Overview
In this unit, you will extend your competence in drawing so that it may form a key activity in your creative practice. You will use drawing as an expressive mode of communication and develop a portfolio of drawings using a variety of media and approaches. You will also learn how to adapt drawing processes so that they may meet your own creative needs.
Details
Pre-requisites or Co-requisites
18 credit points
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Informal Student Feedback
Make further reference to assessment 1 in weekly workshops.
Make further reference to assessment 1 in weekly workshops to support student preparation for this assessment.
Feedback from Teaching Staff Observation
Provide a list of suggested titles to support the research and referencing in assessment 1.
Discuss and provide a list of suggested titles to support student research and referencing related to assessment 1.
- Discuss various modes of drawing and how they may be beneficial to contemporary visual artists
- Analyse how your approaches to drawing may be adapted to better meet the demands of your own creative practice
- Integrate formal drawing elements and concepts including line, tone, shape, texture, pattern, proportion, space, perspective and emphasis to produce drawn documents with descriptive and suggestive power
- Create a folio of drawings which apply concepts relevant to observational, interpretative and experimental drawings.
No external accreditation is required for this unit.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Reflective Practice Assignment - 40% | ||||
| 2 - Portfolio - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Reflective Practice Assignment - 40% | ||||||||||
| 2 - Portfolio - 60% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
p.connor@cqu.edu.au
Module/Topic
- Get to know your media and supports.
- Which media and supports do I buy?
- Pictorial space - Basic 2-point perspective.
- Measure relative distances to accurately describe proportions and foreshortened structures within basic forms.
Chapter
Week 1 Drawing Activities:
a) Use visual measuring to draw a table receding in space to describe space and perspective.
b) Use one or two chairs to complete a negative space drawing (drawing the visible negative space, not the chairs).
To prepare for these drawing activities, please view/read your week 1 learning resources in Moodle.
Events and Submissions/Topic
Introduction to:
- Common wet and dry drawing media.
- Perspective devices including two-point perspective.
- Measuring, proportion and perspective drawing.
- Negative space drawing.
Module/Topic
- Use a constructive and analytic approach to draw a still-life arrangement.
- Draw ellipses and using contour, cross contour, hatched and cross-hatched lines.
- Describe tone and form using multiple techniques with charcoal.
Chapter
Week 2 Drawing Activities:
a) Use line and a constructive approach to draw a simple still life arrangement.
b) Use line, tone and a constructive approach to draw a simple still life arrangement.
To prepare for these drawing activities, please view/read your week 2 learning resources in Moodle.
Events and Submissions/Topic
- Constructive and analytical drawing approaches.
- Contour and cross--contour lines, hatching and cross-hatching.
- Line and tone to describe tone and form.
- Tips for drawing ellipses in still-life drawings.
Module/Topic
- Recognise generic proportions in the adult human figure.
- Use a constructive approach to draw basic, adult, human skeletal structures.
- Use broken contour and gestural lines to create simple, yet dynamic figure drawings.
Chapter
Week 3 Drawing Activities:
a) Using a live model or a life drawing app., complete several schematic drawings which describe the correct proportions and basic skeletal structures of posed, human figures.
b) Using a live model or a life drawing app., complete several schematic drawings which incorporate a constructive approach, broken contour lines and gestural lines to describe the structure and proportions of posed, human figures.
To prepare for these drawing activities, please view/read your week 3 learning resources in Moodle.
Events and Submissions/Topic
- Broken contour lines.
- Gestural drawing.
- Proportions of the adult human figure.
- Drawing structure and generic skeletal arrangements.
Module/Topic
- Use a constructive approach to simply describe dynamic relationships between key components of the adult, human form.
- Incorporate negative space and describe the edges of form.
- Use line and tone to describe human figures in space and which suggest the action of gravity on the body.
Chapter
Week 4 Drawing Activities:
a) Using a live model or a life drawing app., complete at least one drawing which incorporates a constructive approach, to describe, structure, mass and imply the weight of posed, human figures.
b) Using a live model or a life drawing app., complete at least one drawing which incorporates the use of line, tone, positive and negative space, and a constructive approach, to describe, structure and mass of posed, human figures. The drawings should also acknowledge the model's centre of gravity, and imply the activation of specific muscle groups to contest the action of gravity of the body.
To prepare for these drawing activities, please view/read your week 4 learning resources in Moodle.
Events and Submissions/Topic
- Centre of gravity.
- Mass and volume and space.
- The impacts of gravity on weight distribution and balance.
Module/Topic
- Recognise the proportions of the adult human head.
- Draw a generic human head in front view and in profile.
- Recognise how observational, interpretive and expressive drawings may be differentiated.
- Create an interpretive or expressive self-portrait.
Chapter
Week 5 Drawing Activities:
a) Use charcoal and a basic drawing support to complete at least one schematic drawing which describes the proportions of a generic, human head from a front view.
b) Use charcoal and a basic drawing support to complete at least one schematic drawing which describes the proportions of a generic, human head in profile.
c) Use the drawing media and drawing support of your choice to complete at least one interpretive or expressive self-portrait.
To prepare for these drawing activities, please view/read your week 5 learning resources in Moodle.
Events and Submissions/Topic
- Proportions of the adult human head.
- Observational, interpretive and expressive drawings.
- Exploring media and supports, relative to subject matter.
Module/Topic
Chapter
There are no drawing workshops or drawing activities this week.
Events and Submissions/Topic
Module/Topic
- Recognise the ways in which drawings may be valued as artworks.
- Identify a subject, topic, theme, or precept to focus the creation of a small series of drawings.
- Identify, media, supports, resources and processes that will usefully align with your drawing series theme/topic/concept.
- Identify a budget and retail businesses that can supplied required materials.
Chapter
Week 6 drawing activity:
a) Drawing from your emerging creative practice, and using quality drawing supports and the media of your choice, develop a small series of engaging, professional and exhibitable creative drawings.
To prepare for these drawing activities, please view/read your week 6 learning resources in Moodle.
Events and Submissions/Topic
- Drawings as artworks.
- Plan your drawing series (content, media and support).
- Time-management and budget constraints.
Module/Topic
- Complete further research to acquire more knowledge of your selected media and techniques.
- Complete further research to acquire more knowledge of your topic, theme or concept.
- Take photographs to develop useful support material if required.
- Complete thumbnail sketches to plan the compositions of your drawings.
Chapter
Week 7 drawing activity:
a) Taking inspiration from your emerging creative practice, and using quality drawing supports and the media of your choice, develop a small series of engaging, professional and exhibitable creative drawings.
Events and Submissions/Topic
- Plan your drawing series (research media, techniques, process and related supports).
- Other constraints (OHS, physical mobility, allergies and sensitivities).
Module/Topic
- Further plan hypothetical presentation requirements (Do you drawings require generous margins? what are the scale of the drawings?)
- Begin all drawings for Drawing Project 1.
Chapter
Week 8 drawing activity:
a) Continue to develop a small series of engaging, professional and exhibitable creative drawings.
Events and Submissions/Topic
- Scale and presentation requirements.
- Drawing hurdles and getting started.
Module/Topic
- Complete drawing project # 1.
- Seek feedback about your drawing project from your lecturer.
Chapter
Week 9 drawing activity:
a) Continue to develop a small series of engaging, professional and exhibitable creative drawings.
Events and Submissions/Topic
- Incorporate critical and creative thinking skills into your creative process.
- Seek feedback from others.
- Creative processes as iterative and reflexive practices.
Module/Topic
- Recognise common attributes of experimental drawings.
- Research experimental drawing processes and media.
- Plan your experimental drawing (What materials and space will you require?).
Chapter
Week 10 drawing activity:
a) Using any media or support, complete at least one experimental drawing which explores the limits of common assumptions about drawing processes and outcomes.
To prepare for these drawing activities, please view/read your week 10 learning resources in Moodle.
Events and Submissions/Topic
- Experimental drawing (media and process).
- Plan your project.
Module/Topic
- Source materials and space require to create your experimental drawing/s.
- Create your experimental drawing/s.
Chapter
Week 11 drawing activity:
a) Continue to develop your experimental drawing project.
Events and Submissions/Topic
- Acquire your materials, set-up your space and get started.
- Be prepared to repeat the process.
Module/Topic
- Seek feedback regarding your completed experimental drawing/s (Drawing Project #2).
- Complete your experimental drawing/s (Drawing Project #2).
- Document your outcomes.
Chapter
Week 12 drawing activity:
a) Complete your experimental drawing project.
Events and Submissions/Topic
- Create experimental drawings.
- Evaluate and document the outcome/s.
Reflective Practice Assignment Due: Week 12 Monday (30 Sept 2024) 11:45 pm AEST
Module/Topic
- Finalise and submit your reflective document.
Chapter
Events and Submissions/Topic
Module/Topic
- Finalise your drawing projects and submit your drawing folio.
Chapter
Events and Submissions/Topic
1 Reflective Practice Assignment
This written, reflective practice assessment will be completed in two parts (1200-1400 words in total).
Part A: Critically reflect and then discuss in 600 - 700 words, how various modes of drawing may benefit your contemporary visual art practice. Modes of drawing may include:
a) Preparatory drawings and thumbnails sketches, that may not be seen by others, but support your ability to resolve artworks in another medium.
b) Observational drawings completed for the purpose of improving drawing efficacy and/or efficiency.
c) Creative drawings completed for the purpose of exhibition and/or sale.
d) Experimental drawings completed to explore the limits of common drawing practices.
To complete Part A of this assessment, you must include citations in your written discussion, and include a Part A reference list which is inclusive of at least 5 scholarly or reliably authoritative sources.
Part B: Critically reflect on your drawing practices this term. This critical reflection will focus on:
a). your drawing outcomes
b). the processes you have used
c). the media that you have used.
You will then describe in 600 – 700 words:
a) how your approaches to observational drawing may be adapted to better meet the demands of your own creative practice.
b) how processes used to complete either Drawing Project#1 or Drawing Project #2, may be adapted to better meet the demands of your own creative practice.
Please note: To complete Part B of this assessment, you must include citations in your written description, and include a Part B reference list which is inclusive of at least 5 scholarly or reliably authoritative sources.
This assessment addresses learning outcomes 1 & 2 of this unit:
1. Discuss various modes of drawing and how they may be beneficial to contemporary visual artists.
2. Analyse how your approaches to drawing may be adapted to better meet the demands of your own creative practice.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Please refer to the Moodle Assessment tile for specific details.
Assignment format:
• Use 12-point Times New Roman font for the body of the essay.
• 1.5 spacing throughout
• You may use sub-headings if you wish to organise your assignment. These may be in a different colour or different size font.
• Include in-text references (citations) throughout the assignment.
• Include your name and student number in the header of the document
• Include page numbers in the footer of the document
• Include a Reference List at the end of the assignment in APA style, 7th edition.
• You should have a minimum of 10 references for this assignment.
• Do NOT cite from Wikipedia or other websites that do not have an acknowledged author.
Important information about word count:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 12 Monday (30 Sept 2024) 11:45 pm AEST
Please submit your reflective practice assignment, along with the marking criteria sheet (with your name and student number included), by using the assessment 1 submission link in Moodle.
Review/Exam Week Friday (11 Oct 2024)
Individual assessment feedback will be provided via Moodle.
1. Evidence of research and integration of theoretical perspectives (20%)
2. Structure (10%)
3. Critical Reflection (20%)
4. Writing Standard (20%)
5. Attention to requirements of task (20%)
6. Referencing (10%)
- Discuss various modes of drawing and how they may be beneficial to contemporary visual artists
- Analyse how your approaches to drawing may be adapted to better meet the demands of your own creative practice
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Portfolio
This assessment task (portfolio of drawings) requires the submission of:
2.0). At least 1 observational drawing that relates to each of the 10 observational drawing tasks which span weeks 1-5 of this unit. Each observational drawing will be completed on A2 cartridge paper. Each observational must be drawn from life or be completed with the aid of a figure drawing app.
2.1). Your complete series of drawings which respond to drawing project task #1.
2.2). Your completed drawing or drawings which respond to drawing project task #2.
2.0 The observational drawing tasks (drawing exercises) are:
A. At least 1 (one) observational drawing (drawn from life, without the aid of photographs) of a table in perspective (week 1, draw task 1). (If the table has a rectangular tabletop, its longest dimension should be receding away from you in space when you draw it). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper. To complete this task, you will use the measuring and sizing process demonstrated in this week's workshop and this week's Moodle resources.
B. At least 1 (one) observational drawing (drawn from life, without the aid of photographs) negative space drawing of a chair or small group of chairs (week 1, draw task 2). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper. To complete this task, you will use the measuring and sizing process demonstrated in this week's workshop and this week's Moodle resources.
C. At least 1 (one) linear, observational drawing (without the aid of photographs) that uses constructive and analytical drawing techniques, and which uses lines and ellipses to describe a simple still-life. The still-life arrangement must include one teapot, at least one teacup, and one apple (or similar spherical fruit) (week 2, draw task 1). The drawing must incorporate a slightly elevated perspective, relative to the still-life objects. Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper.
D. At least 1 (one) tonal, observational drawing (drawn from life, without the aid of photographs) that uses constructive and analytical drawing techniques, and which uses carefully observed and rendered tones to describe a simple still-life. The still-life arrangement must include one teapot, at least one teacup, and one apple (or similar spherical fruit) and find a suitable solution to the depiction of the space around these subjects. The drawing must incorporate a slightly elevated perspective, relative to the still-life objects (week 2, draw task 2). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper. (This second still-life drawing may be the second stage of the linear, observational drawing of the still-life arrangement, using photographs to document the two stages of the drawing’s development.)
E. At least 1 (one) observational drawing (drawn from life or with the aid of a life-drawing app.) of an unclothed or clothed, standing human form in contrapposto pose, and which demonstrates the use of construction lines to describe the basic skeletal structure of the standing form (week 3, draw task 1). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper.
F. At least 1 (one) observational drawing (drawn from life or with the aid of a life-drawing app.) of an unclothed or clothed, standing human form in contrapposto pose, and which demonstrates the use of construction lines to describe the form’s basic skeletal structure, and which incorporates broken contour as well as gestural lines which describe the edge of the form and imply dynamism in the form’s structure (week 3, draw task 3). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper.
G. At least 1 (one) observational drawing (drawn from life or with the aid of a life-drawing app.) of an unclothed or clothed, standing human form in contrapposto pose, sketched using basic constructive forms that highlight dynamic movement and relationships between the spine, head, pelvis, and ribcage (the shoulders, humorous, elbows, radius and ulna, femur, patella, fibula, and tibia may be described with the use of straight lines and small circles (week 4, draw task 1). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper.
H. At least 1 (one) observational drawing (drawn from life or with the aid of a life-drawing app.) of an unclothed or clothed, standing human form in contrapposto pose and which incorporates lines and tones, positive and negative space, and is suggestive of the force of gravity and its impact on the musculature of the human body (week 4, draw task 2). Media and support: Charcoal (willow, hard compressed, charcoal pencil) on cartridge paper.
I. At least 1 (one) linear drawing that depicts the generic proportions of an adult human head (front view). At least 1 linear drawing that depicts the generic proportions of an adult human head (side view/profile) (week 5, draw task 1). Media and support: Any drawing media or support. (Or simple generic head)
J. At least 1 (one) interpretive or expressive self-portrait. The process used to create this drawing may include the use of technologies including photography, photocopiers, projection, digital manipulation software (like Adobe Photoshop) and generative AI (artificial intelligence) or simply a mirror (week 5, draw task 2). Media and support: Any drawing media or support (however consideration should be given to the media and support’s archival properties and general quality.
2.1 Drawing Project #1 (creative drawing series – drawn artefacts as exhibitable artworks)
Complete a series of at least 3 (three) drawings that are no smaller than 45 cm in any direction, and which respond creatively to an idea, concept, theory, or precept that is also central to your emerging visual arts practice. A such these drawings should be understood to represent your current practice, seek to be professional in approach and execution, and form a visual relationship with creative work completed in either CART12010 or CART13011. You may choose any media and support to complete this series of drawings, but consideration should be given to archival stability (permanence) and your reputation as an emerging professional. The same general approach, media, support, and image dimensions should be used to complete each drawing in the series.
2.2 Drawing Project #2 (experimental drawing – “This is a drawing”, “Is this a drawing?”)
For this drawing project you will complete an experimental drawing or drawings. To successfully complete this project brief you will develop and submit a graphic artefact that is engaging, and which seeks to extend the parameters commonly associated with the term ‘drawing’. You may do this by deploying a non-typical drawing process, by using non-typical drawing media, or by using non-typical drawing supports. (If temporary materials are used, it will be necessary to record the drawing using photographs.) The drawing process and outcome must show due respect for other people’s property, not be considered obscene, and not pose any health risk to yourself or others.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Please refer to the Moodle Assessment tile for specific details.
Please note: Before you submit your folio assessment, you must first complete the declaration acknowledging that you are the sole author of the drawings submitted for this assessment, and that the processes used to complete them strictly comply with the prescribed drawing tasks descriptions. Authorship also acknowledges that the submitted drawings have not been aided in part or in full by generative AI (artificial intelligence) technologies (with the exception of observational drawing task j).
Please note: To submit your portfolio of drawings, you must use the Portfolio of Drawings template provided and submit it via Moodle by the due date.
Review/Exam Week Friday (11 Oct 2024) 11:45 pm AEST
Please submit your portfolio of drawings, along with the Assessment 2 marking criteria sheet (with your name and student number included), using the assessment 2 submission link in Moodle.
Exam Week Friday (18 Oct 2024)
Please submit your portfolio of drawings, along with the Assessment 2 marking criteria sheet (with your name and student number included), using the assessment 2 submission link in Moodle.
1. Line quality, variety and expressiveness. (15%)
(Line quality and variety, sensitive, confident, engaging and/or expressive use of line.)
2. Application of tone and negative space. (10%)
(Sensitive or engaging use of tone and implied form.)
3. The suggestion of structure, mass and gravity. (15%)
(Description or suggestion of mass, the effects of gravity on the body, and anatomical structure.)
4. Accuracy of proportions. (15%)
(Process of observation and translation results in accurate proportions.)
5. Process and use of media. (15%)
(Use of construction lines, analytical drawing approaches.)
6. Creative, interpretive, and innovative use of media. (15%)
(Interpretive or expressive or engaging use of quality media and supports.)
7. Attention to requirements of drawing task. (15%)
- Integrate formal drawing elements and concepts including line, tone, shape, texture, pattern, proportion, space, perspective and emphasis to produce drawn documents with descriptive and suggestive power
- Create a folio of drawings which apply concepts relevant to observational, interpretative and experimental drawings.
- Communication
- Problem Solving
- Critical Thinking
- Information Technology Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
