This course introduces students to ceramic materials and various hand building techniques. It has an emphasis on using different clay bodies and how they will be explored through referencing both historical and contemporary ceramics. A range of techniques exploring surface treatments will be used. Work health and safety (WHS) instruction is an integral part of this course.

Learning Outcomes

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

1. utilise skills relevant to Ceramics in response to Workshop projects;
2. explore Ceramic material/s used in Workshop projects;
3. recognise relationships between concept and process in Ceramics; and
4. identify historical and theoretical contexts relevant to Ceramic Workshop projects.

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.

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 wattle towards the end of semester. Final studio projects and the visual journal are assessed during exam week.

Recommended Resources

Recommended Texts

Creswell Bell, A. Clay: Contemporary Ceramic Artists, 2017

Stouffer, H. The New Age of Ceramics, 2016

Singleton, K. Ceramics: Contemporary Artists Working in Clay, 2016

Del Vecchio, M. and Clark, G. Postmodern Ceramics, 2001

Pearce, S. (ed.). Experiencing material culture in the western world, Leicester University Press, 1997

Rawson, P. Ceramics. part 3, The symbolism of Form. University Pennsylvania Press, 1984

Norman, D. The Design of Everyday Things, Doubleday /Currency, NY, paperback1990

Hannah, F. Ceramics Twentieth Century Design. Dutton 1986

Rich, C. (ed.) The Ceramic Design Book, 1998

Buck, L. The Personal Political Pots of Grayson Perry, London, 2005

Technical

Dassow, S. Low-firing and Burnishing, A & C Black, 2009

Minogue, C. Impressed and Incised Ceramics, A & C Black, 1996,

Mathieson, J. Techniques using slips, A & C Black, 2010

De Boos, Harrison and Smith. Handbook for Australian Ceramics, Sydney, 1984

Hamer, F. The Potter’s Dictionary of Materials and Techniques, London, 1992

Daly, G. The New Ceramics developing glazes, Bloomsbury, 2013

Daly, G. Glazes and Glazing Techniques: A Glaze Journey, Kangaroo Press, 2003

Ceramic Journals

Journal of Australian Ceramics

Ceramics Monthly

Ceramic Review

Websites

www.ferrincontemporary.com

www.talesofaredclayrambler.com/#podcast

www.australianceramics.com

www.paulmathieu.ca/

https://www.musingaboutmud.com

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	Introduction to course, assessment tasks, and theme. Allocation of clay & lockers. Workshop induction & WHS procedures. Nomination of class representatives.Lecture: The Ceramic SpectrumAssessment Task 1: Comparative Case Study discussionCommence Assessment Task 2a: Textural and Surface Tessellations - ideation and process explorations in clayDemonstration: Slab forming, slab roller, modelling, texture and mark making. Studio practice.
2	Lecture: Ceramic Form and SurfaceTutorial: Introduction to Ceramic Clay Technology 1Case Study discussion - selection of artistsTask 2a: clay forming and surface activities continued and completeCommence Assessment Task 2b: Giving and Receiving vesselsDemonstration: Pinch pots and coil building. Studio practice.
3	Lecture: Abstracting the BodyTutorial: Introduction to Glaze TechnologyTask 2c: Line Blend testing introductionDemonstration: Firm slab building and joining, extruder operation and induction. Make test tiles using extruder.Continue Task 2b: Clay forming and surface activities. Studio practice.
4	Lecture: Topology and Symbolism in the VesselTutorial: Discussion of readingDemonstration: Surface decorating techniques and materials - slip and underglaze.Continue Task 2a and 2b: Clay forming and surface activities. Studio practice.	Assessment Task 1: Comparative Case Study due on Wattle - Thursday 14th March
5	Lecture: Corporeal Motives Tutorial: Ceramic Technology 2. Discussion of readingIntroduce Assessment Task 3 and 4 Corporeal Motives. Introduction to glazing & firing TechnologyDemonstration: Glaze line blending and glazing. Commence Task 2c - glaze/stain line blend.Continue Task 2a, 2b: Clay forming and surface activities. Studio practice.Consultations: Studio practice & progress
6	Lecture: Presenting Work for an AudienceAssessment Task 2a, 2b, 2c completion ready for final firings. Finish and glaze work.Tutorial: Discuss Assessment Task 3 Corporeal Motives research proposal. Discussion of readingConsultations: Project B proposals, studio practice & progress. Studio practice.	Online quiz to be completed. Complete on Wattle by Thursday 28 March. Pass required
7	Assessment and Student Presentations	Assessment Task 2a, 2b, 2c work due: set up for assessment in class 30%Assessment Task 5: Visual journal due: include in set upAssessment Task 3: Research Proposal 10% and class presentation due
8	Lecture: Ceramic Form and SurfaceTutorial: Discussion of reading. Introduction to Task 4 elective exercisesDemonstration: Extended surface applications, soft slab construction.Commence Assessment Task 4: 'Corporeal Motives'Consultations: Studio practice & progress. Studio practice.
9	Lecture: Abstracted GesturesTutorial: Discussion of readingAn introduction to expanded representations of the ceramic medium: video and animation.Consultations: Studio practice & progress. Studio practice.
10	Lecture: Emerging forming technologies: Demonstration and class explorationsTutorial: Discussion of reading Consultations: Studio practice & progress. Studio practice.
11	Lecture: Persistent Fragility Tutorial: Discussion of readingAugmenting ceramic objects & working with fired ceramics Progress consultations and workshop practice. Studio practice.
12	Lecture: The Ceramic Cycle - Refinements in practice.Consultations on progress, finishing and presentation. Studio work.

Tutorial Registration

Wattle 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
Written Comparative Case Study	10 %	13/03/2024	3, 4
Portfolio of Studio Projects - ideation and process explorations in clay	30 %	17/04/2024	1, 2, 3
Visual Research Proposal and Presentation on the theme 'Corporeal Motives'	10 %	17/04/2024	2, 3, 4
Corporeal Motives studio project and Digital Catalogue	40 %	05/06/2024	1, 2, 3, 4
Visual Journal	10 %	05/06/2024	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 ‘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

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

Written Comparative Case Study

A 500 word illustrated comparative case study based on selected artists linked to the course theme, 'Corporeal Motives'.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Recognise relationships between concept and process in Ceramics LO3	Critically discusses with an exceptional understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes astute observations about similarities and differences in concepts, perspectives and practice of the artists in question. Strong relationships are established between conceptual discussion and supplied imagery.	Superior understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes superior observations about similarities and differences in concepts, perspectives and practice of the artists in question. Superior relationships are established between conceptual discussion and supplied imagery.	Good quality understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes observations about similarities and differences in concepts, perspectives and practice of the artists in question. Reasonable relationships are established between conceptual discussion and supplied imagery.	Satisfactory understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes observations about similarities and differences in concepts, perspectives and practice of the artists in question. Satisfactory relationships are established between conceptual discussion and supplied imagery.	Unsatisfactory knowledge of relationships evidenced in discussion and completed project work.
Identify historical and theoretical ceramics contexts relevant to workshop projects LO4	Demonstrates an exceptional understanding of the theoretical and historical underpinnings of the practices of the artists in question. Highly convincing arguments are consistently supported by evidence from academic sources.	Demonstrates a superior understanding of the theoretical and historical underpinnings of the practices of the artists in question. Convincing arguments are consistently supported by evidence from academic sources.	Demonstrates a good quality understanding of the theoretical and historical underpinnings of the practices of the artists in question. Convincing arguments are generally supported by evidence from academic sources.	Satisfactory understanding of the theoretical and historical underpinnings of the practices of the artists in question. Arguments are sometimes supported by evidence from academic sources.	Unsatisfactory evidence of contextual, historical, or theoretical knowledge.

Assessment Task 2

Portfolio of Studio Projects - ideation and process explorations in clay

A series of exercises (2a, 2b + 2c) designed to build a portfolio of studio investigations in response to set projects. Includes two practical clay forming activities, an explorative glaze line test and a technical quiz. Detailed assessment descriptions and project details will be provided on Wattle. In undertaking the set activities you will acquire skills and knowledge about different aspects of studio research and ceramics practice through activities that develop your proficiency and creativity, specifically in material manipulation, tools and equipment use, technical processes and ideation for ceramic art and design. These activities will support your completion of other assessment tasks. 

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Utilise skills relevant to Ceramics in response to workshop projects LO1	Foundational ceramic skills and use of ceramic tools and equipment developed to an exceptional level. Hand building, finishing and decorating demonstrated to an exceptionally high standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a superior level. Hand building, finishing and decorating demonstrated to a superior standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a good quality level. Successful hand building, finishing and decorating demonstrated to a good quality standard.	Foundational ceramic skills and use of ceramic tools and equipment developed to a satisfactory level. Hand building, finishing and decorating are demonstrated to a satisfactory standard.	Foundational ceramic skills and use of ceramic tools and equipment are unsatisfactorily developed. Hand building, finishing and decorating demonstrated to an unsatisfactory standard.
Explore ceramic material/s used in workshop projects LO2	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials to achieve exceptional project results.	Consistently demonstrates curiosity in exploring and using ceramic materials to achieve superior project results.	Regularly demonstrates curiosity in exploring and using ceramic materials to achieve good quality project results.	Occasionally demonstrates curiosity in exploring and using ceramic materials to achieve satisfactory project results.	Unsatisfactory exploration of ceramic materials evidenced in project works.
Recognise relationships between concept and process in ceramics LO3	Studio work clearly and thoughtfully expresses concept through form, surface, material and process to an exceptional level.	Studio work clearly and thoughtfully expresses concept through form, surface, material and process to a superior level.	Studio work expresses concept through form, surface, material and process to a good quality level.	Studio work expresses concept through form, surface, material and process to a satisfactory level.	No evidence of conceptual content in studio work.

Assessment Task 3

Visual Research Proposal and Presentation on the theme 'Corporeal Motives'

Prepare a 2 page A4 research proposal as a poster describing each of two concepts you are interested in developing for your 'Corporeal Motives' major studio project. Contextualise your proposal with references to other artists, research and images, and connect your concepts with material and technical processes including sketches. Include a 100w statement each to describe each concept.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Explore Ceramic material/s used in workshop projects LO2	Presents an exceptionally considered and imaginative plan of how ceramic materials will be employed in practical work.	Presents a superior considered plan of how ceramic materials will be employed in practical work.	Presents a good quality plan of how ceramic materials will be employed in practical work.	Presents a satisfactory plan of how ideas and materials may be used in practical work. No concrete plan is presented.	Unsatisfactory consideration of how ceramic material is used.
Recognise relationships between concept and process in ceramics LO3	Critically discusses in depth how ceramic form, surface, materials and display will be used to create meaning. Exceptional relationships are established between ‘Corporeal Motives’ concept and planned outcome.	Critically discusses how ceramic form, surface, materials and display will be used to create meaning. Superior relationships are established between ‘Corporeal Motives’ concept and planned outcome.	Discusses how ceramic form, surface, materials or display will be used to create meaning. Good quality relationships are established between ‘Corporeal Motives’ concept and planned outcome.	Presents unresolved ideas of how some elements of ceramic form, surface, materials or display will be used to create meaning. Satisfactory relationships between ‘Corporeal Motives’ concept and planned outcome are not clear.	Unsatisfactory discussion of how ceramic form, surface, materials or display will be used to create meaning.
Identify historical and theoretical Ceramics contexts relevant to workshop projects LO4	Proposal integrates an exceptionally strong rationale including contextual, historical, and theoretical understanding of the field. Proposal is exceptionally well supported by highly relevant academic research.	Proposal integrates a superior rationale including contextual, historical, and theoretical understanding of the field.  Proposal is supported by highly relevant academic research.	Proposal integrates a good quality rationale with strong contextual, historical, and theoretical understanding of the field. Proposal is supported by academic research.	Proposal integrates satisfactory rationale with limited contextual, historical, and theoretical understanding. Satisfactory evidence of academic research, or irrelevant research.	Unsatisfactory evidence of contextual, historical, or theoretical understanding of the ceramic field.

Assessment Task 4

Corporeal Motives studio project and Digital Catalogue

'Corporeal Motives': Execution and presentation of expressive ceramic works, a studio activity and a 750 word digital catalogue including a critical reflection and support material.

Conceive and create at least 2 ceramic works that respond to your ‘Corporeal Motives’ proposal. Complete one further studio activity exploring an aspect of 'Corporeal Motives' from a list of options.

Guided by a template provided on Wattle, photograph and document your work in a digital catalogue including a critical reflection.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Utilise skills relevant to Ceramics in response to workshop projects LO1	Ceramic skills and use of ceramic tools and equipment applied at an exceptional level.	Ceramic skills and use of ceramic tools and equipment applied  regularly at a superior level.	Ceramic skills and use of ceramic tools and equipment applied intermittently at a good quality level.	Ceramic skills and use of ceramic tools and equipment applied at a satisfactory level.	Technical skills are unsatisfactory.
Explore ceramic material/s used in workshop projects LO2	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve exceptional project results.	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve superior project results.	Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve good quality project results.	Demonstrates some exploration and testing of ceramic materials and technology to achieve satisfactory results.	Unsatisfactory exploration of ceramic materials and technology evidenced in project works.
Recognise relationships between concept and process in Ceramics LO3	Studio work clearly and thoughtfully responds to the theme ‘Corporeal Motives’ through form, surface, material and process to an exceptional level. Digital Catalogue insightfully communicates the relationship between concept and process.	Studio work clearly and thoughtfully responds to the theme ‘Corporeal Motives’ through form, surface, material and process to a superior level. Digital Catalogue insightfully communicates the relationship between concept and process.	Studio work responds to the theme ‘Corporeal Motives’ through form, surface, material and process to a good quality level. Digital Catalogue communicates clearly the relationship between concept and process.	Studio work responds to the theme ‘Corporeal Motives’ through form, surface, material and process to a satisfactory level. Digital Catalogue communicates a limited relationship between concept and process.	Knowledge of relationships is not evidenced and completed in project work or in the Digital Catalogue.
Identify historical and theoretical Ceramics contexts relevant to workshop projects LO4	Project integrates a highly developed contextual, historical, and theoretical understanding of the field. Digital catalogue is effectively supported by highly relevant academic resources.	Project integrates a strong contextual, historical, and theoretical understanding of the field. Digital catalogue is effectively supported by relevant academic resources.	Project integrates a good contextual, historical, and theoretical understanding of the field. Digital catalogue is supported by relevant academic resources.	Work evidences some analysis of contextual, historical, or theoretical knowledge applied to the project and documented in the Digital Catalogue.	Insufficient evidence of contextual, historical, or theoretical knowledge in project work or Digital Catalogue.

Assessment Task 5

Visual Journal

For this task you will actively keep a visual journal documenting your studio and ideas development, including your ongoing visual and practical research and explorations, ideas, information, technical documentation and sketches. It will include reflections and information about exhibitions visited, lectures, art/design works, books, journals, etc. The visual journal should reflect the development of your ideas over the semester, show experimentation, and critical reflection on your own work and that of other artists.

Rubric

COURSE MARKING CRITERIA	HD	D	CR	P	F
Utilise skills relevant to Ceramics in response to workshop projects LO1	Comprehensively documents development of ceramic skills, including technical information and use of ceramic equipment. Exceptional evidence of progression through consistent sketching, documentation and self-evaluation.	Comprehensively documents development of ceramic skills, including technical information and use of ceramic equipment. Superior evidence of progression through consistent sketching, documentation and self-evaluation.	Documents development of ceramic skills, including technical information and use of ceramic equipment. Good quality evidence of progression through consistent sketching, documentation, and self-evaluation.	Some documentation of development of ceramic skills, including technical information and use of ceramic equipment. Satisfactory evidence of progression through consistent sketching, documentation, and self-evaluation.	Little or no documentation of development of ceramic skills, including technical information and use of ceramic equipment. Unsatisfactory or no evidence of progression through consistent sketching, documentation, and self-evaluation.
Explore ceramic material/s used in workshop projects LO2	Comprehensively and insightfully documents material exploration and testing including clay, surface materials and glaze to an exceptional level	Comprehensively documents material exploration and testing including clay, surface materials and glaze to a superior level.	Documents material exploration and testing including clay, surface materials and glaze to a good quality level	Documents material exploration and testing including clay, surface materials and glaze to a satisfactory level.	Documentation of exploration of ceramic materials is unsatisfactory.
Recognise relationships between concept and process in Ceramics LO3	The relationship between concept and process is imaginatively explored through research, writing, and sketching. Exceptionally strong evidence of iterative ideation through sketching, documentation, and consistent critical reflection.	The relationship between concept and process is explored through research, writing, and sketching. Strong evidence of iterative ideation through sketching, documentation, and consistent critical reflection.	The relationship between concept and process is explored to a proficient level through research, writing, and sketching. Good evidence of iterative ideation through sketching, documentation, and critical reflection.	The relationship between concept and process is explored in a limited way through research, writing, and sketching. Some evidence of iterative ideation through sketching, documentation reflection.	Knowledge of relationships is not evidenced in documentation. Insufficient sketching, research, and reflection.
Identify historical and theoretical Ceramics contexts relevant to workshop projects LO4	Makes highly relevant reference to other artists and other academic research. Strong evidence of contextual, historical, and theoretical research, consistently and astutely linked to student’s own studio practice.	Makes relevant reference to other artists and other academic research. Strong evidence of contextual, historical, and theoretical research, consistently linked to student’s own studio practice.	Refers to other artists and other academic research. Evidence of contextual, historical, and theoretical research, with links to student’s own studio practice.	Limited references to other artists or other academic research. Limited evidence of contextual, historical, and theoretical research, or relevance of research is unclear.	No evidence of research on either other artists or other academic research.

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.

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 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