In this course, students will investigate a range of approaches to working with and thinking about clay. Students will explore multiple ceramics methods including construction, surface treatment and decoration, as well as the processes and technologies concerned. Students will also be encouraged to consider the material of clay in relation to contemporary conceptual concerns and other art modalities. Through project-based explorations, students will create a unique body of work with a focus on developing a research framework, whilst also developing skills and knowledge of clay and ceramics in relation to the transformation of three dimensional ideas. Self-direction is emphasized in the development of skills that investigate, ideate and execute solutions. Students are expected to evidence substantial research, sophistication of design ideas and planning.

Students may complete this course up to four times for a maximum credit value of 24 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:

• Glaze and Colour

Glaze and Colour explores the practical and theoretical frameworks of glazing in ceramics practice. This includes the sourcing, mixing and testing of glaze recipes for earthenware and stoneware clays, as well as researching and testing out alternative, ‘low-waste’ materials to use in glaze development. Included in this subject is a research project in which students examine the raw materials of certain glazes, mapping out some of the geological, cultural and political intricacies. There are weekly lectures which incorporate examples of artists who work with conventional and alternative materials to develop glazes. The aim of this course is not only to gain experience in making ceramic glazes, but to think creatively about what constitutes a glaze, to experiment with raw materials and to explore the politics and poetics of material origins and transformations that are inherent in ceramic practices.

• Expanded Ceramics
• Ceramic Design
• Ceramic Mouldmaking and Casting

Mouldmaking and casting is centred around the practices of embossing, embedding and creating multiples using clay and other materials. This includes but is not limited to, mixing and pouring plaster, slip casting, and press moulding. There are weekly lectures which incorporate examples of artists who use mouldmaking and casting in their artistic practice. Students will be encouraged to use divergent thinking when considering what it means to take impressions, record and duplicate objects, and to experiment with both the construction of moulds and the material used in the casting process.

• Ceramic Surface

Learning Outcomes

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

1. demonstrate competency with a range of advancing technical skills in relation to studio area & contemporary art practice; 
2. independently explore the potential of material/s & methods relevant to the studio area and set projects; 
3. recognise and analyse precedents and influences on artistic practice; and 
4. evaluate chosen studio methodologies on the outcomes of studio projects. 

Research-Led Teaching

Content and projects in this course build on research undertaken through the Climate Aware Creative Practices (a national, multi-university research group), and offer significant contribution towards the ANU Graduate Attributes including: Insight into Aboriginal and Torres Strait Islander peoples’ knowledges and Indigenous peoples’ perspectives, Expertise for Critical Thinking and Capability to Employ Discipline-based Knowledge in Transdisciplinary Problem-Solving.

Field Trips

Geology site-visit (on or off campus TBD), co-led with ANU Earth Sciences researcher.

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 materials fee for this course. This 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

Students will need to provide their presentation materials such as paper table coverings, stationary and signage to support the presentation or documentation of their work.

Required Resources

You will be required to have (minimally)a P2/P3 half face respirator for this course. A limited number are available for purchase through the workshop, or you may furnish your own to the correct standard.

Reading lists and additional resources will be added to the Wattle page for this course. Note book for recording and compiling glaze recipes.

Recommended Resources

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

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

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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	Lecture 1Prep. for semester: WHS, tour of workshop, ceramics materials fees, wattle site tour, overview of course and assessments, class reps.Discussion: Mind map exercise in groups. What is ceramics practice to you? Assessment task 1. Demo:  Making test tiles: flattened coil rings, pie piece or extruded. Student activities:Test tile making.	Monitor tiles, bisque fire when ready. Begin research for assessment task 1: essay. Complete readings for discussion week 2.
2	Lecture 2Discussion: Readings, essay key points, assessment Task 2.Demo: Weighing and mixing glaze ingredients, dipping, line blends. Student activities: Begin working on assessment task 2. Consultations.	Continue assessment tasks 1 and 2. Complete readings for discussion week 3.
3	Lecture 3Discussion: Readings. How assessment 1 and 2 are progressing. Demo: Triaxial blendsStudent activities: Students continue assessment task 2, consultations.	Continue work on studio activities and finalise assessment task 1 – essay. Due to Wattle next week (week 4, 11th March 2025). Complete readings for discussion week 4.
4	Lecture 4Discussion: Readings. How tests are going, preparing for group presentations and assessment task 4. Demo: Terra sigillata Student activities: Continue assessment task 2, consultations.	Continue to work on assessment task 2.  Complete readings for discussion week 5.
5	Group presentation #1Discussion: Readings, assessment task 2 progress, assessment task 4 – visual research proposal. Demo: Ash glazes Student activities: Continue assessment task 2, consultations.	Think about ideas for your Visual Research Proposal and an artist or concept 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. Complete readings for discussion week 6.
6	Group presentation #2Discussion:  Readings, assessment task 2 progress, assessment task 4 – visual research proposal, glaze tests.Demo: Alternative finish: bees wax, using the spray booth. Student activities: Finalise assessment task 2 and 3: Visual Research Proposal. Consultations.	Note: Assessment Task 2d online quiz is due this weekFind it in the Assessment Tasks on the course index bar (on the left of the Wattle site) as Assessment Task 2d.Complete your Assessment Task 2 studio activities for assessment in Wk 7Complete your Assessment Task 3 Visual Research Proposal for assessment and presentation in Wk 7Watch practical demo videos under week 6 in Wattle. No readings.
7	Group presentation #3No Demo.Student activities: 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, the two words you used to inspire your tile project, the ideas behind your 2 vessels 'Giving and Receiving' and any other information. Your visual journal should be presented with your work. All work will be assessed by your lecturers and be available for collection from 6pm.Presentations: Assessment task 4 - visual research proposal Give a 3-5 minute presentation to the class of your two ideas (using your poster that has already been uploaded to Wattle).	Develop a more detailed timeline for your Earthen Matter(s) 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? Complete readings for discussion week 8.
8	Group presentation #4Discussion: Readings/videos. Developing a timeline for your project. Individual and small group discussion of material testing, concept and realisation, process and timing.Demo: No demo.Student activities: Start 'Earthen Matter(s)’ project, consultations.	Continue working on Earthen Matter(s) project.  Complete readings for discussion week 9.
9	Group presentation #5Discussion: Readings and videos. Demo: Refresher of various glaze testing and glazing techniques. Student activities: Continue ‘Earthen Matter(s)’ project, consultations.	Continue working on Earthen Matter(s) project. Complete readings in preparation for our guest lecturer, week 9.
10	Guest lecture: Claire EllisDiscussion: Readings. Elective studio activities. Demo: No demo. Student activities: Continue Earthen Matter(s) project and your chosen elective exercise, informal group crits.	Continue working on Earthen Matter(s) project.  Complete readings for discussion week 11.
11	Lecture 5Discussion: Readings. Demo: No demo. Student activities: Continue to work on Earthen Matter(s) project, and complete elective exercises. 1 on 1 progress consultation catchup meetings.	Continue to work on Earthen Matter(s) project. Check your workflow:W11: Last week to start work on greenware items.W12: Last week to have greenware dry and ready for bisque firing.W13: Finalise all studio projects, final firings. W14: Assessment weekNo reading.
12	Lecture 6Discussion: Assessment guidance and discussion. Digital Catalogue: Design considerations for presentation. Critiquing your work. Critical reflection. Discussion of kiln firing schedule.Demo: No demo.Student activities: Individual consultations. Informal group crits/discussiong regarding installation. Finalising Earthen Matter(s) project.	No reading.
13
14	Assessment set up.

Tutorial Registration

Via Wattle

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
750-word essay	10 %	12/03/2025	3
Assessment Task 2a and 2b: Exploring a palette to express your project (portfolio of studio tasks) + online quiz	20 %	16/04/2025	1,2,4
Assessment Task 3: Group presentations in response to a topic	10 %	18/03/2025	1,3,4
Visual Research Proposal and informal presentation on the theme ‘Earthen Matter(s)’.	10 %	16/04/2025	2,3
‘Earthen Matters’ studio project and digital catalogue	40 %	04/06/2025	1,2,3,4
Visual Diary	10 %	04/06/2025	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

Participation in the weekly classes and independent studio study time is essential to fulfilling the learning outcomes of this course. If you cannot attend all of the scheduled classes and out of class activities, please consider a different course.

Please do not enrol in this course if you cannot attend the ANU campus Ceramics Workshop and commit to these study requirements.

Examination(s)

This course does not include a formal examination. Submission of assessable elements are outlined above in Tasks 1-4.

Students will need to provide their presentation materials such as paper table coverings, stationary and signage to support the presentation or documentation of their work for assessment.

Assessment Task 1

750-word essay

A 750-word analytical and reflective essay exploring the practical and political field of glazes and glazing. Compare and contrast the work of two artists in relation to their material and conceptual approach, using a set of key terms provided as prompts. Reflect on how this investigation relates to your own current and future practice trajectories.

Rubric

Task Marking Criteria	HD	D	C	P	F
Concepts and theory: Recognise relationships between concept and theory in art and ceramics. Evidences understanding of precedence’s and contexts of the practice. LO3	An outstanding level of understanding of historical and theoretical contexts is evident in work, succinctly and critically articulated in verbal and written discussion to an outstanding degree.	A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective.	A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective.	A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective.	Insufficient understanding of historical and theoretical contexts  evident in work or poorly articulated in verbal and written discussion.

Assessment Task 2

Assessment Task 2a and 2b: Exploring a palette to express your project (portfolio of studio tasks) + online quiz

Testing of a series of glazes in order to find a textural, tonal and material palette relevant to your practice and research interests. Recording and documenting these tests. Learning and testing knowledge of kiln firing via an online quiz.

Rubric

Task Marking Criteria	HD	D	C	P	F
Technical skills: Utilise skills relevant to ceramics (and broader field of art where applicable) in response to projects LO1	Consistently demonstrates technical competency to an outstanding level across all processes associated with the testing, development and application of glazes across an extended range of project tasks.	Demonstrates technical competency to a superior level across all processes associated with the testing, development and application of glazes across a wide range of project tasks.	Demonstrates technical competency to a good level across all processes associated with the testing, development and application of glazes across a range of project tasks.	Demonstrates technical competency to a satisfactory level across all processes associated with the testing, development and application of glazes across a basic range project tasks.	Does not demonstrate satisfactory technical competency or application of glazes across project tasks.
Process: Able to independently (or as a group where applicable) explore ceramics and art material/s and methods relevant to the project LO2	Methodically and experimentally demonstrates curiosity and divergent thinking in exploring and testing ceramic materials to achieve exceptional project results.	Consistently demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve superior project results.	Regularly demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve good quality project results.	Occasionally demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve satisfactory project results.	Unsatisfactory exploration of ceramic materials evidenced in project works.
Resolution and analysis:  Resolves the project and analyses and evaluates its outcomes. LO4	An outstanding level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a comprehensive, integrated understanding of theoretical and practical interrelationships leading to outstanding project outcomes.	A superior level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a extensive, partially integrated understanding  of theoretical and practical interrelationships leading to high quality project outcomes.	A good level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a basic understanding  of theoretical and practical interrelationships leading to good quality project outcomes.	A satisfactory level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a limited understanding  of theoretical and practical interrelationships leading to basic quality project outcomes.	Investigation and iterative development is limited and not adequately supported by documentation or quality project outcomes.

Assessment Task 3

Assessment Task 3: Group presentations in response to a topic

A series of group presentations that take place at the beginning of classes from week 5 - 9. Each group responds to a topic provided, each student in the group is awarded the same mark.

Rubric

Task Marking Criteria	HD	D	C	P	F
Technical skills: Utilise skills relevant to ceramics (and broader field of art where applicable) in response to projects LO1	Exceptional material investigation and relevance of chosen work in relation to the topic of the group presentation.	Superior material investigation and relevance of chosen work in relation to the topic of the group presentation.	A sound level of material investigation and relevance of chosen work in relation to the topic of the group presentation.	A satisfactory level of material investigation and relevance of chosen work in relation to the topic of the group presentation.	Does not demonstrate satisfactory material investigation and relevance of chosen work in relation to the topic of the group presentation.
Concepts and theory: Recognise relationships between concept and theory in art and ceramics. Evidences understanding of precedence’s and contexts of the practice. LO3	An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree	A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective	A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective	A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective	Insufficient understanding of historical and theoretical contexts  evident in work or poorly articulated in verbal and written discussion.
Resolution and analysis:  Resolves the project and analyses and evaluates its outcomes. LO4	An outstanding level of investigation is demonstrated by depth of the presentation.	A superior level of investigation is demonstrated by the depth of the presentation.	A good level of investigation is demonstrated by the depth of the presentation.	A basic level of investigation is demonstrated by the depth of the presentation.	Insufficient investigation is demonstrated by the depth of the presentation.

Assessment Task 4

Visual Research Proposal and informal presentation on the theme ‘Earthen Matter(s)’.

Presentation in class of plan for the major project 'Earthen Matter(s)'. Visual Research Proposal uploaded to Wattle.

Rubric

Task Marking Criteria	HD	D	CR	P	F
Process: Able to independently (or as a group where applicable) explore ceramics and art material/s and methods relevant to the project 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.
Concepts and theory: Recognise relationships between concept and theory in art and ceramics. Evidences understanding of precedence’s and contexts of the practice. LO3	An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree	A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective	A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective	A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective	Insufficient understanding of historical and theoretical contexts  evident in work or poorly articulated in verbal and written discussion.

Assessment Task 5

‘Earthen Matters’ studio project and digital catalogue

Student's respond to the topic 'Earthen Matter(s)' to create a suite of work and a digital catalogue. The works must involve and/or respond to the notion of 'glaze' (this will be interpreted differently), and be the result of practical and theoretical research undertaken over the semester.

Rubric

Task Marking Criteria	HD	D	CR	P	F
Technical skills: Utilise skills relevant to ceramics (and broader field of art where applicable) in response to projects LO1	Consistently demonstrates technical competency to an outstanding level across all processes associated with the testing, development and application of glazes across an extended range of project tasks.	Demonstrates technical competency to a superior level across all processes associated with the testing, development and application of glazes across a wide range of project tasks.	Demonstrates technical competency to a good level across all processes associated with the testing, development and application of glazes across a range of project tasks.	Demonstrates technical competency to a satisfactory level across all processes associated with the testing, development and application of glazes across a basic range project tasks.	Does not demonstrate satisfactory technical competency or application of glazes across project tasks.
Process: Able to independently (or as a group where applicable) explore ceramics and art material/s and methods relevant to the project LO2	Methodically and experimentally demonstrates curiosity and divergent thinking in exploring and testing ceramic materials to achieve exceptional project results.	Consistently demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve superior project results.	Regularly demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve good quality project results.	Occasionally demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve satisfactory project results.	Unsatisfactory exploration of ceramic materials evidenced in project works.
Concepts and theory: Recognise relationships between concept and theory in art and ceramics. Evidences understanding of precedence’s and contexts of the practice. LO3	An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree	A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective	A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective	A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective	Insufficient understanding of historical and theoretical contexts  evident in work or poorly articulated in verbal and written discussion.
Resolution and analysis:  Resolves the project and analyses and evaluates its outcomes. LO4	An outstanding level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a comprehensive, integrated understanding of theoretical and practical interrelationships leading to outstanding project outcomes.	A superior level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a extensive, partially integrated understanding  of theoretical and practical interrelationships leading to high quality project outcomes.	A good level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a basic understanding  of theoretical and practical interrelationships leading to good quality project outcomes.	A satisfactory level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a limited understanding  of theoretical and practical interrelationships leading to basic quality project outcomes.	Investigation and iterative development is limited and not adequately supported  by documentation or quality project outcomes.

Assessment Task 6

Visual Diary

A visual diary including 'glaze recipe book'. This can be separate or included. Evidence of documentation, reflection, notes on exhibitions, artists and artworks.

Rubric

Task Marking Criterial	HD	D	CR	P	F
Process: Able to independently (or as a group where applicable) explore ceramics and art material/s and methods relevant to the project LO2	Methodically and experimentally demonstrates curiosity and divergent thinking in exploring and testing ceramic materials to achieve exceptional project results.	Consistently demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve superior project results.	Regularly demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve good quality project results.	Occasionally demonstrates curiosity and divergent thinking in exploring and using ceramic materials to achieve satisfactory project results.	Unsatisfactory exploration of ceramic materials evidenced in project works.
Concepts and theory: Recognise relationships between concept and theory in art and ceramics. Evidences understanding of precedence’s and contexts of the practice. LO3	An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree	A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective	A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective	A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective	Insufficient understanding of historical and theoretical contexts  evident in work or poorly articulated in verbal and written discussion.
Resolution and analysis:  Resolves the project and analyses and evaluates its outcomes. LO4	An outstanding level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a comprehensive, integrated understanding of theoretical and practical interrelationships leading to outstanding project outcomes.	A superior level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a extensive, partially integrated understanding  of theoretical and practical interrelationships leading to high quality project outcomes.	A good level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a basic understanding  of theoretical and practical interrelationships leading to good quality project outcomes.	A satisfactory level of investigation is demonstrated by the iterative development of testing decisions and results analysis supported by documentation evidencing a limited understanding  of theoretical and practical interrelationships leading to basic quality project outcomes.	Investigation and iterative development is limited and not adequately supported  by documentation or quality project outcomes.

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

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. 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

Physical works submitted for assessment will be made available for collection by the student at a time advised after the Task submission date

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU 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