Overview
Learning and teaching in Years 7 to 10 in selected learning areas is the focus of this unit. The influences, interpretation and implementation of junior secondary school curriculum frameworks are examined critically for the purposes of designing effective pedagogies. In this unit you will engage in a range of topics including curriculum development, teaching and learning resources, teaching strategies, pedagogical approaches and assessment relevant to your two teaching areas. Critical use is made of relevant sources of information including curriculum and policy documents to promote effective teaching through the selection of appropriate teachable content to enable the design of quality learning experiences using a range of pedagogies and the development of assessment strategies that promote learning in junior secondary school contexts.
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 - 2022
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 12-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 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
Review the structure of the formative tasks - make this more equitable across tasks - to prepare for the summative tasks.
Feedback from Student Feedback Self-Reflection
Assessment
Review the structure and scaffolding, including the readings, used to support the summative assessment.
- Interpret curriculum frameworks relevant to your two junior secondary teaching areas to plan lesson sequences
- Design pedagogies appropriate for the implementation of relevant curriculum frameworks for junior secondary school contexts
- Select appropriate teaching strategies, including those relevant to literacy and numeracy and ICTs appropriate to the content of your two junior secondary teaching areas
- Create effective and relevant learning resources for your two junior secondary teaching areas
- Design assessment instruments that promote learning and match the needs of junior secondary school learners.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
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)
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 50% | |||||
| 2 - Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - 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 | |
| 1 - Written Assessment - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
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.
b.kitt@cqu.edu.au
Module/Topic
The Australian Curriculum
Chapter
Required: Scarino, A. (2019). The Australian Curriculum and its conceptual bases : A critical analysis. Curriculum Perspectives, 39(1), 59-65.
Events and Submissions/Topic
Module/Topic
School Contexts and Planning the Curriculum
Chapter
Required: Pendergast, D. (2016). Reforming the middle years of education: Reflecting on the Queensland context. Literacy Learning: The Middle Years, 24(3), pp.11–15.
Events and Submissions/Topic
Module/Topic
Middle Years Learners and Differentiation
Chapter
Required: Nan Bahr. (2017). The adolescent learner. In Main, N. Bahr, & D. Pendergast, Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment. Taylor & Francis Group, (pp.21-46)
Recommended: Gibbs, & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109, 101799–. https://doi.org/10.1016/j.ijer.2021.101799
Recommended: Tomlinson. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Association for Supervision & Curriculum Development. (selections from chapters 7 & 8 only).
Events and Submissions/Topic
Module/Topic
Unit Planning
Chapter
Required: Robyn Ewing. (2014). Planning and Preparing for Teaching. In Ewing, R. Le Cornu, & S. Groundwater-Smith, Teaching Challenges and Dilemmas. Cengage Learning Australia.
Events and Submissions/Topic
Formative Task 1 Submission due: Friday 1st April
Module/Topic
The Australian Curriculum General Capabilities and Cross-Curriculum Priorities
Chapter
Required: Gilbert. (2019). General capabilities in the Australian curriculum : promise, problems and prospects. Curriculum Perspectives, 39(2), 169–177. https://doi.org/10.1007/s41297-019-00079-z
Recommended: Perso, T., & Hayward, C. (2015). Culturally responsive teaching and learning strategies. In T. Person & C. Hayward (ed), Teaching indigenous students. Sydney: Taylor and Francis Group, pp. 115-135
Events and Submissions/Topic
Peer Feedback on Formative Task 1 Submissions.
Module/Topic
No Modules or classes this week.
Chapter
Events and Submissions/Topic
Module/Topic
Lesson Planning
Chapter
Required: Butt, G. (2008). Lesson planning 3rd edition. Bloomsbury Publishing Plc, pp. 60-68.
Events and Submissions/Topic
Module/Topic
Assessment 1 Finalisation
Chapter
No set readings.
Events and Submissions/Topic
Module/Topic
Sequencing Teaching & Learning
Chapter
Required: Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge, pp. 22-38.
Events and Submissions/Topic
Module/Topic
Pedagogical Approaches and Pedagogical Content Knowledge (PCK)
Chapter
Required: Howell. (2014). Teaching & learning : building effective pedagogies . Oxford University Press, pp. 60-70.
Events and Submissions/Topic
Formative Task 2 Submission due: Wednesday 11th May.
Module/Topic
Teaching Strategies, Learning Experiences and Resources
Chapter
Required: Hilton, A. & Hilton, G. (2017). Higher Order Thinking. In Donna Pendergast & Nan Bahr (ed), Teaching Middle Years: Rethinking curriculum, pedagogy and assessment. Taylor & Francis Group.
Events and Submissions/Topic
Peer Feedback on Formative Task 2 Submissions.
Module/Topic
Designing Assessment
Chapter
Required: Hegazy, H & Barton, G. (2017). Formative assessment in the middle years : A review of literature and alignment with the Guiding Principles for Junior Secondary. Australian Journal of Middle Schooling, 17(2), 6–19.
Events and Submissions/Topic
Module/Topic
Assessment Finalisation
Chapter
No set readings this week.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment Task 1 (Major teaching area): Portfolio of Teaching and Learning Materials for Junior Secondary (Years 7-9)
Task 1 must be completed for your major teaching area; this is a different teaching area to that used to complete Task 2.
Task Overview:
This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your teaching areas for a Junior Secondary class (this must be Year 7, 8 or 9). In particular, the Portfolio will demonstrate your ability to apply curriculum subject knowledge and pedagogy skills in the selected teaching area, using a researched school context and a provided class profile for a Junior Secondary class.
The unit requirements include formative and summative assessment. The formative task components will be used to build the skills and knowledge required for you to complete the summative task and to provide opportunities for you to get feedback as you start to build and develop your ideas. The milestone formative task components will be supported through the unit materials provided on the Moodle site.
The summative task requires you to develop a unit overview, design one detailed lesson plan with a focus on literacy/numeracy and differentiated instruction from this unit of work, and to provide a justification of your planning choices in order to demonstrate your understanding of curriculum and pedagogy in one of your teaching areas.
Task Details:
Task 1 is to be completed for your major teaching area (the junior secondary equivalent of your senior teaching area).
The teaching area chosen for Task 1 MUST BE DIFFERENT to that chosen for Task 2.
Task 1 contributes 50% to the overall grade for this unit.
Task 1 is graded using criteria and standards descriptors aligned to numerical scores out of 50.
Task 1 has TWO parts.
- Part A - Milestone formative task components and the provision of feedback to peers (5 marks)
- Part B - Summative task components (45 marks)
Descriptions of Formative & Summative Tasks
Part A: Milestone formative assessment task and the provision of feedback
The following formative task components are to be completed on the supplied Unit of Work Overview and Lesson Plan templates in the Task 1 Resources section of the Assessment Information and Resources folder. The formative assessment is to be uploaded to your teaching area forum. The teaching area discipline expert will provide you with feedback on your formative task components.
The formative task components include:
- providing a description of the unit of work
- selecting the content descriptions to be used in the unit
- highlighting the aspects of the achievement standard that will be the focus of the learning and summative assessment for the unit.
- A description of the type of summative assessment
- identifying the lesson topics and the learning goals for the unit of work
- identifying initial planning for a lesson that is focused on developing subject-specific literacy or numeracy skills that are key to the unit of work, and that cater to the diverse learners in your class.
- You are to provide targeted feedback to two peers about the formative task components. Guidelines for this feedback are located in the Task 1 Resources section of the Assessment Information and Resources.
Further explanation of these components will be provided during Zoom sessions and on the Zoom PowerPoints.
Due Dates:
- The formative task components will be posted on the teaching area discussion forum by Friday of Week 4
- The provision of targeted feedback about the formative task components to two peers will be posted on the teaching area discussion forum by Friday of Week 5
The evidence of the forum entries will be recorded on a Formative Task Table – AT1 located in the Task 1 Resources section of the Assessment Information and Resources and submitted with your summative task.
Part B - Summative assessment task
Summative assessment task components that are to be submitted will reflect the key understandings explored in online Moodle materials and the work you have already done in the formative assessment task.
These tasks are as follows:
Unit of Work Overview
- A finalised unit of work overview using the template that you used for Formative Task 1. For the purposes of this assessment task, a unit of work (designed for either Year 7, 8 or 9) will be between 4-6 weeks duration (equivalent to 12-24 lessons in total). Please note, this range in the number of lessons reflects the frequency of how different subject areas are timetabled in the Junior Secondary years. Seek guidance from the teaching area specialist. The unit encompasses the period of learning before and leading up to a significant formative or summative piece of work. Please see the Moodle site for further information.
Lesson Plan
- A detailed lesson plan (with annotations, highlighting) drawn from the unit of work that demonstrates your understanding of targeted and purposeful teaching strategies and resources suitable for the needs of Junior Secondary learners in this teaching area. This lesson plan must demonstrate the development of subject-specific literacy or numeracy skills specific to the unit of work and the teaching area. The lesson plan must also demonstrate an understanding of differentiation for diverse learners through teaching strategies and the use of resources.
- Create all the resources to be used in this lesson with students (focused on literacy or numeracy) demonstrating how resources and/or processes for using these can be differentiated for different students' needs. Submit these (with annotations, highlighting).
Critical Reflection
Write a critical reflection of your planning process that will include references to literature as well as to the appropriate curriculum (1200-1500 words). This section will address the following areas:
- Junior Secondary context: a critical statement about the contextual elements that influenced your planning for teaching. (approx. 200-300)
o Justify why this unit of work is relevant to 21st century Junior Secondary learners and how it acknowledges their diverse identities.
o Explain how your knowledge of the particular cohort of learners (include the detailed profile you chose as an appendix) and the demographic and ethos of a chosen school context (the one you researched) influenced the design of the unit.
- Curriculum & Pedagogy – Unit Planning: a critical reflection of the planning elements that inform the unit design. (approx. 450-500 words)
o Explain how this unit is informed by the intent of the curriculum in your major teaching area
o Justify how this unit contributes to the development of students’ subject-specific literacy and/or numeracy skills, and other General Capabilities and/or Cross-Curriculum priorities.
o Discuss how the structure of this unit and the approach to teaching impacts student learning. Provide examples.
o Explain how resources have been selected and applied to support teaching and learning in the unit.
- Curriculum & Pedagogy– Lesson Planning: demonstrate how your lesson plan represents subject-specific literacy or numeracy curriculum planning in your teaching area. (approx. 450-500 words)
o Explain the purpose of this lesson in the overall unit of work.
o Justify how the approach to pedagogy and learning activities contributes to developing students’ subject-specific literacy and/or numeracy skills.
o Discuss how the focus on literacy/numeracy assists students to prepare for the summative assessment task they will eventually complete and identify how the teacher will check for learning and understanding in the lesson.
o Using examples from the lesson plan and the associated resources, demonstrate how you have considered the diverse and differentiated needs of learners in your cohort profile.
- Feedback: Outline how you used the feedback provided by your discipline expert (and peers if appropriate) on the formative assessment task components. Provide examples. (approx. 100 words)
Appendices:
- A detailed class profile: Assessment Task 1 requires you to include a detailed class profile and must show evidence that you meet the needs of a particular group of identified learners. Select one of the compiled student data sets - Class Profiles – that have been provided in the Task 1 Resources section of the Assessment Information and Resources.
- Formative Task Table – AT1: The evidence of the forum entries will be recorded on this table. Please note – of you do not submit this evidence document, you will not receive the available marks.
The completed summative assessment task includes the following and is to be submitted as a word document:
- Brief Unit of Work Overview
- Detailed Lesson Plan – Literacy or Numeracy focus
- Detailed Lesson Plan Resources
- Critical Reflection
- References (APA)
- Appendix A: Detailed Class Profile
- Appendix B: Formative Task Table
Week 7 Friday (29 Apr 2022) 11:45 pm AEST
Part A Formative Task feedback table and Part B of Assessment Task 1 to be submitted through the online assignment submission portal on Moodle.
Feedback will be provided on formative task 1 prior to submission of summative Assessment Task 1. Feedback on the summative assessment will be provided prior to the required submission of Assessment Task 2.
- Knowledge and understanding of planning learning programs to implement the curriculum
- Knowledge and understanding of teaching strategies and resources appropriate to the teaching area and context
- Knowledge and understanding of specific learning needs of students through design of literacy or numeracy and differentiation to promote learning.
- Critical reflection of planning decisions informed by theory, research, context and curriculum knowledge
- Written language communication skills
- Interpret curriculum frameworks relevant to your two junior secondary teaching areas to plan lesson sequences
- Design pedagogies appropriate for the implementation of relevant curriculum frameworks for junior secondary school contexts
- Select appropriate teaching strategies, including those relevant to literacy and numeracy and ICTs appropriate to the content of your two junior secondary teaching areas
- Create effective and relevant learning resources for your two junior secondary teaching areas
- Design assessment instruments that promote learning and match the needs of junior secondary school learners.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
2 Written Assessment
Assessment Task 2 (Minor teaching area): Portfolio of Teaching and Learning Materials for Junior Secondary (Years 7-9)
Task 2 must be completed for your major teaching area; this is a different teaching area to that used to complete Task 1.
Task Overview:
This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your teaching areas for a Junior Secondary class (this must be Year 7, 8 or 9). In particular, the Portfolio will demonstrate your ability to apply curriculum subject knowledge, knowledge of a pedagogical approach and pedagogy skills, and understanding of assessment design in the selected teaching area, using a researched school context and a provided class profile for a Junior Secondary class.
The task requirements include formative and summative assessment. The formative task components will be used to build the skills and knowledge required for you to complete the summative task and to provide opportunities for you to get feedback as you start to build and develop your ideas. The milestone formative task components will be supported through the unit materials provided on the Moodle site.
The summative task requires you to develop a detailed unit overview and to annotate this unit of work to demonstrate your understanding of curriculum, pedagogy and assessment in one of your teaching areas. The task also requires you to design a summative assessment for this unit and the associated resources and rubric.
Task Details:
Task 1 is to be completed for your minor teaching area.
The teaching area chosen for Task 2 MUST BE DIFFERENT to that chosen for Task 1.
Task 2 contributes 50% to the overall grade for this unit.
Task 2 is graded using criteria and standards descriptors aligned to numerical scores out of 50.
Task 2 has TWO parts.
- Part A - Milestone formative task components and the provision of feedback to peers (5 marks)
- Part B – Summative task components (45 marks)
Descriptions of Formative & Summative Tasks
Part A: Milestone formative assessment task and the provision
The following formative task components are to be completed on the supplied Unit Plan template under Task 2 Resources section of the Assessment Information and Resources tile and uploaded to your teaching area forum by Monday of Week 9. Please note, this template is different to the unit plan template you used for Task 1. The teaching area discipline expert will provide you with feedback on your formative task components.
- The formative task components include:
- providing a description of the unit of work
- selecting the content descriptions to be used in the unit
- highlighting the aspects of the achievement standard that will be the focus of the unit and summative assessment.
- A description of the type of summative assessment
- You are to provide targeted feedback to two peers about the formative task components. Guidelines for this feedback are located in the Task 2 Resources section of the Assessment Information and Resources.
Further explanation of these components will be provided during Zoom sessions and on the Zoom PowerPoints.
Due Dates:
-
The formative task components will be posted on the teaching area discussion forum by Wednesday of Week 9
- The provision of targeted feedback about the formative task components to two peers will be posted on the teaching area discussion forum by Thursday of Week 10.
The evidence of the forum entries will be recorded on a Formative Task Table – AT2 located in the Task 2 Resources section of the Assessment Information and Resources and submitted with your summative task.
Part B: Summative assessment task
This summative assessment task will reflect the key understandings explored in online Moodle materials and the work you have already done in the formative assessment task components.
The tasks are as follows:
Detailed Unit of Work Overview & Annotations
- A detailed unit of work overview that demonstrates your understanding of curriculum frameworks, planning processes, a range of teaching strategies, differentiation for a range of learners and the use of resources suitable for this teaching area. This unit plan must include demonstrated application of a pedagogical approach, pedagogical content knowledge and identified pedagogical strategies that impact learning. For the purposes of this assessment task, a unit of work (designed for either Year 7, 8 or 9) will be between 4-6 weeks duration (equivalent to 12-24 lessons in total). The unit encompasses the period of learning before and leading up to a significant formative or summative piece of work. Please see the Moodle site for further information.
- Annotations on the unit of work that indicate and explain the unit design. The annotations must include appropriate references to theory and the appropriate curriculum framework. Annotations will:
- Identify your choice of a range of targeted and purposeful teaching strategies, and clear application of a pedagogical approach.
- identify examples of where teaching resources suitable for the needs of junior secondary learners have been utilised to enhance instruction or learning.
- indicate examples of differentiation and explain where you have deliberately developed literacy or numeracy skills specific to the unit of work and the teaching area.
- Identify and explain where you have used formative assessment strategies to assess students’ development of the knowledge and skills needed to demonstrate their learning in the final summative assessment task.
Design of a Summative Assessment
- A summative assessment task for the unit of work (this is the one described in detail on the unit template). This will include:
o Copy of the task including student handouts
o Any resources that accompany the assessment
o A rubric/marking guide that would be provided to students
Appendices:
- A detailed class profile: Assessment Task 2 requires you to include a detailed class profile and must show evidence that you meet the needs of a particular group of identified learners. Select one of the compiled student data sets - Class Profiles – that have been provided in the Task 2 Resources section of the Assessment Information and Resources. Please note, you can choose to work with a different year level and class profile for Assessment Task 2.
- Formative Task Table – AT2: The evidence of the forum entries will be recorded on this table. Please note – of you do not submit this evidence document, you will not receive the available marks.
The completed summative assessment task includes the following and is to be submitted as a word document:
- Detailed Unit of Work Overview with Annotations
- Design of a Summative Assessment, including associated rubric, resources and materials
- References (APA)
- Appendix A: Detailed Class Profile
- Appendix B: Formative Task Table
Week 12 Friday (3 June 2022) 11:45 pm AEST
Part A Formative Task feedback table and Part B of Assessment Task 2 to be submitted through the online assignment submission portal on Moodle.
Feedback will be provided on formative task 2 prior to submission of Assessment Task 2. Feedback on the final assessment will be provided following moderation and prior to the Date of Certification of Grades for the Term.
- Knowledge and understanding of planning learning programs to implement the curriculum
- Knowledge and understanding of pedagogical approaches, teaching strategies and resources appropriate to the teaching area and context
- Knowledge and understanding of differentiation strategies, including literacy and numeracy strategies, to meet the specific learning needs of students
- Design of formative and summative assessment to promote learning
- Annotated justification of planning decisions informed by theory, research, context and curriculum knowledge
- Written language communication skills
- Interpret curriculum frameworks relevant to your two junior secondary teaching areas to plan lesson sequences
- Design pedagogies appropriate for the implementation of relevant curriculum frameworks for junior secondary school contexts
- Select appropriate teaching strategies, including those relevant to literacy and numeracy and ICTs appropriate to the content of your two junior secondary teaching areas
- Create effective and relevant learning resources for your two junior secondary teaching areas
- Design assessment instruments that promote learning and match the needs of junior secondary school learners.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
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?
