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

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

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

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

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

Learning Outcomes

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

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

Research-Led Teaching

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

Required Resources

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  

Recommended Resources

Please see Wattle for readings and recommended resources

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

Staff Feedback

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

• Individual tutorial feedback

• Class discussion

• Group critique and review

• Assessment

Student Feedback

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

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Monday 22nd July - 11.00-13.00 & 14.00-18.00Class Activities 11.00 Theatrette Rm 2.02 Sir Roland Wilson Building Course overview Reviewing work methods & developing methodologies 14.00 Theatrette Rm 2.02 Sir Roland Wilson Building Honours information session Thematic mapping Lecture: Using words as tools Assessment Task 1 in detail	Course OverviewPrepare for Task 1: IWP Review
2	Monday 29th July - 14.00-18.00Studio Focus14.00 Meet for Group check-in, followed by tutorials (see Wattle for weekly booking schedule) Share & discuss IWP mind maps Group 1 Sculpture Modelling Rm G.67 Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Progress for Task 1: IWP Review
3	Monday 5th August 14.00-18.00 Studio-focused activities14.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule) Share & discuss IWP planning Group 1 Sculpture Modelling Rm G.67 Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Prepare for Task 1: IWP Review
4	Monday 12th August -14.00-18-00 Class activities 14.00-18.00 Theatrette Rm 2.02 Sir Roland Wilson Building 5-minute IWP Presentations & peer feedback	Submit & Present Task 1 IWP Presentation Slideshow submitted via Wattle by 9.00 IWP Presentations in class 14.00-18.00
5	Monday 19th August 14.00-18.00Studio Focus14.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule)Group 1 Sculpture Modelling Rm G.67 Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Progress Task 3: Independent project: Final Outcomes & Development
6	Monday 26th August 14.00-18.00Studio Focus15.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule) discuss preparation for Week 7 Silent Crit Group 1 Sculpture Modelling Rm G.67 Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Progress Task 3: Independent project: Final Outcomes & Development
7	Monday 16th September 14.00-18.00Class activities 9:00 Silent Critique (see Wattle for group allocation and locations)	Install artwork for Silent Critique in advance (see Wattle for group allocation and locations for install)Progress Task 3: Independent project: Final Outcomes & Development
8	Monday 23rd September 14.00-18.00Studio Focus 14.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule) Discuss Artist Statements Group 1 Sculpture Modelling Rm G.67Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Discuss Task 2: Artist Statement for Grad ShowProgress Task 3: Independent project: Final Outcomes & Development
9	Monday 30th September 14.00-18.00Studio-focus 14.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule) Peer feedback on Artist Statements Group 1 Sculpture Modelling Rm G.67Group 2 Textiles Upstairs Teaching Studio Rm A 1.45	Progress Task 2: Artist Statement for Grad ShowProgress Task 3: Independent Project: final outcomes, development and research
10	No class, please note that this time is made up in Week 1 & Week 11	Progress Task 2: Artist Statement for Grad ShowProgress Task 2: Independent Project: final outcomes, development and research
11	Monday 14th October 11.00-1.00 & 14.00-18.00Class activities THE MEGA CRIT **Please note that the artworks presented for this crit determined the location for Assessment Task 3 and Grad Show**	Install artwork for Group Critique in advance (see Wattle for group allocation and locations for install)Submit Task 2: Artist Statement for Grad Show via Wattle 9.00 Wednesday 16th OctoberProgress Task 3: Independent Project: final outcomes, development and research
12	Monday 21st October 14.00-18.00Studio Focus14.00 Meet for Group check-in followed by tutorials (see Wattle for weekly booking schedule) Discuss Task 3 & 4 Group 1 Sculpture Modelling Rm G.67Group 2 Textiles Upstairs Teaching Studio Rm A 1.45**Please note that this is the final opportunity for lecturer feedback before exam period**	Consolidate Task 3: Independent Project: final outcomes, development and research (final feedback before assessment)Discuss Task 4: Critical Reflection

Tutorial Registration

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

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Independent Work Proposal Review	20 %	12/08/2024	26/08/2023	1,2,3,4,5
Artist Statement for Grad Show	5 %	16/10/2024	21/10/2024	2,3,5
Independent project: Final Outcomes & Development	55 %	11/11/2024	28/11/2023	1,2,3,4,5
Critical Reflection	20 %	15/11/2024	28/11/2024	2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

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

Assessment Task 1

Independent Work Proposal Review

Value: 15%

Details of task: The Independent Work Proposal from ART3033 provides the basis for this course. In Weeks 1-3 you will review your IWP to make the project aims clearer and methodology more refined. Use the PowerPoint template provided to complete your review. This will include testing the IWP’s feasibility in the studio through a new iteration that triangulates your most successful/exciting iteration from last semester with the intensions laid out in your proposal. Informed by and informing the studio investigation, the review also includes contextual mind mapping & relevant research, a succinct summary of your proposed independent work and a timeline to completion*. 

Assessment will be in two parts. Firstly, a completed PowerPoint submitted to Wattle and secondly a 5-minute presentation in class that highlights the following from the review process:  

• Drawing from your IWP and the previous iteration that you selected -What did you test in your new iteration and what did you learn? (up to 100 words)
• Introduce your project title, this can be a question or the overarching theme/aim/focus. (up to 15 words) 
• Summarise your reviewed proposal including its aims and methods. Also, why is this project important – what is the impulse, the reason, the burning kernel of interest that you just must explore and find a way through. (max 300 words) 
• Referring to your mind map, select 2 artists and 2 texts and briefly describe how they have informed your thinking so far this semester (please note that whilst artists and texts from your IWP can be included in your mind map the task is to highlight further research undertaken so far this semester. So, these need to be these need to be new references). (200-250 words)
• Referring to your timeline, give an example of an unknown or undecided aspect that you have identified. Explain when in the semester and how you will undertake the problem solving required.  (up to100 words)

Format: Download the IWP Review PowerPoint template available under the Assessment topic on Wattle. Submit your completed IWP Review PowerPoint via Wattle. The following can be included in the documentation: scans from visual diary pages, links to videos and Miro boards. Final slide to include a bibliography, all quotes and references must be fully footnoted using the Chicago style of referencing. Footnotes and bibliography must be formatted precisely using the Chicago style.

*Please note that after assessment the Timeline will become a live document to update and discuss with lecturers on a weekly basis.

Rubric

Criteria	HD	D	C	P	F
New iteration 40% -Evalution -Testing LO 1,2,3	Acute evaluation of what was tested and learnt   Extensive studio-based testing sophisticated engagement with form and content	Sound evaluation of what was tested and learnt. High level of studio- based testing engaging with form and content.	Evaluates what has been tested and learnt.  Studio-based testing needs more engagement with form and content	Has made a connection between the new iteration, IWP and a previous artwork. Limited studio-based testing	Cannot adequately acquit studio time for Weeks 1-3
Project summary 20% LO 2,3,5	Articulate and exciting proposal. Aims, methods and rationale demonstrate a synthesis of ideas and format/materials: relevant and exciting	Proposed aims, methods and rationale demonstrate a throughline between ideas and format/material with potential for further depth or ambition.	Proposed aims, methods and rationale could be better integrated but demonstrate potential for further depth or ambition	Describes aims, methods and rationale. Ideas and formats are basically proposed.	Description of aims, methods and rationale does not demonstrate sufficient ideation or understanding formats/materials
Research 20% -Mind map -Bibliography LO 3,5	Comprehensive mind map  Demonstrates depth in relevant research. Able to navigate wider contexts and specific reference points in relation to own work.  Bibliography includes at least 3 (new) academic references and is properly formatted	Demonstrates some depth in relevant research. Able to navigate wider contexts and specific reference points in relation to own work.  Bibliography includes at least 2 (new) academic references and is properly formatted	Research lacks a level of relevance or specificity but connections to own work are clear.   Bibliography includes at least 1 (new) academic reference and is properly formatted	Mind map makes quite generalised or less relevant connections to own work but is still able to contextualise the project.   Bibliography includes at least 1 (new) academic reference and is properly formatted	Mind map does not convincingly contextualise the project.
Organisation 20% -Timeline -Decision making/problem solving LO4	Realistic and detailed timeline.   Demonstrates insightful forethought to enable ambitions to be realised.	Realistic timeline. Demonstrates sound problem solving to support the projects’ progress.	Timeline lacks some detail or has not clearly thought through how long certain things might take. Demonstrates some problem solving	Timeline lacks some detail or has not clearly thought through how long certain things might take. Demonstrates some problem solving	Timeline is unclear or confusing. Does not demonstrate adequate problem solving

Assessment Task 2

Artist Statement for Grad Show

Value: 5%

150-word artist statement to accompany final body of work presented at Grad Show 2024.

See Wattle for further guidelines

Rubric

Criteria	HD	D	C	P	F
Quality of writing for professional context LO2,3,5	Concise and evocative explanatory text that informs the viewer. No spelling or grammatical errors	Clear explanatory text that informs the viewer. No spelling or grammatical errors	Relatively clear explanatory text that informs the viewer. Minor spelling or grammatical errors without too much impact upon what is being communicated	Basic description of the artwork. Minor spelling or grammatical errors without too much impact upon what is being communicated.	Confusing description of the artwork. Spelling or grammatical errors impact understanding.

Assessment Task 3

Independent project: Final Outcomes & Development

Value: 55%

Details of task: Undertake your Independent Project using your Independent Work Proposal Review for guidance. Extend the methodology for independent practice developed in ARTV3033 to enable you to create ambitious critically positioned and well-executed artwork. As ARTV3033 was a springboard for this course, ARTV3035 consolidates the learning of your Visual Art degree as a whole and culminates in outcomes that are of a quality required for public presentation (aka Grad Show and beyond). Class activities including analysis of artworks, structured critiques, groups discussions and 1:1 tutorials, all support the development and refinement of your project. Participation is an important part of cohort and culture building extending your thinking and understanding of practice by being engaged in the work of your peers.

Format: For assessment, students install their final outcomes along with associated development material. Development material can include sketches, tests, models, prototypes, screenshots of work in progress, documentation of trial run performances/events and visual diaries. If some of your development material is digital (including visual diaries) it can be submitted via Wattle. 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.

Completed Timelines to be submitted as a PDF via Wattle.

Participation is assessed on an ongoing basis through class activities.

Rubric

Criteria	HD	D	C	P	F
Project development 30% LO 1,2,3,4	Extensive experimentation and iteration, continuous refining and evaluation of working methods throughout the project.	Good level of experimentation and iteration, demonstrates sustained development of working methods throughout the project.	A degree of experimentation and iteration that demonstrates some sound progressive development of working methods.	Demonstrates little experimentation and iteration. Methods are basic and/or didactic	Demonstrates little to no experimentation. The project has not progressed developmentally.
Execution and presentation of final outcomes 40% LO 1,2,3,4	Highly resolved execution of outcomes coupled with a professional standard of presentation where all details of the presentation format have been carefully formulated.	Resolved execution of outcomes, with just a little more refinement of outcomes or consideration of presentation format required to be at a professional standard.	Final outcomes are resolved to a decent standard though could be more refined overall. and/or the presentation format is not entirely successful as a means of display.	Final outcomes are not entirely resolved but still show promise and intent. And/or the presentation distracts from the potential qualities of the work.	Final outcomes are not resolved to an adequate standard. The presentation demonstrates a lack of engagement.
Participation 15% LO 4,5	Generous and insightful participation which facilitates peer learning. Provides highly relevant examples. Asks pertinent questions and provides feedback with critical consideration. Has participated in every class activity (excluding reasonable excuses for not attending)	Valuable participation.   Provides some relevant examples. Asks interesting questions and provides some quality feedback. Has participated in every class activity (excluding reasonable excuses for not attending)	Notable participation.  Shows engagement through examples. Asks questions and attempts thoughtful feedback.  Has participated in every class activity (excluding reasonable excuses for not attending)	Some participation. Needs to consider relevance of feedback by listening more closely and becoming more critically aware.	Limited to no active participation. Has provided unhelpful feedback. Has not provided a reasonable excuse for not participating in class activities.
Time management 15% -Commitment -Organisation LO 3	Project outcomes, development and timeline demonstrate a consistently high level of engagement, fully acquitting the time requirements of the course. Time management is exemplary.	Project outcomes, development and timeline demonstrate a high level of engagement, mainly acquitting the time requirements of the course. Time has been well managed.	Project outcomes, development and timeline demonstrate some engagement. Better time commitment and management could have led to more refined or ambitious outcomes.	Concerns with time management and commitment have resulted in basic or unambitious outcomes.	Time is significantly unaccounted for in the project outcomes, development and timeline.

Assessment Task 4

Critical Reflection

Value: 20%

Details of task:

• Summarise the main developments of your project from what was proposed to what eventuated. For example, account for a change of direction, increased depth or further nuance. (approx 100 words)
• Identify and assess 3 key moments of learning from your project. What were the breakthroughs or the failures that impacted your learning the most? Use images of work-in-progress and/or how you captured this key development in your visual diary at the time. (approx 350)
• Draw a mind map of your project to make sense of it in retrospect. How does this compare to the one from the beginning of the semester? Evaluate how 2 key artists and 2 influential texts from the new map (that have been researched since Week 4) have further informed your own thinking and decision making. How do these relate to your previous references? For example, do they take you deeper into a particular discourse or help draw out different aspects of your project? (approx 500 words)

Format: PDF consisting of a 1000-word reflection, including visual documentation to illustrate 3 key moments of learning, images of relevant work by key artists discussed and a retrospective mind map. Footnotes and bibliography must be formatted precisely using the Chicago style.

Rubric

Criteria	HD	D	CR	P	F
Reflection on project 3 key moments of learning 35% LO 2,3	Excellent analysis of 3 key learning moments. Demonstrates reflexivity by integrating reflection and adaption.	Good analysis of 3 key learning moments. Demonstrates ability to reflect upon and adapt project demands.	Some solid analysis of 3 key learning moments. Though the link between reflection and adaption could have had a stronger impact in the way the project progressed.	Provides a basic analysis of 3 key learning moments and attempts reflection.	Does not identify 4 key learning moments or does not demonstrate an adequate level of reflection.
Critical evaluation 45% -summary of main developments -evaluation of key artists and texts -retrospective mind map LO 2,3,5	Relevant contextual references have been synthesized cohesively with own practice. Displays excellent evaluation skills by charting the nuanced development of their own research and methodology	Relevant contextual references have been partially synthesised with own practice. Displays good evaluation skills in identifying some nuanced development of their own research and methodology	Relevant contextual references have informed own practice to some extent. Demonstrates the building of evaluation skills by identifying the development of their own research of their own research and methodology.	Contextual references have been connected with own practice though they may not be entirely relevant. Has identified influences over 12-week period but with limited evaluation	Contextual references do not have adequate relevance to the progress of the project.
Communcation at academic level 20% LO 2,3	Highly articulate, well-written reflection and properly referenced reflection. Excellent use of images along with additional notation or diagrams communicate the learning and research very clearly.	Articulate, mainly well-written and properly referenced reflection. Good use of images along with additional notation or diagrams communicate the learning and research clearly.	Thorough mainly well-written and properly referenced reflection with minor mistakes. Is developing academic communication skills through some good use of images along with additional notation or diagrams.	Covers all task requirements with some issues in writing and referencing. Is developing academic communication skills through use of images along with additional notation or diagrams.	Does not sufficiently cover all task requirements and or major issues with writing and referencing. Use of images along with additional notation or diagrams is confusing.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). This applies to Task 2 which will be installed within SoA&D Workshops during the examination period. Students will be allocated a scheduled time slot and venue for display of their work for assessment.

Late Submission

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

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

Referencing Requirements

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

Returning Assignments

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 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