CQUniversity Unit Profile
EDFE12042 Professional Practice 2 (Primary) – Classroom Management
Professional Practice 2 (Primary) – Classroom Management
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The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

In Professional Practice 2, you will extend your professional knowledge and skills through tutorials, workshops and a school placement comprising 10 day visits (including 5 contextual days and 5 assessable days) during the term and a 15-day block placement at the end of the term. You will participate in tutorials to build both theoretical and practical knowledge of the strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. You will analyse the impact of different approaches to classroom management on student learning and apply your understanding of motivation, relationship-building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the school placement. You will also apply knowledge gained from curriculum courses you have studied to plan, implement and evaluate lesson sequences that incorporate a range of teaching strategies and resources with a particular focus on literacy, numeracy and the use of ICTs to improve student outcomes. You will monitor your professional learning through critical reflection, and will select and evaluate evidence to add to your ePortfolio that demonstrates selected focus areas of the Australian Professional Standards for Teachers.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Prerequisite:- Students must have successfully completed EDFE11038 and EDCU12044 to be eligible for enrolment in this unit and placement in a school for completion of the practical component.

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 - 2019

Bundaberg
Cairns
Gladstone
Mackay
Mixed Mode
Noosa
Rockhampton

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: Pass/Fail
2. Professional Practice Placement
Weighting: Pass/Fail
3. Portfolio
Weighting: Pass/Fail

Assessment Grading

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Previous Student Feedback

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 evaluation

Feedback

Revise and simplify templates used for the placement.

Recommendation

The number of templates will be revised.

Feedback from Student evaluation

Feedback

Improved timelines for the return of assessment.

Recommendation

Turnaround times for assessment will be streamlined.

Feedback from Student evaluation

Feedback

Scaffolding of assessment tasks

Recommendation

Assessment tasks will be elaborated upon.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning
  2. Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management
  3. Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation
  4. Plan and implement lessons and learning sequences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
  5. Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement
  6. Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.

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

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

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

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

6.1 Identify and plan professional learning needs

6.3 Engage with colleagues 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

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment - 0%
2 - Professional Practice Placement - 0%
3 - Portfolio - 0%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Written Assessment - 0%
2 - Professional Practice Placement - 0%
3 - Portfolio - 0%
Textbooks and Resources

Textbooks

Prescribed

Classroom Management

Edition: 2nd (2013)
Authors: Tim McDonald
Oxford University Press
South Melbourne South Melbourne , Victoria , Astralia
ISBN: 9789195576351
Binding: Paperback

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • iTunes account for your ePortfolio
Referencing Style

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.

Teaching Contacts
Craig Richardson Unit Coordinator
c.richardson@cqu.edu.au
Schedule
Week 1 Begin Date: 15 Jul 2019

Module/Topic

Unit Introduction

  • Expectations and professional conduct
  • Revisiting the Australian Professional Standards fro Teachers
  • Models of Discipline

Chapter

Professional Practice Handbook

Professional Practice 2 (Primary) Information and Guidelines

Chapter 3 'Frameworks to View Student Behaviour' from the set text:  Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.65-105)

McDonald 3rd edition (2019) (pp. 60-94)

Events and Submissions/Topic

Week 2 Begin Date: 22 Jul 2019

Module/Topic

Engagement and Motivation

  • Motivation for learning
  • Self regulation
  • Strategies for learner engagement

Chapter

Chapter 2 'Connecting with Students' from the set text: Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.34-64)

McDonald 3rd edition (2019) (pp. 31-59)

Chapter 3 'Generating and Sustaining Interest' (pp.45-67) from Brady & Scully (2005), Engagement; Inclusive Classroom Management

Events and Submissions/Topic

Week 3 Begin Date: 29 Jul 2019

Module/Topic

Models of Discipline

  • Investigating the discipline theory
  • Practical model of discipline

Chapter

Chapter 11 'Managing your Classroom' (pp.354-393) from Howell (2014), Teaching and Learning: Building Effective Pedagogies


Events and Submissions/Topic

Contextual day visit (1)

Week 4 Begin Date: 05 Aug 2019

Module/Topic

Classroom Management 101

  • Essential Skills for Classroom Management
  • Whole School Approaches to Responsible Behaviour

Chapter

Code of School Behaviour - Queensland Department of Education

Better Behaviour Better Learning Essential Skills for Classroom Management - Queensland Department of Education

Chapter 6 'Re-engaging the Disengaged Learner' from the set text: Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.194-244)

McDonald 3rd edition (2019) (pp. 175-214)

Events and Submissions/Topic

Contextual day visit (2)

Week 5 Begin Date: 12 Aug 2019

Module/Topic

Classroom Management 101

  • Preventive, supportive and corrective Strategies
  • Understanding learner needs
  • The shift from intervention to prevention
  • Proactive teacher behaviours

Chapter

Chapter 4 'Proactive Teacher Behaviours' from the set text: Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.106 -154)

McDonald 3rd edition (2019) (pp. 95-134)

Events and Submissions/Topic

Contextual day visit (3)

Vacation Week Begin Date: 19 Aug 2019

Module/Topic

Chapter

Events and Submissions/Topic

Contextual day visit (4)

Week 6 Begin Date: 26 Aug 2019

Module/Topic

Classroom Management 101

  • Classroom management plans
  • Decision making frameworks
  • Responsible behaviour plans

Chapter

Events and Submissions/Topic

Contextual day visit (5)

Week 7 Begin Date: 02 Sep 2019

Module/Topic

Managing challenging behaviour

  • Conflict management, negotiation and the use of 'I' messages
  • Functional behaviour assessment for learners with challenging behaviours

Chapter

Chapter 6 'Re-engaging the Disengaged Learner' from the set text: Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.194-244)

McDonald 3rd edition (2019) (pp. 175-214)

Events and Submissions/Topic

Assessable day visit (6)

Week 8 Begin Date: 09 Sep 2019

Module/Topic

Planning and Teaching

  • Lesson planning
  • Observations for individual goal setting and as input for planning

Chapter

Chapter 11 'The Whole Lesson' (pp.257-281) from Fetherston (2006), Becoming an Effective Teacher

Events and Submissions/Topic

Assessable day visit (7)

Week 9 Begin Date: 16 Sep 2019

Module/Topic

Planning and Teaching

  • Short term and long term planning

Chapter

Chapter 7 ' Planning for Practice' (pp.220-236) from Churchill et al. (2013), Teaching: Making a Difference

Events and Submissions/Topic

Assessable day visit (8)

Week 10 Begin Date: 23 Sep 2019

Module/Topic

Planning and Teaching

  • Teaching strategies for engaging learners
  • Explaining, questioning and listening

Chapter

Chapter 5 'Re-engaging the Disengaged Learner' from the set text: Classroom Management: Engaging Students in Learning

McDonald 2nd edition (2013) (pp.155-193)

McDonald 3rd edition (2019) (pp. 135-174)

Events and Submissions/Topic

Assessable day visit (9) 

Week 11 Begin Date: 30 Sep 2019

Module/Topic

Critical Reflection

  • Overcoming the barriers of critical reflection

Chapter

Chapter 13 ' Reflective Practice' (pp.472 - 475) from Churchill et al. (2013), Teaching: Making a Difference

Events and Submissions/Topic

Week 12 Begin Date: 07 Oct 2019

Module/Topic

Professional Goal Setting

  • Developing your skills and knowledge as a professional

Chapter

Professional Practice 2 (Primary) Information and Guidelines

Events and Submissions/Topic


Review/Exam Week Begin Date: 14 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Assessable day visit (10)

Three week block begins on Monday October 15

Exam Week Begin Date: 21 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Three week block begins on Monday October 15

Assessment Tasks

1 Written Assessment

Assessment Title
Planning for successful classroom learning

Task Description

Task Description

Part A You are to create and submit the following documents using the templates located on Moodle:

  • Class profile of your current placement class. Document the learner’s academic levels, learning styles, interests, strengths and weaknesses and their behaviour (a template will be provided). Remember, a whole class profile - not individual student profiles for a whole class. As a guide, this should be no more than 3-4 A4 pages.
  • Classroom Management Plan which outlines your philosophy, the current classroom rules and your preferred preventative, supportive and corrective behaviour management strategies. As a guide this should be 2-3 A4 pages.
  • Plan for one whole session that you might be required to manage and teach in your placement classroom. The plan may be a morning, middle or afternoon session and should be written up on the daily planning template provided on the unit Moodle site. Transitions in, out and within the classroom are an important focus of this activity. As a minimum, your plan must include bringing the learners into the classroom at the start of the day or after a break; transitions between at least two scheduled lessons or classroom activities; and dismissing the class at the end of the day or for a recess break. Use the first 4 columns on the template to record time frames, learning goals for each lesson/activity, a brief outline of the introduction, body and conclusion of key lessons or activities and resources required. In the final column, record strategies and considerations for classroom management and organisation to create a positive and organised classroom learning environment at each stage of the planned session. As a guide, this document should be 3-4 A4 pages.

In total, this section requires 8-11 A4 pages.

Part B Write a justification of no more than 750 words that:

  • Explains how your selected management strategies align with the school policy and established classroom rules in your placement setting; and
  • Justifies how your selected management strategies will achieve each of the following outcomes:

  1. Create a positive and supportive learning environment that encourages participation from all students
  2. Manage challenging or off-task behaviour that may arise during the session
  3. Make specific links to your Class Profile and Classroom Management Plan and include in your assignment submission.

Ensure that you reference your justification using the unit readings from Moodle.

NOTE: This assessment task provides opportunities for reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 3.1, 3.6, 4.1, 4.2 and 4.3.


Assessment Due Date

Friday Week 8, 13 September 2019.


Return Date to Students

Week 12 Monday (7 Oct 2019)

Feedback on this assessment task will be returned following moderation and in sufficient time to inform students for Assessment Tasks 2 and 3.


Weighting
Pass/Fail

Minimum mark or grade
Pass

Assessment Criteria

1. Knowledge and understanding of strategies for classroom organisation and management that support all learners (APST 1.1, 1.2)

2. Demonstrated ability to plan for challenging learning experiences and reflect on learning success (APST 3.1)

3. Understanding of the teacher’s role in creating supportive and inclusive learning environments (APST 4.1, 4.2)

4. Knowledge and understanding of essential skills for classroom management and their impact on student learning (APST 4.3)

5. Personal and academic literacy


Referencing Style

Submission
Online

Submission Instructions
Submit your task by uploading into the Task 1 Moodle link

Learning Outcomes Assessed
  • Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning
  • Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management
  • Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Ethical practice

2 Professional Practice Placement

Assessment Title
Placement

Task Description

Undertake a 25 day supervised placement in a primary school setting as detailed below and complete all tasks outlined in the Information and Guidelines Booklet for Professional Practice 2 (Primary). These tasks include the development of a Classroom Management Plan, planning and teaching whole class lessons and working alongside your supervising teacher. You will teach whole class lessons each day during the assessable day visits that build to whole sessions and half days, and at least two full days by the completion of the three-week block. The application of your knowledge about the pervasive nature of literacy and numeracy across the curriculum and the use of ICTs to enhance student learning and engagement will also be key features of the professional practice block.

The placement consists of:

  • 5 contextual days (completed one day per week throughout the term)
  • 5 assessable days (completed one day per week throughout the term)
  • 15 day assessable block

An up-to-date working portfolio must be maintained throughout the placement. The working portfolio should include a copy of the updated classroom management plan you create for your placement class, the school policy for responsible behaviour, a copy of the classroom rules and written observations of the class routines in place for movement, transitions and organisation of learning activities in addition to records of all observations, planning, evaluation and reflection conducted throughout the placement. See the Information and Guidelines Booklet for further details of the records that must be kept in the working portfolio.

At the end of the first week of the 3 week block, an Interim Report will be completed by the Supervising Teacher to identify progress towards demonstrating the identified aspects of the Australian Professional Standards for Teachers. Based on the Interim Report, pre-service teachers will outline a minimum of 2 professional goals to be achieved by the end of the block.

The final assessment report for the 25-day school placement will be completed by the Supervising Teacher on the final day of the three-week continuous block using the report found in the Professional Practice Information and Guidelines booklet (an electronic copy will be provided to each school).

NOTE: This assessment task provides opportunities for demonstrating aspects of the Australian Professional Standards for Teachers in authentic settings. The task can be used as evidence for 1.1, 1.2, 1.3, 1.5, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 6.1, 6.3, 6.4, 7.1 and 7.2.


Assessment Due Date

On completion of the three week block - Monday, November 11, 2019.


Return Date to Students

Feedback on this assessment will be provided by the Supervising Teacher using the reporting documents for Professional Practice 2.


Weighting
Pass/Fail

Minimum mark or grade
Pass

Assessment Criteria

Assessment criteria are outlined in detail in the Information and Guidelines booklet. Assessment criteria are drawn from the Australian Professional Standards for Teachers (Graduate Level).


Referencing Style

Submission
Online

Submission Instructions
The pre-service teacher must upload the final summative report into the Assessment Task 2 Moodle link. The report must be signed by the Supervising Teacher, the Site Coordinator and the Pre-service Teacher. The university coordinator will finalise the placement results once the ePortfolio task is marked.

Learning Outcomes Assessed
  • Interpret observed behaviour to identify possible causes and apply responsive strategies that maintain classroom relationships and engaged learning
  • Use system and/ or school policies and knowledge of strategies for managing challenging behaviour and creating safe supportive learning environments to plan proactively for effective classroom management
  • Select strategies that facilitate effective classroom interactions, the orderly management of classroom routines and the development of self-regulation
  • Plan and implement lessons and learning sequences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
  • Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement
  • Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

3 Portfolio

Assessment Title
Evaluation of Teaching and Learning

Task Description

Task Description

Part A: Select a sequence of lessons (3-4 lessons NO MORE) that you have planned and implemented during your 3-week block for your Professional Practice 2 placement. Your lessons should preferably be in one learning area and be part of a sequence that scaffolds the knowledge and understanding students are required to demonstrate their learning in a final summative assessment task.

You must include the following artefacts for your portfolio:

  • A brief overview of the curriculum content descriptions and summative assessment task that students were expected to complete at the end of the learning sequence
  • A copy of at least three lessons from the learning sequence with the evaluation section completed
  • A sample of formative assessment tools or strategies that you used to check for student learning and copies of students’ responses. Responses may be work samples, completed worksheets or records of students’ responses to questioning used during the lessons.
  • At least 3 classroom observations completed by your Supervising Teacher that focus on the implementation of the lesson sequence
  • A copy of your revised classroom management plan

Part B: Write an evaluation of your teaching practice based on the artefacts you have selected. You should make explicit links between the evidence of your practice as shown in the chosen artefacts and your engagement with a selection of descriptors from the Australian Professional Standards for Teachers outlined on the Final Summative Report for your Professional Practice placement. Your evaluation should be approximately 1000 words in length and should include reflection on the following questions:

  • How did you sequence teaching and learning to scaffold the knowledge and skills students needed to complete the summative assessment task?
  • What teaching strategies and resources did you use to enhance students’ understanding of the curriculum content? How effective were your choices?
  • What formative assessment strategies did you use to check on students’ learning progress? How effective were these strategies in providing information you could use to modify your teaching practice and improve the learning of all students in the class group?
  • What strategies did you use to ensure that a positive and supportive learning environment was maintained throughout your lessons?

This assessment task is to be submitted no later than one week after the conclusion of your placement for Professional Practice 2. The ePortfolio will be created using iTunes U (instructions regarding the use of iTunes U will be located on the PP2 Moodle website).

You will upload a word document to the link for Assessment Task 3 on Moodle with your name, student number and enrolment code so that your lecturer can view and mark your ePortfolio.

NOTE: This assessment task provides opportunities for reflection on the Australian Professional Standards for Teachers and teachers' responsibility for creating supportive learning environments. The task provides evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 6.1 and 7.1, but also addresses 1.2, 1.5, 3.2, 3.6, 4.1, 5.1 and 6.3. 


Assessment Due Date

The ePortfolio is due one week after the completion of the placement - November 15, 2019.


Return Date to Students

Feedback on the final assessment task will be provided via the criteria sheet following moderation and certification of grades.


Weighting
Pass/Fail

Minimum mark or grade
Pass

Assessment Criteria

  1. Justification of planning decisions and teaching strategies that align with curriculum intent (APST 3.2, 6.1, 6.3) 
  2. Evaluation of the appropriateness of formative assessment techniques for monitoring student learning (APST 3.6, 5.1)
  3. Knowledge and understanding of teaching and classroom management strategies for creating positive and supportive learning environments (APST 4.1, 7.1)
  4. Understanding the need to respond to the learning needs of diverse student groups (1.2, 1.5)
  5. Reflection on feedback to identify teaching strengths and set professional learning goals (APST 3.6, 6.1) 


Referencing Style

Submission
Online

Submission Instructions
Submit your name, student number and iTunes U enrolment code in a word document into Moodle.

Learning Outcomes Assessed
  • Reflect on planning, teaching and assessment of student outcomes to improve teaching practice and promote learning and engagement
  • Use the Australian Professional Standards for Teachers to monitor professional learning and identify strategies for responding to feedback and self-evaluation to improve practice.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Technology Competence
  • Ethical practice

Academic Integrity Statement

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?