.  Induction: Extruder (only one chance) Student activities: Continue working on practical clay forming activities in class, consultations. Make test tiles for glazes in groups.	Continue work on studio activities. Presentations due: first half of class.
4	Lecture: Ceramic surface – slip and underglaze Discussion: Intro to kiln packing, firing a bisque. Quiz has opened – complete by week 6. Student presentations: second half of class. Demo: Recap of surface application techniques. Student activities: Practical clay forming and surface activities, individual consultations, continue to work on Assessment Task 2a - decorating tiles 1,2,3,4. Continue to work on Task 2b.	Continue to work on studio activities. Presentations due: second half of class. Readings.
5	Lecture: Ceramic surface - glaze Discussion: Readings. Assessment Task 3 Artwork Proposal + Assessment task 4: Major project.  Demo: Applying glaze over slip and underglaze decorated tiles, line blending stain colour into base glaze, glazing sculptural bisque fired objects.  Compulsory induction: Glaze room HRA, glaze mixing SWP, glaze application SWP. Student activities: Practical clay forming and surface, consultations, commence Assessment Task 2c colour line blend tests (only if undertaken induction). Tiles must be in bisque or coming out of bisque this week so they can be painted with underglaze and/or glaze and into glaze firing next week. Finish off assessment 2 tasks.	Think about ideas for your Artwork Proposal and an artist that is of interest/ relates to your ideas. Prepare to informally discuss your ideas in small groups in Wk 6.  Continue to work on studio projects. Complete Assessment Task 2d (Quiz) due in Wk 6.  Readings.
6	Lecture: Developing a concept and your term 2 Major Project Discussion: Readings, brainstorm ideas in groups, glaze test results.Demo:  Repeat demo applying glaze if needed.   Student activities: Practical clay forming and surface, consultations. Continue working on Assessment Task 2 studio projects; tiles, hand formed work.	Note: Assessment Task 2d online quiz is due this week Complete your Assessment Task 2 studio activities for assessment in Wk 7.Complete your Assessment Task 3 Artwork Proposal for assessment and presentation in Wk 7. Watch practical demo videos under week 6 in Canvas.
7	Assessment week. Set up Assessment Task 2 portfolio of studio projects in large front room. Use half a table each lined with butchers paper. Write your name on the paper, identify assessment work and supporting work. Your visual journal should be presented with your work. All work will be assessed by your lecturers and be available for collection from 6pm. Informal crits – we will discuss each work as a class informally after you’ve installed and before you leave, as it is great to share your work.	Assessment task 2: Hand Formed explorations due Wednesday 5pm Assessment task 3: Artwork Proposal due Friday 5pm Develop a more detailed timeline for your Major Project to discuss in class next week. Consider the following:  What techniques and materials do you need to test?  What surface techniques are you going to use to express your ideas?  How long will it take for your work to dry and get fired?  Readings.
8	Lecture: Developing a concept and your major project 2 Discussion: Podcast + Kate Newby’s process Developing a timeline for your project. Individual and small group discussion of material testing, concept and realisation, process and timing. Demo:  Extended forming and surface decorating techniquesStudent activities: Start Major Project. Consultations with lecturer.	Continue working on Major Project.  Readings.
9	Lecture: Working with local materials.  Discussion: readings and kiln firing schedule. Demo: Digging and processing local clay soils Compulsory induction: Digging and processing local clay soils HRA, SWP.  Student activities: Explore processing local clay, continue major project, consultations.	Continue working on Major Project.  Readings.
10	Lecture: Installing your work + how to talk about art Discussion:  Readings, elective studio activities, installations, major project assessment task, WHS processes for installing outside, and kiln firing schedule. Demo: installing artworksStudent activities:  Class activity – practicing installing your work in the classroom or outside using props. or a particular site etc. Discuss these installs in groups to prepare for next week. Continue on Major Projects.	Continue Major Project and your chosen elective exercise. Prepare to make an installation next class and prepare to be a reviewer.
11	Lecture: no lecture Set up mini-installs around the Ceramics studio (inside/outside) in pairs. The ceramic works you install do not need to be finished – the purpose is to explore their installation. Two students review for each install – assessed.  Demo: No demo. Student activities: Silent Review, continue Major Project and your chosen elective exercise. 1 on 1 progress consultation catchup meetings.	Assessment task 4: Silent Review due. Continue to work on Major Project and complete elective exercises.  Check your workflow: W11: Work should go into bisque this week.  W12: Work should be out of bisque this week, ready to glaze next week.  W13: Glazing work.  W14: Assessment week Readings.
12	Lecture: Expanding ceramics through the use of video, sound, social, and repair practices.  Discussion: Readings, assessment guidance and discussion.  Demo: No demo.  Student activities: Individual consultations, finalising Major Project and elective studio activity.	Independent work to complete Major Project.

Tutorial Registration

Canvas advises that Tutorial groupings will be automatically created from MyTimetable without any need for manual assignment.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Presentation	10 %	12/03/2026	4
Portfolio of Hand Formed explorations	20 %	23/04/2025	1,2,3,4
Artwork proposal	20 %	23/04/2025	1,2,3,4
Silent crit	10 %	21/05/2025	1,2,3,4
Major studio project + elective studio activity	40 %	11/06/2025	1,2,3,4

* 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 ‘Canvas’ 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

Studio teaching time is 4 hours per week. Students should expect to spend at least an additional six hours per week undertaking independent research, experimentation, project development and documentation in addition to working in allocated teaching time.

Students are expected to attend all classes and to contribute to class discussions and critique sessions. This will be considered as part of the Studio Assessment of 80%. 

Examination(s)

Mid-semester and final assessment for this course will be conducted by exam, in which the student presents all project work completed during the semester, including tests, developmental works and visual journal. The assessment timetable will be published on Wattle towards the end of semester. Final studio projects and the visual journal are assessed during exam week.

Assessment Task 1

Presentation

An oral presentation on an artwork and artist from the list provided, delivered in class.  

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Theoretical frameworks: employ theoretical research to identify, analyse and respond to contemporary ceramic theories and art practices.   (LO 4)	Presentation offers exceptional insights into the historical, cultural and political contexts of the artist/artwork in question, leading to a highly convincing and original presentation. Images are very well selected, organised and referenced.	Presentation offers interesting insights into the historical, cultural and political contexts of the artist/artwork in question, leading to a convincing and original presentation. Images are well selected, organised and referenced.	Presentation offers some insights into the historical, cultural and political contexts of the artist/artwork in question, leading to an interesting presentation. Images selected are mostly organised and referenced.	Presentation doesn't offer much insights into the historical, cultural and political contexts of the artist/artwork in question, leading to a basic presentation. Images selected are sometimes relevant and referenced.	Presentation does not offer satisfactory evidence of theoretical research or analysis.

Assessment Task 2

Portfolio of Hand Formed explorations

Three practical clay-forming studio activities due for presentation in Week 7 in class. Visual Diary which evidences research, process and reflection across the term.  

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Identify,select and utilise techniques and materials appropriate to workshop projects.   (LO1, LO2, LO3)	Ceramic hand forming skills as well as the use of tools and equipment have been applied at an exception level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a superior level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a good level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a good level.	Technical skills are unsatisfactory.
Development:  maintain engagement with the dialogue between materials and ideas over the course of the project to expand and refine the boundaries of the work.   (LO 3, 4)	Has maintainedan exceptionally rigorous and curious exploration of the dialogue between materials and ideas over the course of the project. Always takes on feedback and has constantly reflected on, reimagined and redefined theboundaries of the work.	Has maintaineda rigorous and curious exploration of the dialogue between materials and ideas over the course of the project. Usually always takes on feedback and has reflected on, and redefined the boundaries of the work.	Has explored aspects of the dialogue between materials and ideas over the course of the project. Oftentakes on feedback and has reflected on and redefined some of the aspects of the work.	Has explored little of the dialogue between materials and ideas over the course of the project. Rarely takes on feedback and rarely reflects on or redefines the boundaries of the work.	Unsatisfactory level of engagement with the dialogue between materials and ideas over the course of the project.
Resolution:   The conceptual and formal components of the work are resolved, and connections are accessible to an audience / the examiner.   (LO 3,4)	Has submitted an exceptionally well resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to very satisfying synergies and outcomes overall.	Has submitted a really well resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to satisfying synergies and outcomes overall.	Has submitted a resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to some satisfying outcomes.	Has submitted a body of work, but it lacks resolution and refinement.  There is little evidence of the ability to make and understand independent decisions that lead to some satisfying outcomes.	Unsatisfactory level of resolution, refinement, and independent work.
Experimentation: Evidence of original and innovative ways of working that expand the possibilities of the material and field of practice.   (LO3,4)	Has undertaken an exceptionally original, divergent and innovative approach to ideas, materialsand processes, exploring multiple new and exciting possibilities.	Has undertaken an original and innovative approach to ideas, materials and processes, exploring multiple new and exciting possibilities.	Has undertaken some original approaches to ideas, materials and processes, and has explored some new possibilities.	Has undertaken little original or innovative approach to ideas, materialsand processes. There is some evidence of exploring ideasbut they lack originality and innovation.	Unsatisfactory level of experimentation.

Assessment Task 3

Artwork proposal

Prepare a 2-page A4 written research proposal for your major body of work. You will submit this to Canvas and discuss the parameters with your lecturer.   

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Identifyand select techniques and materials appropriate to workshop projects.   (LO1, LO2, LO3)	Exceptional understanding of how specific ceramic hand forming skills, tools and equipment have the capacity to realise the conceptual framework and practical plans of the project.	Superior understanding of how specific ceramic hand forming skills, tools and equipment have the capacity to realise the conceptual framework and practical plans of the project.	Sound understanding of how specific ceramic hand forming skills, tools and equipment have the capacity to engage with the conceptual framework and practical plans of the project.	Some understanding of how specific ceramic hand forming skills, tools and equipment could be used but is unclear how they have the capacity to realise the conceptual framework and practical plans of the project.	Understanding and selection of ceramic techniques for the project are unsatisfactory.
Ideas and concepts: employ a research-based approach to creative practice in the Ceramics context to develop original ideas which consider and reflect the current contexts and precedents of the practice.   (LO 4)	A rigorous and independent research-based approach to creative practice has generated a deep understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of highly original andinnovative ideas.	An independent research-based approach to creative practice has generated a good understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of original and innovative ideas.	An independent research-based approach to creative practice has generated some understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of some original ideas.	Little evidence of a research-based approach to creative practice, and therefore little undersanding of the precedents and contexts of contemporary ceramics practice. There is little development of original and innovative ideas.	No evidence of a research-based approach to creative practice or undersanding of the precedents and contexts of contemporary ceramics practice. Underdeveloped ideas.
Theoretical frameworks: employ theoretical research to identify, analyse and respond to contemporary ceramic theories and art practices.   (LO 4)	Proposal evidences an exceptional level of theoretical research which leads to exceptional insights into the historical, cultural and political contexts of artists and proposed artworks. Academic writing and referencing is of exceptional quality.	Proposal evidences a superior level of theoretical research which leads to exceptional insights into the historical, cultural and political contexts of artists and proposed artworks.    Academic writing and referencing is of a very high quality.	Proposal evidences a good level of theoretical research which leads to exceptional insights into the historical, cultural and political contexts of artists and proposed artworks.     plans. Academic writing and referencing is of a sound quality.	Proposal evidences an ok level of theoretical research which leads to exceptional insights into the historical, cultural and political contexts of artists and proposed artworks.    Academic writing and referencing is of an ok quality.	Level of theoretical research and academic referencing is inadequate.

Assessment Task 4

Silent crit

For this task you will be a reviewer in a silent crit. You and one other person will review another classmates work in progress. You will need to both describe and analyse the work, demonstrating your capacity for evaluative judgement. 

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Identify  techniques and materials appropriate to workshop projects.   (LO1, LO2, LO3)	Exceptional understanding of how specific ceramic hand forming skills, tools and equipment have been utilised for practical and conceptual outcomes in the project.	Superior understanding of how specific ceramic hand forming skills, tools and equipment have been utilised for practical and conceptual outcomes in the project.	Sound understanding of how specific ceramic hand forming skills, tools and equipment have been utilised for practical and conceptual outcomes in the project.	Some understanding of how specific ceramic hand forming skills, tools and equipment have been utilised for practical and conceptual outcomes in the project.	Unsatisfactory understanding of how ceramic techniques have been used for practical and conceptual outcomes in the project.
Theoretical frameworks: identify and analyse contemporary ceramic theories and art practices.   (LO 4)	Review of artwork demonstrates an exceptional understanding of contemporary ceramic theories and art practices through highly astute and exceptionally insightful observations and reflections.	Review of artwork demonstrates superior understanding of contemporary ceramic theories and art practices through astute and insightful observations and reflections.	Review of artwork demonstrates a sound understanding of contemporary ceramic theories and art practices through some astute insightful observations and reflections.	Review of artwork demonstrates some understanding of contemporary ceramic theories and art practices through some observations and reflections.	Unsatisfactory demonstration of understanding of contemporary ceramic theories and art practices, and inadequate observations and reflections.

Assessment Task 5

Major studio project + elective studio activity

A major artwork which has been developed over 5 weeks in the second half of the semester, in relation to your artwork proposal. This will either be one large sculpture or a series of smaller, interrelated works. You can install this work outside or inside, on a table or on the floor etc. The installation should be thought about and negotiated with your lecturer and technician. Your artist statement (400 words), compiled onto 1 page document printed and positioned next to the installed work, (note this needs to also be printed and stuck in your Visual Diary).  You will also submit your Visual Diary.  

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Technical skills: Identify, select and utilise techniques and materials appropriate to workshop projects.   (LO1, LO2, LO3)	Ceramic hand forming skills as well as the use of tools and equipment have been applied at an exception level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a superior level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a good level.	Ceramic hand forming skills as well as the use of tools and equipment have been applied at a good level.	Technical skills are unsatisfactory.
Ideas and concepts: employ a research-based approach to creative practice in the Ceramics context to develop original ideas which consider and reflect the current contexts and precedents of the practice.   (LO 4)	A rigorous and independent research-based approach to creative practice has generated a deep understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of highly original and innovative ideas.	An independent research-based approach to creative practice has generated a good understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of original and innovative ideas.	An independent research-based approach to creative practice has generated some understanding of the precedents and contexts of contemporary ceramics practice, supporting the development of some original ideas.	Little evidence of a research-based approach to creative practice, and therefore little undersanding of the precedents and contexts of contemporary ceramics practice. There is little development of original and innovative ideas.	No evidence of a research-based approach to creative practice or undersanding of the precedents and contexts of contemporary ceramics practice. Underdeveloped ideas.
Development:  maintain engagement with the dialogue between materials and ideas over the course of the project to expand and refine the boundaries of the work.   (LO 3, 4)	Has maintained an exceptionally rigorous and curious exploration of the dialogue between materials and ideas over the course of the project. Always takes on feedback and has constantly reflected on, reimagined and redefined theboundaries of the work.	Has maintained a rigorous and curious exploration of the dialogue between materials and ideas over the course of the project. Usually always takes on feedback and has reflected on, and redefined the boundaries of the work.	Has explored aspects of the dialogue between materials and ideas over the course of the project. Often takes on feedback and has reflected on and redefined some of the aspects of the work.	Has explored little of the dialogue between materials and ideas over the course of the project. Rarely takes on feedback and rarely reflects on or redefines the boundaries of the work.	Unsatisfactory level of engagement with the dialogue between materials and ideas over the course of the project.
Resolution:   The conceptual and formal components of the work are resolved, and connections are accessible to an audience / the examiner.   (LO 3,4)	Has submitted an exceptionally well resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to very satisfying synergies and outcomes overall.	Has submitted a really well resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to satisfying synergies and outcomes overall.	Has submitted a resolved and refined body of work, demonstrating the ability to make and understand independent decisions that lead to some satisfying outcomes.	Has submitted a body of work, but it lacks resolution and refinement.  There is little evidence of the ability to make and understand independent decisions that lead to some satisfying outcomes.	Unsatisfactory level of resolution, refinement, and independent work.
Experimentation: Evidence of original and innovative ways of working that expand the possibilities of the material and field of practice.   (LO3,4)	Has undertaken an exceptionally original, divergent and innovative approach to ideas, materials and processes, exploring multiple new and exciting possibilities.	Has undertaken an original and innovative approach to ideas, materials and processes, exploring multiple new and exciting possibilities.	Has undertaken some original approaches to ideas, materials and processes, and has explored some new possibilities.	Has undertaken little original or innovative approach to ideas, materials and processes. There is some evidence of exploring ideas but they lack originality and innovation.	Unsatisfactory level of experimentation.

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 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

All submitted folio work should be collected following 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

An assignment may be resubmitted on medical grounds

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students