Overview
You will engage with the national policy landscape to understand how it is both responsive to contemporary issues facing young children and their families in the 21st century and aspirational, articulating goals for the future. You will analyse policy texts that focus on strategies for providing equitable access to high quality education and care for children with special needs and their families. You will articulate how policies reflect the values and agendas of government, contemporary research/reports, beliefs about children and childhood and expectations for how early childhood services and educators contribute to implementing policy that addresses disadvantage and builds a democratic, equitable and just society. Central to this unit is an understanding of the social construction of childhood, of the educator and of what is valued for children in the 21st century. You will explicate and analyse the dominant images and constructions of children and childhood that are evident in policy texts and policy discourse and derive implications of policy for practice and ethical considerations and responsibilities.
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 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 Unit evaluation
More interaction with students online.
Support greater interaction with students.
Feedback from Unit evaluation
Assessment clarity
Provide further scaffolding for the assessment task.
- Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs (including behaviour) in early childhood education and care services
- Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
- Analyse the representation of children with special needs (including behaviour) in policy documents
- Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
- Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
- Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
- Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.6 Strategies to support full participation of students with disability
3.7 Engage parents/carers in the educative process
4.1 Support student participation
4.3 Managing challenging behaviour
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
Additionally students build understandings required by the registering body for early childhood (ACECQA - Australian Children's Education and Care Quality Authority) including socially inclusive practice, ethical and professional practice and research.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 60% | |||||||
| 2 - Written Assessment - 40% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 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 | |||||||
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.
l.hughes@cqu.edu.au
Module/Topic
Unpacking policy. Sources of contemporary policy texts
Chapter
Australian Children's Education and Care Quality Authority [ACECQA]. (2012). Guide to the national quality standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
Australian Government Department of Education, Employment and Workplace Relations [DEEWAR]. (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Institute for Teaching and School Leadership [AITSL]. (2013). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Council of Australian Governments [COAG]. (2008). National partnership agreement on early childhood education. Retrieved from http://www.federalfinancialrelations.gov.au/content/npa/education/early_childhood/national_partnership.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs [MEETYA]. (2008). Melbourne declaration on educational gaols for young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Queensland Studies Authority [QSA]. (2010). Queensland kindergarten learning guideline. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/qklg.pdf
United Nations Children's Emergency Fund. (1990). A simplified version of the United Nations convention on the rights of the child. Retrieved from http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf
Fenech, M., Giugni, M., & Bown, K. (2012). A Critical Analysis of the National Quality Framework: Mobilising for a Vision for Children Beyond Minimum Standards. Australasian Journal of Early Childhood, 37(4), 5–14.
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Events and Submissions/Topic
Module/Topic
Significant policies shaping the early childhood education contex
Chapter
Cheeseman, S., Sumsion, J.&Press, F. (2014) Infants of the knowledge economy:the ambition of the Australian Government's Early Years Framework. Pedagogy, Culture & Society 22.3: 405-424
Moore, T.G.(2016), Understanding the nature and significance of early childhood: New evidence and its implications. Centre for communitee Health, Murdoch Children's Research Institute, Mellbourne
Masters, G.N. (2016). Five challenges in Australian school education. Policy Insights Issue 5. Camberwell, VIC: ACER.
Bown, K, Sumsion, J & Press, F.(2009) Influences on Politicians’ Decision Making for Early Childhood Education and Care Policy: what do we know? What don’t we know? Conntemporary Issues in Early Childhood.10.3
Grieshaber,S.(2010).Departures from Tradition: The Early Years Learning Framework for Australia, International Journal of Child Care and Education Policy Vol. 4, No.2, 33-44
Bown, K., & Sumsion, J. (2016). Generating visionary policy for early childhood education and care: Politicians’ and early childhood sector advocate/activists’ perspectives. Contemporary Issues in Early Childhood, 17(2), 192–209
Sumsion, J., & Grieshaber, S. (2012). Pursuing better childhoods and futures through curriculum: Utopian visions in the development of Australia's Early Years Learning Framework. Global Studies of Childhood, 2(3), 230-244.
Government of South Australia, department of Education and Child Development (DEEWR) (2009) Early Years Learning Framework: Perspectives on Pedagogy
Events and Submissions/Topic
Module/Topic
Social construction of childhood and interrogating dominant images of childhood.
Chapter
Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J. & Surman, L. (2006). Early childhood learning communities: Sociocultural research in practice. Frenchs Forest, NSW, Australia: Pearson.
Rinaldi, C. (2013) ‘Re- Imagining Childhood’, Department of the Premier and Cabinet, South Australian Government
https://reimaginingchildhood.com/app/uploads/2018/10/reimagining-childhood.pdf. Accessed May 24, 2023.
Sorin, R. & Galloway, G. (2006). Constructs of childhood: Constructs of self. Children Australia, 31(2), 12-21
Moss P. Democracy as First Practice in Early Childhood Education and Care. In: Tremblay RE, Boivin M, Peters RDeV, eds. Bennett J, topic ed. Encyclopedia on Early Childhood Development [online].https://www.child-encyclopedia.com/pdf/expert/child-care-early-childhood-education-and-care/according-experts/democracy-first-practice-early Updated: September 2021. Accessed May 22, 2023.
Irving, E. (2018) What is a child? Concepts and images of Childhood.in Child in Focus, Oxford University Press
https://www.oup.com.au/media/documents/higher-education/he-samples-pages/he-teacher-ed-landing-page-sample-chapters/IRVING_9780190304539_SC.pdf Accessed May 22, 2023.
Events and Submissions/Topic
Module/Topic
Social construction of childhood and interrogating dominant images of childhood.
Chapter
Haring, U., Sorin, R. & Caltabiano, N.J. Reflecting on childhood and child agency in history. Palgrave Commun 5, 52 (2019). https://doi.org/10.1057/s41599-019-0259-0
Reflecting on childhood and child agency in history
Norozi, S. A., & Moen, T. (2016). Childhood as a social construction. Journal of Educational and Social Research, 6(2), 75.
https://www.mcser.org/journal/index.php/jesr/article/view/9151/8837 Accessed May 22, 2023.
Ruscoe, A., Barblett, L., & Barratt-Pugh, C. (2018). Sharing Power with Children: Repositioning Children as Agentic Learners. Australasian Journal of Early Childhood, 43(3), 63–71.
Events and Submissions/Topic
Module/Topic
Multiple perspectives of childhood.
Chapter
Irvine, S., Farrell, A. Are We There Yet? Early Years Reform in Queensland: Stakeholder Perspectives on the Introduction of Funded Preschool Programs in Long Day Care Services. IJEC 45, 221–236 (2013). https://doi.org/10.1007/s13158-013-0087-0
Penn, Helen. (2015). Policy Rationales for Early Childhood Services. International Journal of Child Care and Education Policy. 5. 1-16. 10.1007/2288-6729-5-1-1.
Events and Submissions/Topic
Module/Topic
Chapter
The chapter references and relevant readings will be provided on Moodle.
Events and Submissions/Topic
Module/Topic
Stakeholders and pedagogical approaches.
Chapter
Wong, S., & Turner, K. (2014). Constructions of Social Inclusion within Australian Early Childhood Education and Care Policy Documents. Contemporary Issues in Early Childhood, 15(1), 54–68.
Report on Government Services 2021 Part B Section 3 Early Childhood Education and Care
ttps://www.pc.gov.au/research/ongoing/report-on-government-services/2021/child-care-education-and-training/early-childhood-education-and-care
The Department of Education Strategic Plan 2021-2025
https://qed.qld.gov.au/publications/strategies/strategic-plan
State of Queensland (Department of Education) 2020. A Great start for All Queensland Children: An Early Years plan for Queensland
https://qed.qld.gov.au/programsinitiatives/education/Documents/early-years-plan.pdf
Australian Institute of Health and Welfare. (2019). Australia’s children: in brief. Canberra: AIHW.
https://www.aihw.gov.au/reports/children-youth/australias-children-in-brief/summary
Australian Institute for Teaching and School Leadership Limited Spotlight Inclusive education: Teaching students with disability December 2020
https://www.aitsl.edu.au/research/spotlights/inclusive-education-teaching-students-with-disability
Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years : Competing knowledges and the erosion of play-based learning. Australasian Journal of Early Childhood; v.41 n.4 p.36-43; December 2016, 41(4), 36–43. https://search-informit-org.ezproxy.cqu.edu.au/doi/10.3316/aeipt.214294
Events and Submissions/Topic
Written Assessment - Policy Analysis Due: Week 6 Friday (23 Aug. 2024) 11:45 pm AEST
Policy Analysis Due: Week 6 Friday (23 Aug 2024) 12:00 am AEST
Module/Topic
Understanding community professional networks regarding policy.
Chapter
Flottman, R., McKernan, A. & Tayler, C. (2011). Practice principle 2: Partnerships with professionals. Melbourne, Victoria: Melbourne Graduate School of Education. Retrieved from http://www.education.vic.gov.au/Documents/childhood/providers/edcare/pracpartner.pdf
Fox, S., Southwell, A., Stafford, N., Goodhue, R., Jackson, D. and Smith, C. (2015). Better Systems, Better Chances: A Review of Research and Practice for Prevention and Early Intervention. Canberra: Australian Research Alliance for Children and Youth (ARACY).
Services for young children and families: an integrated approach, Policy Brief: Translating Early Childhood research evidence to inform policy and practice No 4 2006
Whalley, M. and Riddell, M. (2013) Pen Green children's centre - Standing the test of time
Events and Submissions/Topic
Module/Topic
Teacher action research
Chapter
Henderson, B., Meier, D.R., Perry, G. & Stremmel, A.J. (2012). The nature of teacher research. Voices of Practitioners (2012). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/Nature%20of%20Teacher%20Research.pdf
Rust, F. & Clark, C. (2012). How to do action research in your classroom: Lessons from the Teachers Network Leadership Institute. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/How%20to%20do%20Action%20Research.pdf
Kostas Magos (2012) ‘…, But I cannot do research’: action-research and early childhood teachers. A case study from Greece, Teachers and Teaching, 18:3, 331-343
Jiang, Y & Zheng, C,(2021) New Methods to Support Effective Collaborative Reflection Among Kindergarten Teachers: An Action Research Approach, Early childhood education journal 49:2 247-258
Events and Submissions/Topic
Module/Topic
Using a critical lens to examine policy.
Chapter
Philpott, D.E., Young, G., Maich, K., Penney, S., & Butler, E. (2019). The Preemptive Nature of Quality Early Child Education on Special Educational Needs in Children.
Love, H. R., & Horn, E. (2021). Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education. Topics in Early Childhood Special Education, 40(4), 204–216.
Hard, N., Lee, P., & Dockett, S. (2018). Mapping the policy landscape of Australian early childhood education policy through document analysis. Australasian Journal of Early Childhood; v.43 n.2 p.4-12; June 2018, 43(2), 4–12. https://search-informit-org.ezproxy.cqu.edu.au/doi/10.3316/aeipt.220129
Events and Submissions/Topic
Module/Topic
Building and sustaining community partnerships
Chapter
Stonehouse, A. (2012). Collaborating with families : not a problem! Every Child, 18(1), 28–29.
Whalley. (2013). Building bridges. Rattler (Sydney), 106, 20–23.
Stonehouse, A. (2018). Lively, open, mindful communication. Every Child, 24(3), 3. https://search.informit.org/doi/10.3316/ielapa.131200455445573
Events and Submissions/Topic
Module/Topic
Implications for children.
Chapter
Peters, S & Kelly, J. (2015) Exploring children’s perspectives: Multiple ways of seeing and knowing the child. Waikato Journal of Education, Faculty of Education, University of Waikato, Hamilton, New Zealand ISSN: 1173-6135 (paper copy) 2382-0373 (online)
Events and Submissions/Topic
Module/Topic
Policy as advocacy for children's rights.
Chapter
Early Childhood Australia’s Advocacy
https://www.earlychildhoodaustralia.org.au/our-work/early-childhood-australias-advocacy/
Putting children first- How do ECEC services advocate for children’s safety, wellbeing and development?
Events and Submissions/Topic
Written Assessment - Research Centre-Based Policy & Procedure Due: Week 12 (Friday 4 Oct. 2024) 11:45 pm AEST
EDEC 11029 Professional Practice (Birth – 35 months) Due: Week 12 Friday (Oct 4, 2024) 12:00 am AEST
Research Centre-Based Policy & Procedure Due: Week 12 Friday (4 Oct 2024) 12:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Government policy is underpinned by a commitment to providing equitable access to high quality education that is free from discrimination for all children, including those with special needs and/or disabilities. Further to this, the goals of the Alice Springs (Mparntwe) Declaration commit to encouraging children themselves and parents, carers, families and the broader community to hold high expectations for improving educational outcomes and reducing the effect of disadvantage caused by disability. You are required to select an early childhood policy that contributes to improving outcomes for children with special educational needs, including children with disability and complete an analysis. Suitable policies for this task may include: Early Years Learning Framework; QSA – QLD Kindergarten Learning Guidelines; National Quality Standard. The analysis must be no longer than 2000 words and will explicate and discuss the following:
· The history of the policy
·The values and beliefs privileged in the policy
· justifications for policy implementation
· dominant images evident in the policy
· whose interests are privileged and or silenced in the policy
· key stakeholder roles for policy implementation
· accountability measures for implementation
· management of implementation and accountability
· ethical considerations
· Implications for practice including strategies for inclusion and participation of young children with special needs and/or disability in mainstream settings
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Word Limit 2000-2200 words. This paper must be no longer than 2200 words.
Week 6 Friday (23 Aug 2024) 12:00 am AEST
Week 9 Monday (9 Sept 2024)
Students will receive timely and useful feedback on all assessment tasks completed during term, with sufficient time to allow for academic support and advice where necessary, prior to the submission of the next assessment task.
Criterion 1:
Access and evaluate an early childhood policy describing: The historical social values and contextual issues that have shaped the policy related to access and participation of children with special needs; in addition to the underpinning legislative requirements and the resulting dominant images of children with special needs.
Criterion 2:
Examine policy to identify and discuss: Whose values, beliefs and interests are privileged and silenced; how these are used to justify the policy implementation and any research of how students learn and this informs the implications for teaching
Criterion 3:
Reflect upon and consider the professional ethics related to the policy in terms of: The role stakeholders play in practicing the key principles described in the codes of ethics and conduct; including the application of accountability measures
Criterion 4:
Develop and recommend implications for practice: Based on the knowledge and understanding of physical, social and intellectual development of students ( that includes strategies for involving parents/carers in the educative process and strategies for inclusion, differentiation and participation of young children with special needs and/or disability in mainstream settings
Criterion 5:
Academic detail: Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA style and APA referencing.
- Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs (including behaviour) in early childhood education and care services
- Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
- Analyse the representation of children with special needs (including behaviour) in policy documents
- Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
- Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
2 Written Assessment
You are required to access a policy and procedure document from an early childhood education and care service that contributes to improving outcomes for children with special educational needs, including children with disability; and investigate the role professional literature, ethics and stakeholders played in the policy development. You will analyse the policy, and accompanying procedural documents if applicable, to identify and describe the central concepts/values/principles embedded in the policy.
In addition to this, you will interview an early childhood teacher from that service about their understanding of the policy, any implementation issues and implications for practice, not only for early childhood professionals but also for children, parents, carers, families and the broader community.
Guiding questions for the interview are:
What role did professional literature, ethics, research and the various stakeholders play in the policy development?
What key messages from the policy document influence your practices in implementing inclusive practices to support student participation and engagement in classroom activities?
How did you learn about the policy and the implications for your teaching practice and work with families?
How does the policy and procedural document support your work with students with special needs and their families?
You will describe the teacher's understanding and implementation of the policy and begin to draw conclusions about the ways in which the policy values children's empowerment and engages them, their families and communities in creating a sustainable learning environment that is responsive to the child's needs and rights.
Finally, you will develop recommendations for policy review drawing on the central concepts of agency, democracy, social and cultural responsiveness, equity and respect for diversity.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Word Limit 2000-2500 words. This paper must be no longer than 2500 words.
Week 12 Friday (4 Oct 2024) 12:00 am AEST
Exam Week Friday (18 Oct 2024)
Feedback on this final assessment response will be available after the date for Certification of Grades for the term
Criterion 1:
Analysis of the organizational inclusion/special needs policy provides: insights related to the role professional literature, ethics and stakeholders played in the policy development. Identifies the central concepts / values / principles embedded within the policy, and the influence this has in supporting inclusive student participation and engagement in classroom activities
Identifies connections between the relevant legislative, administrative and organisational policies and processes required for teachers
Criterion 2:
Examination of the procedures derived from the policy explores: Implementation issues and implications for relevant and appropriate sources of professional learning for teachers to inform and support the development of effective partnerships with families which are sensitive and confidential
Criterion 3:
Research teacher understanding of policy: Identifies the impact on children, parents, carers, families and the broader community, and the opportunities for these stakeholders to work together to create a sustainable learning environment that is responsive to the child's needs and rights.
Criterion 4:
Develop recommendations for policy review which includes: Strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective. A broad range of strategies for involving parents/carers in the educative process A rationale for continued professional learning and the implications for improved student learning
Criterion 5:
Academic detail: Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA style and APA referencing.
- Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
- Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
- Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
- Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective
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?
