Unit Profile Correction added on 28-04-20
SCHEDULE
Week 9 - 11 May 2020
Events and submissions
REMOVE
Toward assessment – Group Meetings
(where applicable) – planning
presentation
Week 11 - 25 May 2020
Events and submissions
Toward assessment – AT2 LEARNING
IN ACTION Individual – reflection on
and evaluation of presentation as
authentic arts learning
REPLACE WITH
Toward assessment – AT2 LEARNING
IN ACTION Individual – reflection on
and evaluation of planned digital resource as
authentic arts learning and own learning
Week 12 - 01 Jun 2020
LEARNING IN ACTION:
CHANGE TO
Planning an integrated arts
activity sequence Due: Week 12
Friday (5 Jun. 2020) 11:45 pm AEST
Unit Profile Correction added on 28-04-20
Assessment Overview (p2)
1. Practical and Written Assessment
Weighting: 50%
2. Written Assessment
Weighting: 50%
Unit Profile Correction added on 28-04-20
EDCU13108 ASSESSMENT TASK 2
Current Task
2 LEARNING IN ACTION: Implementing an integrated arts activity sequence
Assessment Type
Presentation and Written Assessment
Task Description
This task involves application of, reflection on, and evaluation of your own arts learning across both the Visual (Visual
Arts, Media Arts) and Performing Arts (Dance, Drama, Music) through planning and implementation of an authentic,
integrated arts experience.
PART A – INDIVIDUAL
Apply your learning from AT1 by selecting a context/theme as a starting point for integrated Arts learning. The context
should be drawn from current professional practice in a school. If not currently in a school, refer to previous placements
to select a context for teaching and learning.
You are to:
Create an integrated activity sequence, presenting this as a digital resource for teachers. The
sequence must communicate how it will be integrated into an actual unit of study encountered on prac, and
include:
· three (3) Arts activities that enhance learning in another learning area/s;
· a mix of visual and performing arts;
· links to a specific band of the Arts Curriculum;
· links to other curriculum learning areas
· relevant resources for teaching and learning;
· justification of the activities as authentic arts learning.
PART B – INDIVIDUAL / CAMPUS GROUPS IMPLEMENTATION with an INDIVIDUAL REFLECTION
1. Either…
INDIVIDUAL – distance
Implement one (1) activity from your resource with children, where possible your placement class.
Minimum teaching time: 15 minutes
· Reflect on the effectiveness of teaching and learning that occurred, collecting supporting evidence
· (student samples, photographs – with consent)
or…
GROUPS (of 2 to 3) – campus
Select one learning sequence, or a related combination of activities, from the group members’ planning for
Part A. Workshop how the activities could be effectively implemented in a collaborative teaching context.
Implement the reworked sequence as a group with children, where possible with a school class.
· Minimum teaching time: 10 minutes per individual
· Reflect on the effectiveness of teaching and learning that occurred, collecting supporting evidence
· (student samples, photographs – with consent)
Proposed change
2 LEARNING IN ACTION: Planning an integrated arts activity sequence
Assessment Type
Written Assessment
Task Description
This task involves application of, reflection on, and evaluation of your own arts learning across both the Visual (Visual
Arts, Media Arts) and Performing Arts (Dance, Drama, Music) through planning of and reflection on an authentic,
integrated arts experience.
PART A – INDIVIDUAL
Apply your learning from AT1 by selecting a context/theme as a starting point for integrated Arts learning. The context
should be drawn from a professional practice experience in a school, referring to this
to select a context for teaching and learning.
You are to:
Create an integrated activity sequence, presenting this as a digital resource for teachers. The
sequence must communicate how it will be integrated into an actual unit of study encountered on prac, and
include:
· three (3) Arts activities that enhance learning in another learning area/s;
· a mix of visual and performing arts;
· links to a specific band of the Arts Curriculum;
· links to other curriculum learning areas
· relevant resources for teaching and learning;
· justification of the activities as authentic arts learning.
PART B – INDIVIDUAL
Complete an individual written reflection and evaluation of your own learning, planning and implementation.
· reflect on your personal arts learning as a result of the planning of this resource, and;
· identify the professional understandings you have developed throughout this Arts unit, with reference to appropriate literature.
Overview
In The Arts, students will be introduced to curriculum frameworks and a range of pedagogical approaches for teaching and using the five different discipline areas of the arts in educational contexts. They gain personal practical experience in using the different symbol systems and ways of understanding and representing the world that the Arts provide and build their understanding of how arts practice relates to the formation and expression of social values, beliefs and identity. They evaluate their own experiences and practice throughout the unit to develop understanding of the skills, techniques and classroom strategies appropriate for teaching The Arts in discipline specific, interrelated and integrated ways and to build appreciation for ways in which The Arts provide engaging learning experiences which promote creativity, communication, social and cultural knowledge and innovation.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 2020
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 Student feedback
Assessment
Continue to review complexity of assessment tasks
Feedback from Staff feedback (teaching team / peer review) Self reflection
Textbook
Revise textbook selection
Feedback from Student feedback
Moodle course and content
Continue to revise the presentation of unit materials to enhance navigation
Feedback from Self reflection Staff feedback
Assessment Tasks
Restructure assessment tasks
Feedback from Self Reflection
AT2 Application of Arts Learning
Revise group completion requirement (with options for group completion on campus)
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks
- Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education
- Critically reflect on the development of professional knowledge and personal learning in the arts
- Describe the positive contribution of the arts in education and to participation in contemporary society.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
6.2 Engage in professional learning and improve practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical and Written Assessment - 50% | ||||
| 2 - Presentation and Written Assessment - 50% | ||||
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 - Practical and Written Assessment - 50% | ||||||||||
| 2 - Presentation and Written Assessment - 50% | ||||||||||
Textbooks
Teaching the arts : early childhood and primary education
3rd revised edition (2019)
Authors: David Roy, William Baker, Amy Hamilton
Cambridge University Press
Cambridge Cambridge , United Kingdom
ISBN: 9781108552363
Binding: Paperback
Additional Textbook Information
This 394 page book is available as a print/online bundle and is a vital resource for all pre-service early childhood and primary teachers. The latest edition includes current curriculum information and is a compulsory resource for The Arts unit.
Copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Online blog (eg. Wordpress, Weebly)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
g.hobdell@cqu.edu.au
Module/Topic
THE ARTS IN EDUCATION – An Introduction
- values and contributions to learning
- creativity & authentic arts learning
- 4Cs (creativity, critical reflection, communication, collaboration)
Chapter
Chapter 1: A vision for the Arts in education – the rationale and context for arts education pp. 6-13; 20-23
Chapter 2: Why the Arts are fundamental – learning 'in' and 'through' the Arts pp. 34-36; 54-57
Australian Curriculum: The Arts – Rationale, Aims, Introduction, Key Ideas, Structure, Creativity and Cross-curriculum Priorities
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 1 Moodle – readings and activities (expected)
Set up Blog
- Add River Reflection
Begin Chapbook Manifesto
Module/Topic
THE VISUAL ARTS
Visual Arts
- Identity
Chapter
Chapter 8: Learning in Visual Arts
Australian Curriculum: The Arts - Visual Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 2 Moodle – readings and activities (expected)
Toward assessment – ARTS CHALLENGE 1 Self Portraits
Module/Topic
THE VISUAL ARTS
Media Arts
- Identity / Diversity
Chapter
Chapter 6: Learning in Media Arts
Australian Curriculum: The Arts - Media Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 3 Moodle – readings and activities (expected)
Toward assessment – ARTS CHALLENGE 2 Animation (self and others)... group or individual
31/3 Formative Checkpoint: at least 2 supportive & critically reflective comments on peer blogs
Module/Topic
THE PERFORMING ARTS
Drama
- Recovery
Chapter
Chapter 5: Learning in Drama
Australian Curriculum: The Arts - Drama
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 4 Moodle – readings and activities (expected)
Toward assessment – ARTS CHALLENGE 3 Process drama with original pretext
Module/Topic
THE PERFORMING ARTS
Music / Dance
- Recovery – hope / celebration
Chapter
Chapter 7: Learning in Music
Chapter 4: Learning in Dance
Australian Curriculum: The Arts - Dance / Music
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 5 Moodle – readings and activities (expected)
Toward assessment – ARTS CHALLENGE 4
Dance sequence with composed music rhythms
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
BEING AN EFFECTIVE TEACHER IN THE ARTS
Your vision and role as an Arts teacher
Chapter
Chapter 1: A vision for the Arts in education – access, equity, learner agency and diversity pp. 14–18; Your role: the Arts in early childhood and primary education pp. 23–28
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 6 Moodle – readings and activities (expected)
Toward assessment – begin PECHA KUCHA Personal Narrative
Module/Topic
PLANNING FOR AUTHENTIC ARTS LEARNING
Children at the Centre
Approaches to embedding authentic Arts learning
- Integrating Learning Experiences
- Complementary Learning
- Cross Curriculum Priorities
- General Capabilities
Chapter
Chapter 3: The Arts and Cross Curriculum Priorities pp. 62-64
Part 3: How: Embedding the Arts in Education
- Chapter 9: Integration and General Capabilities
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised) Topic 7
Moodle – readings and activities (expected)
A PERSONAL NARRATIVE: Be(com)ing a teacher of the Arts Due: Week 7 Monday (27 Apr 2020) 11:45 pm AEST
Module/Topic
SELECTING LEARNING EXPERIENCES & RESOURCES
Effective Planning and Learning Design
- Organisation for early childhood and primary settings
- Designing learning experiences and resources
Chapter
Chapter 10: Organisation
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 8 Moodle – readings and activities (expected)
Group Meetings (where applicable) – selection of learning experiences & resources
Module/Topic
PLANNING FOR REFLECTIVE TEACHING
Arts rich learning contexts
Chapter
Chapter 11: Diverse learners, pedagogy and the Arts – Reflective Teaching pp. 306–318
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 9 Moodle – readings and activities (expected)
Toward assessment – Group Meetings (where applicable) – planning presentation
Module/Topic
PRESENTATION SKILLS AND ARTS PEDAGOGY
Chapter
Chapter 11: Diverse learners, pedagogy and the Arts
- How to T.E.A.C.H pp. 318–333
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 10 Moodle – readings and activities (expected)
Module/Topic
QUALITY ARTS EDUCATION
Chapter
Chapter 12 Quality Arts education and rich learning
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
Topic 11 Moodle – readings and activities (expected)
Toward assessment – AT2 LEARNING IN ACTION Individual – reflection on and evaluation of presentation as authentic arts learning
Module/Topic
PRESENTATION REFLECTION AND EVALUATION
- finalise submission
Chapter
Australian Professional Standards for Teachers
Australian Curriculum: The Arts
Events and Submissions/Topic
Zoom Session – Tuesday 5-6pm (unless otherwise advised)
LEARNING IN ACTION: Implementing an integrated arts activity sequence Due: Week 12 Friday (5 June 2020) 11:45 pm AEST
1 Practical and Written Assessment
This task comprises two parts. The first involves developing your own arts learning across all 5 Arts learning areas (Visual Art, Media Arts, Drama, Music and Dance) through a series of Arts Challenges. The second applies your learning from the challenges and unit materials in the development of a personal narrative as a teacher of the Arts.
Part A: ARTS CHALLENGES 30%
Complete all four (4) arts challenges, documenting your process, outcomes and learning in your own blog. Ensure that you have made your blog public to enable sharing.
a. Consider how each challenge could be adapted for implementation in a particular classroom; use your current placement class, or if not presently in a school, consider the last classroom that you experienced.
b. Include Australian Curriculum links (band level, strands – making and responding, content descriptors, opportunities for formative assessment).
c. Each challenge post on your blog should contain:
- examples of resources;
- outcomes of praxis;
- written reflection on and evaluation of the activity as authentic arts learning;
- reflection on your own learning, developing skills and experiences, extending these through engaging with examples from the world of the arts (each approx. 400 words).
d. FORMATIVE CHECKPOINTS: Team up with 2 – 3 peers from this unit to develop a shared community of practice. Share your group members and blog addresses on the Contacts Wiki.
- 31/3 post at least 2 supportive & critically reflective comments on peer blogs
- 19/4 post at least 2 supportive & critically reflective comments on peer blogs
Part B: PERSONAL NARRATIVE – Pecha Kucha 20%
Pecha Kucha ("chit chat" in Japanese) – a 20x20 presentation format showing 20 chosen images, each for 20 seconds. In other words, you've got 400 seconds to tell your story, with voice supported by visuals to guide the way.
Apply your learning from PART A to develop a personal narrative about be(com)ing a teacher of the Arts using a Pecha Kucha presentation format.
The narrative must concisely:
- identify contributions that the Arts make to learning (including the formation and expression of social values, beliefs and identity);
- include references to relevant academic literature as well as curriculum documents.
- include supporting evidence drawn from PART A on
- the nature of arts learning
- the purposes and learning intent of the arts (reflecting key ideas in the arts rationale)
- how the four C’s (creativity, critical reflection, communication, collaboration) have been addressed through your own learning.
Week 7 Monday (27 Apr 2020) 11:45 pm AEST
Length: Blog posts approx 400 words each. Pecha Kucha 20 slides x 20 seconds each with embedded audio narrative. This assessment task draws on the following Australian Professional Standards for Teachers: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.6, 3.4, 4.5, 6.2
Week 10 Monday (18 May 2020)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next assessment task.
- Completion of Arts Challenges 1–4 (including reflections on learning and teaching)
- Demonstrated knowledge and understanding of the value of the arts in education, drawing on relevant readings which are appropriately referenced
- Creation, selection and reflection on arts works, own and others, with appropriate analysis
- Demonstrated application of appropriate arts elements in creation and presentation of the blog
- Concise and coherent communication and presentation of ideas and outcomes of challenges
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks
- Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education
- Describe the positive contribution of the arts in education and to participation in contemporary society.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Presentation and Written Assessment
This task involves application of, reflection on, and evaluation of your own arts learning across both the Visual (Visual Arts, Media Arts) and Performing Arts (Dance, Drama, Music) through planning and implementation of an authentic, integrated arts experience.
PART A – INDIVIDUAL
Apply your learning from AT1 by selecting a context/theme as a starting point for integrated Arts learning. The context should be drawn from current professional practice in a school. If not currently in a school, refer to previous placements to select a context for teaching and learning.
You are to:
- Create an integrated activity sequence, presenting this as a digital resource for teachers. The sequence must communicate how it will be integrated into an actual unit of study encountered on prac, and include:
- three (3) Arts activities that enhance learning in another learning area/s;
- a mix of visual and performing arts;
- links to a specific band of the Arts Curriculum;
- links to other curriculum learning areas
- relevant resources for teaching and learning;
- justification of the activities as authentic arts learning.
PART B – INDIVIDUAL / CAMPUS GROUPS IMPLEMENTATION with an INDIVIDUAL REFLECTION
1. Either…
INDIVIDUAL – distance
Implement one (1) activity from your resource with children, where possible your placement class.
- Minimum teaching time: 15 minutes
- Reflect on the effectiveness of teaching and learning that occurred, collecting supporting evidence (student samples, photographs – with consent)
or…
GROUPS (of 2 to 3) – campus
Select one learning sequence, or a related combination of activities, from the group members’ planning for Part A. Workshop how the activities could be effectively implemented in a collaborative teaching context. Implement the reworked sequence as a group with children, where possible with a school class.
- Minimum teaching time: 10 minutes per individual
- Reflect on the effectiveness of teaching and learning that occurred, collecting supporting evidence (student samples, photographs – with consent)
* Where the implementation is not attended by a CQU supervisor, students must have a mentor teacher or responsible adult verify that the session was delivered and be willing to provide brief written feedback on the provided template.
2. Complete an individual written reflection and evaluation of learning, collaborative planning and implementation.
- Evaluate the effectiveness of the selected arts strategies used in the presentation;
- reflect on your personal arts learning as a result of the planning and implementation aspects of this task;
- and identify the professional understandings you have developed throughout this Arts unit, with reference to appropriate literature.
Week 12 Friday (5 June 2020) 11:45 pm AEST
Length: 2500 – 3000 words in total (made up of individual and/or group activity sequence and resources and approx. 1500 words for reflection and evaluation). This assessment task draws on the following Australian Professional Standards for Teachers: 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.2
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
- Application of learning to planning and implementation of arts teaching and learning
- Structure and development of integrated arts learning experiences with appropriate selection of content and strategies for targeted audience
- Demonstrated presentation and performance skills to engage learners and communicate meaningfully
- Creation and presentation of supporting documentation which clearly links to appropriate arts and other curriculum areas with relevant learning
- Demonstrated evaluation and reflection skills through written communications
- Create plans and resources for Arts learning using the processes of making, presenting and responding to artworks
- Critically reflect on the development of professional knowledge and personal learning in the arts
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
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?
