In this immersive course, students will devise, conceptualise and execute an ambitious self-directed creative project. Students undertake independent practice-led research. They identify, contextualise and solve problems through developing and testing methodologies that culminate in a resolved body of work. Artistic methods are developed and refined through critical engagement with research strategies, materials, concepts and collaboration.

Students will explore a variety of material and conceptual methods relevant to their area(s) of interest based on an independent work proposal (IWP) and project. Students will learn how to research and articulate the context of their work, expanding their skills to articulate their emerging practice in a professional setting. This course provides a transdisciplinary problem-solving forum for critical and contextual discussions relevant to contemporary creative practices, supported through tutorials and peer review across discipline areas.

Work Health and Safety (WHS) instruction is an integral part of this course and will be handled within each discipline area.

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

Learning Outcomes

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

1. effectively articulate the relationships between the form, content and context within transdisciplinary creative works verbally and in writing;
2. employ conceptual and technical experimentation, critical and reflective thinking to develop new works through a transdisciplinary problem-solving forum;
3. integrate technical skill, critical thinking and problem solving in the execution and resolution of an original and sophisticated independent project suitable for exhibition, publication, or other form of public presentation; and
4. evaluate and respond to social, ethical, cultural, technological and environmental issues of creative practice through collaborative problem-solving and independent practice-led research.

Research-Led Teaching

Through the extended independent work proposal students further develop their own practice-led research methodology and consolidate their knowledge and skills through completing an Independent Project. Students are encouraged to consider how through their chosen material approaches and subjects might lead them to explore the language and potential of studio-based research in new and significant ways. They will learn to articulate how their material choices give rise to different readings, and how their practice- based research can be contextualised both historically and in the contemporary field. Students are required to be open and curious and to apply examples laterally to their own individual research projects. Refined execution and considered presentation as well as experimental development all contribute to the final Independent Project. Students are asked to consistently re-examine the relationship between the manifestation of their own work, its aspirations and the critical contexts they are researching. Students expand their learning to position their own research within a wider contemporary field of creative and critical practice. Further to the 6-unit course students enrolled in ARTV3035 will be guided towards speaking about their work at a professional level through presentation exercises, research and discussion. Preparing them to consider their work in a range of contexts and to feel equipped to extend their research strategies and working methods beyond undergraduate.

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.

There are no Material fee for ARTV3035

 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  

Recommended Resources

Please see Canvas for readings and recommended resources

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

Staff Feedback

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

• Individual tutorial feedback

• Class discussion

• Group critique and review

• Assessment

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	11- 1 Lecture Theatre SOAD 1.42 Course overview Grad Show Information 1 Context & developing methodologies 1 2 – 6 StudiosSmall group studio tutorial
2	11- 1 Lecture Theatre SOAD 1.42 Assessment 1 and 2 in detail Context & developing methodologies 2 2 – 6 StudiosIndividual studio tutorial
3	11- 1 Lecture Theatre SOAD 1.42 Grad Show Information 2 Honours information session Context & developing methodologies 3  2 – 6 Studios Individual studio tutorial
4	2 – 6 Studios Individual studio tutorial final feedback before Assessment Task 1
5	10.00-18:00 5-minute Presentations on Assessment task 1. Schedule published in week 4 Lecturer and peer feedback Thursday Honours Presentations – Please attend	Submit & Present Task 15-minute Presentations on Assessment task 1. Schedule published in week 4
6	11- 1 Lecture Theatre SOAD 1.42 Honours information session Writing about Context & methodology Assessment Task 2 Focus 2 – 6 Studios discuss preparation for Week 7, 8 and 9 Silent Crit Small group studio tutorial	Census Date: 31st August
7	14.00-18.00  Silent CritiqueIndividual and Small group studio tutorial	Submit Task 2 Online Canvas FridayInstall artwork for Silent Critique in advance (see Canvas for group allocation and locations for install)
8	14.00-18.00  Silent CritiqueIndividual and Small group studio tutorial	Install artwork for Silent Critique in advance (see Canvas for group allocation and locations for install)
9	14.00-18.00  Silent CritiqueIndividual and Small group studio tutorial	Install artwork for Silent Critique in advance (see Canvas for group allocation and locations for install)
10	10.00-18:00Honours information session**5-minute Presentations as test run for final assessment. This will give staff an idea about what kind of space you need to assessment and grad show.Schedule published in week 9 Lecturer and peer feedback	Install artwork for MEGA Group Critique in advance (see Canvas for group allocation and locations for install
11	2 – 6 Studios Individual studio tutorial
12	2-6 Studios Course completion Grad Show Information 4 Assessment question final individual feedback before assessment	Consolidate Task 3: Independent Project: final outcomes, development (final feedback before assessment)

Tutorial Registration

Studio-based tutorials are scheduled within class time. Please consult the Class Overview and Canvas for further details.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Initial Project Outcomes	20 %	20/08/2025	1-4
Critical Reflection on Art Work (research, development + artist statement)	20 %	19/09/2025	1-4
Body of Work - Semester Outcomes & Development	60 %	03/11/2025	1-4

* 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

Participation in group discussions and lectures is encouraged and valued. Participation in the group crit sessions and presentation can be adjusted to individual participants. Participation is essential to get feedback on display and work progress. The standard of participation to aspire to is generous and insightful, sharing with the class or your group highly relevant examples of artist, ideas, parallel investigations, readings and cultural contexts. Please commit to building the skills to provide your peers with well-considered feedback in critique. Be a good listener. Whilst conversations need to be rigorous and opinions are very welcome, each contribution needs to be respectful and thoughtfully delivered to make the class and group engagement exciting and dynamic!

Assessment Task 1

Initial Project Outcomes

Value: 20%

Installation of early work. 

20% 

Details of task:  

Install one completed work from your Independent Studio Project. Your work needs to well-executed, demonstrate a methodology- how it is a result of studio-based practice - and be critically positioned within the discipline. You will give a 5-minute talk on your work which opens your field enquiry and context. This will be followed by 10minutes of questions and feedback. 

 

Attention needs to be paid to how the work is presented for viewing i.e. how it is installed or hung. This is an opportunity to get early feedback on aesthetic and technical questions and for you to demonstrate your understanding of how the conditions of viewing build meaning in the work.  

You may be unsure of what one work is or you might be working towards a constellation of objects and/or interventions. Please discuss your progress with your lecturer. 

For 3035 this work is commensurate with 5 weeks work. This being: 6 hours class time plus 16 hours independent work per week = 24 hours class time work AND 74 hours independent work. 

Rubric

Criteria	HD	D	CR	P	F
5 minute introduction indicates context within discipline and social context. Indicates the relationships between the form, content   LO 1 10%	Context and conceptual rationale is clearly outlined. Presentation argues for a contextual research that is relevant and academically rigorous. The relationship between the research context/s and the studio-based enquiry is examined and critically analysed.	Context and conceptual rationale is clearly outlined. Presentation indicates contextual research that is relevant and academically sound. The relationship between the research context/s and the studio-based enquiry is examined and analysed.	Context and conceptual rationale is outlined with some gaps. Presentation indicates contextual research that has some relevance but lacks breadth and depth. The relationship between the research context/s and the studio-based enquiry is discussed but not  analysed.	Context and conceptual rationale is outlined with significant gaps and/or poorly articulated. Presentation lacks contextual research, or has limited in relevance and overlook key scholarship. The relationship between the research context/s and the studio-based enquiry is outlined.	Context and conceptual rationale is not present. Inadequate research and irrelevant examples. Relationship between the research context/s and the studio-based enquiry is tenuous.
employ conceptual and technical experimentation, critical and reflective thinking to develop and create new works;  LO 2 30%	Studio investigations reflect highly ambitious material and conceptual experimentation. Presentation of work is thoughtful, supported by a sophisticated visual language and skills intergrating conceptual and material challenges.	Studio investigations demonstrates experimentation,   Presentation of work demonstrate emerging visual language and sound skills, but needs refinement/development of conceptual and/or material challenges.	Studio investigations demonstrate some experimentation. Visual language of presented work is underdeveloped and but may be hampered by poor time management, a lack of clarity about what to prioritise, and/or a lack of   good problem solving and progression.	Studio investigations are limited but may nonetheless still show promise. Visual language of presented work is derivative and indicates limited experimentation. Development may be let down by poor time management, a lack of clarity and poor problem solving.	A lack of experimentation may result in work that are literal or derivative, showing little progression
Demonstrate   skill in developing and executing a original and sophisticated art work. Demonstrate an emerging methodology, strategies and approaches    tests exhibition format or other form of public presentation  L3 40%	The art work is highly original, showcasing a critically positioned and conceptually rich project with clear potential. It demonstrates exceptional creativity and innovation in both approach and outcomes.    Demonstrates a high level of awareness of the viewer experience	The art work is exciting and critically considered, offering a clear and ambitious project idea with thoughtful conceptual engagement. Some areas of innovation/ skill/visual language could be further developed.    The presentation has clearly considered the viewer.	The art work shows potential but lacks some ambition or critical depth. While the project has creative elements, its trajectory is not fully developed or lacks a strong critical framework.    Skills/visual language needs to be developed.    The presentation may be hampered by poor time management, technical skills a lack of clarity about what the viewer is experiencing.	The art work has been completed and outlines tangible objectives, but it lacks innovative qualities or critical engagement. The trajectory may feel generic or underdeveloped.    Skills/visual language needs to be developed.    The presentation may be let down by poor time management, or remain underdeveloped  and/or a lack of commitment to the development of a concept and its display.	The art work is incomplete and/or shows limited trajectory, and/or lacks innovation, and does not engage critically or creatively with the requirements of the task.    Skills/visual language needs to be developed.    The presentation is not resolved and conceptually/materially incoherent.
Demonstrate a comprehensive awareness of the social, ethical, cultural, technological and environmental issues of creative practice, considering local and international perspectives.    LO 4 20%	Practice-led research is critically engaged, and integrated into the work. The student positions their work with originality and critical awareness, drawing on diverse and well-selected sources to support their conceptual and material development.	Practice-led research is applied effectively to support the work, with some areas for further depth or integration. The student shows a clear understanding of how their work relates to broader contexts.	Connections between Practice-led research and the resulting art work are present but could be more fully developed. The student references relevant historical, theoretical, or contemporary practices but may rely on a limited range of sources or lack critical depth.	Demonstrates basic engagement with contextual research, referencing a narrow range of sources or offering limited analysis. The connections between practice-led research and the resulting art works are underdeveloped or unclear, and the research lacks depth or critical engagement.	Demonstrates little to no engagement with contextual research. The practice-led research lacks evidence of relevant historical, theoretical, or contemporary references, failing to situate the project within a broader context. Practice-led research is minimal, poorly executed, or irrelevant to the resulting art works.

Assessment Task 2

Critical Reflection on Art Work (research, development + artist statement)

Value: 20% 

Details of task: 

Critical Reflection on Art Work Presented in Week 5 and its development 

• Introduce your project and the work presented. Summarise the main developments of your project thus far and how the presented work develops the project. (approx 150 words) 
• Describe and identify the visual language of the work presented. And analyse and evaluate how this integrates with your conceptual premise. You can include feedback from the group and lecturers to form your analysis. (approx 400) 
• Discuss the developments since week 5 – this can be conceptual, material, resolution of display or plans for further work. (approx 150 words) 
• Evaluate how your work in relation to at least 2 artists and/or 2 influential texts that have further informed your own thinking and decision making. For example, do they take you deeper into a particular discourse or help draw out different aspects of your project? (approx 300 words) 

 

Format:  

For ARTV3035: uploaded to TurnItIn on Canvas site a 1600-word reflection, including visual documentation to illustrate work of art as it was installed in Week 5 and any changes you might have made to the work or its installation and/or drawings and notations of changes you will be making/ are working towards.  

Include images of relevant work by key artists discussed. 

• Footnotes and bibliography must be formatted precisely using the Chicago style. 

Rationale: By assessing all of the project’s research and development in Week 7, students are expected to focus on making and refining their final work for the remainder of the semester. Advice will be given on where gaps in the research and development need further work to fulfill the ambitions of the project. 

Rubric

Criteria	HD	D	CR	P	F
critical and reflective thinking of presented works;  LO 2 40%	Acute evaluation of what was tested and learnt based on clear analysis.   Concise and evocative artist statement that articulates the project's intentions and positions it critically. The relationship between the format, methods and concepts are well-explained and highly original.	Sound evaluation of what was tested and learnt. Analysis developing to underpin evaluation.  Clear artist statement that articulates the project's intentions and begins to position it critically. The relationship between the format, methods and concepts are well-explained and have a sound rationale.	Describes their evaluation of what has been tested and learnt. But not demonstrated through analysis.  Relatively clear artist statement. The project's intentions have been described but there is room to develop a more critical approach. Format, methods and concepts have been identified but their relationship could be stronger.	Describes works but does not evaluate or analyse  Basic description of the artwork. Beyond that the artist statement lacks clarity in the relationship between format, methods and concepts, and/or there is little criticality demonstrated.	A lack of description and cannot adequately acquit works.   Confusing description of the artwork. Serious concerns about the rationale for the project and/or its context.
Quality of writing for professional context    LO 1 & 3 30%	Concise and evocative explanatory text that informs the viewer.    Illustrations develop the argument and analysis.     Images have clear titles    No spelling or grammatical errors	Clear explanatory text that informs the viewer.    Well-illustrated that assists argument and analysis    Images have clear titles    No or few spelling or grammatical errors.	Relatively clear explanatory text that informs the viewer.    Illustrations support argument but could have been used more effectively.    Some unclear or missing image titles    Minor spelling or grammatical errors without too much impact upon what is being communicated	Basic description of the artwork.    Few Illustrations leading to gaps in understanding.    Some unclear or missing image titles    Minor spelling or grammatical errors without too much impact upon what is being communicated.	Confusing description of the artwork.    Few Illustrations leading to gaps in understanding.    Some unclear or missing image titles    Spelling or grammatical errors impact understanding.
Demonstrate a comprehensive awareness of the social, ethical, cultural, technological and environmental issues of creative practice, considering local and international perspectives.    LO 1 and 4 30%	Demonstrates depth in relevant research. Able to navigate wider contexts and specific reference points in relation to own work.     Artist referenced extends the context and thinking of the project.    Bibliography informs thinking, includes academic references and is properly formatted.	Demonstrates relevant research but lacks depth or nuance. Able to navigate wider contexts and specific reference points in relation to own work.     Artist referenced supports the context and thinking of the project.    Bibliography indicate potential thinking, includes academic references and is properly formatted.	Research lacks a level of relevance or specificity but connections to own work are clear.      Artist referenced supports the context but does not demonstrate wider thinking of the project.    Bibliography is not extensive but is academic reference and is properly formatted	Research and Artist referenced are generalised or less relevant connections to own work but is still able to contextualise the project.      Bibliography is not extensive lacks academic references. Has some formatting issues	Research and Artist referenced do not convincingly contextualise the project.

Assessment Task 3

Body of Work - Semester Outcomes & Development

Value: 60%

Details of task: Research, create and install an ambitious, critically positioned and well-executed body of work of a quality required for public presentation.  

Format: For assessment, students install their final outcomes along with associated development material. Development material can include sketches, tests, models, prototypes, screenshots of work in progress, documentation of trial run performances/events and visual diaries. The development material should demonstrate your decision making and provide a clear sense of consistent engagement and curiosity throughout your project. The development material also needs to evidence how you arrived at your final outcomes. For example, with painting series, what source images did you use, what compositions did you try out and how were the colours and tones tested beforehand? There are likely to be iterations and experiments that indicate where you have tried something and then changed direction. Whilst not necessarily a direct precedent to the final work these demonstrate your ability to refine the project's form and content through trial and error. 

Examination A 10-minute Artist's Talk will be delivered in person adjacent to the final outcomes of your project. Followed by 10 minutes of questions.

Rubric

Criteria	HD	D	CR	P	F
effectively investigate and articulate the relationships between the form, content and context of creative works in the body of work.  LO 1 20%	Studio investigations are supported by extensive readings, artworks and contextual research that is relevant and academically rigorous. The relationship between the research context/s and the studio-based enquiry is continually re-examined and acutely analysed.	Studio investigations are supported by readings, artworks and contextual research that is relevant and academically sound. The relationship between the research context/s and the studio-based enquiry is clearly examined and well analysed.	Studio investigations are supported by readings, artworks and contextual research that has some relevance but lacks breadth and depth. The relationship between the research context/s and the studio-based enquiry is beginning to be analysed.	Studio investigations are supported by very few example readings, artworks and contextual research, these may be limited in relevance and overlook key scholarship in the area. Basic relationship between the research context/s and the studio-based enquiry.	Inadequate research and irrelevant examples. Relationship between the research context/s and the studio-based enquiry is tenuous.
employ conceptual and technical experimentation, critical and reflective thinking to develop and create new works;  20% LO 2	Studio investigations reflect highly ambitious material and conceptual experimentation. Presentation of work is thoughtful, supported by a clear commitment to testing, iterating, versioning to solve conceptual and material challenges.	Studio investigations demonstrate a range of experiments, evidencing good planning and time management, and good effective attempts at problem solving and progression.	Studio investigations demonstrate some experimentation, but may be hampered by poor time management, a lack of clarity about what to prioritise, and/or a lack of commitment to the research and development	Studio investigations show limited experimentation, that may nonetheless still show promise. Iterations may be let down by poor time management, or remain underdeveloped	A lack of experimentation may result in iterations that are literal or derivative, showing little progression
Artist Talk 10% Articulate project outcomes at a profession level LO 1-4	Consistently engaging and articulate artist's talk. Communicated a cohesive and convincing rationale that justifies aims and intended viewer experience.	Engaging and mainly articulate artist's talk. Communicated a clear rationale that mainly justifies aims and intended viewer experience.	Some parts of the artist 's talk were engaging. The main aims of the project could have been more convincingly married up with the viewer experience.	The artist's talk managed to communicate the main aims of the project but could have been more engaging overall. The rationale for the viewer experience needs further development.	Did no manage to adequately communicate main aims of the project or consider the viewer experience adequately.
Artist Talk Demonstrate a critically emerging practice	Practice-led research is critically engaged, and integrated into the work. The student positions their work with originality and critical awareness, drawing on diverse and well-selected sources to support their conceptual and material development.	Practice-led research is applied effectively to support the work, with some areas for further depth or integration. The student shows a clear understanding of how their work relates to broader contexts.	Connections between Practice-led research and the resulting art work are present but could be more fully developed. The student references relevant historical, theoretical, or contemporary practices but may rely on a limited range of sources or lack critical depth.	Demonstrates basic engagement with contextual research, referencing a narrow range of sources or offering limited analysis. The connections between practice-led research and the resulting art works are underdeveloped or unclear, and the research lacks depth or critical engagement.	Demonstrates little to no engagement with contextual research. The practice-led research lacks evidence of relevant historical, theoretical, or contemporary references, failing to situate the project within a broader context. Practice-led research is minimal, poorly executed, or irrelevant to the resulting art works.
Artist Talk Ability to respond to questions and feedback	Insightful responses drawing from depth of enquiry. Open to different perspectives and able to be reflexive with own aims.	Good response drawing from thorough enquiry. Open to different perspectives whilst able to show some reflexivity with own aims.	Adequate response drawing from own knowledge and enquiry. Able to see different perspectives and articulate own aims	Respond to questions and feedback at a basic level. Sufficient ability to re-articulate aims.	Inadequate response, unable to sufficiently back up project aims.
Demonstrate   skill in developing and executing a original and sophisticated art work. Demonstrate an emerging methodology, strategies and approaches    that will result in a suitable exhibition or other form of public presentation  L 3 50%	Final works are highly original, showcasing a critically positioned and conceptually rich project with clear potential to contribute meaningfully to contemporary art practice/discourse. It demonstrates exceptional creativity and innovation in both approach and projected outcomes.    Demonstrates a high level of awareness of the viewer experience	Final works are critically considered, offering a clear and ambitious project idea with thoughtful engagement in contemporary art practices. Some areas of innovation could be further developed.  The presentation of each iteration has clearly been considered.	Final works are sound and show potential but lacks some ambition or critical depth. While the project has creative elements, its trajectory is not fully developed or lacks a strong critical framework.  The presentation may be hampered by poor time management, a lack of clarity about what to prioritise, and/or a lack of commitment to the research and development of a concept and its display.	Final works has been completed and outlines tangible objectives, but it lacks innovative qualities or critical engagement. The project may feel generic or underdeveloped.  Studio investigations show limited experimentation, that may nonetheless still show promise. Iterations may be let down by poor time management, or remain underdeveloped	Final works shows limited trajectory, lacks innovation, and does not engage critically or creatively with the requirements of the task.  Studio investigations are not resolved and conceptually/materially incoherent.

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

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

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

Assessment Task 3: Final Outcomes & Development

• Development material to be removed from exhibition spaces as per the assessment timetable and by Friday 15th November at the very latest.
• Final outcomes can be removed after Grad Show.

Extensions and Penalties

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

Resubmission of Assignments

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

Privacy Notice

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

Distribution of grades policy

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

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

Support for students

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

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