EDUC 1001 - Schools and Policy
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code EDUC 1001 Course Schools and Policy Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course will increase students' understanding of the complexities of educational policy impacting on schools, assist students to become effective leaders who inform, shape and implement educational policy, examine underlying themes of change and implementation challenges, explore the impact of various reform strategies on building teaching capacity, ensuring accountability, delivering adequate resources & improving learning, and explore international perspectives on school reform and change.
Course Coordinator: Dr Walter Barbieri
School of Education
Faculty of Arts
The University of Adelaide
Room 8.16, Nexus 10 Tower
Phone: +61 (0)8 8313 4164
The full timetable of all activities for this course can be accessed from Course Planner.One lecture, one tutorial (small group discovery) and a range of online activities per week.
Course Learning Outcomes
On successful completion of this course students will be able to: APST (Graduate) 1 Identify and critically analyse key aspects of the social, political, economic and legal policy contexts of education and thereby increase teaching effectiveness. 1.3, 1.4, 3.7, 6.1, 7.1, 7.2, 7.3, 7.4 2 Compare and contrast the influence on educational participation and outcomes of social class, gender, ethnicity, rurality, local, global, economic and political structures and thereby provide more effective teaching. 1.1, 1.2, 1.3, 1.4, 3.6, 6.2, 7.3, 7.4 3 Utilise the research on learning and teaching contexts in: understanding students and teaching students; creating and maintaining safe and challenging learning environments; using a range of teaching strategies and resources; reflecting on, evaluating and improving professional knowledge; being active members of the teaching Profession. 1.1, 1.3, 1.4, 7.1, 7.2, 7.3, 7.4 4 Develop team work, high-order analytic and problem solving skills, advanced written, multimedia and oral communication 3.7, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3, 4
Required ResourcesDigital version recommended: to be read inside the Bookshelf app on your iPad. It is around half the price of the hardcopy textbook.
A. Welch, et al., Education, Change and Society, 4th edition, Melbourne, Oxford University Press, 2017.
Please find the digital textbook here: https://www.oup.com.au/books/higher-education/education/9780190311230-education,-change-and-society-ebook
Recommended ResourcesRecommended Texts
You will find either of the following very useful for the whole of your degree and hence could profitably purchase one of them now. However, this is optional.
L. Emmerson, Writing Guidelines for Education Students, 2nd edition, Cengage, Melbourne.
D. Wyse, The Good Writing Guide For Education Students, Sage, London.
Try and read a range of newspapers each day. Education Review appears monthly and provides commentary on current educational issues. The Professional Educator is particularly useful for issues covered in this subject. Both are in the library and can also be read on line. Watch SBS’s PBS News Hour and other current affairs programs such as the ABC 7.30.
School principals, teachers and parents will expect you to be familiar with current issues especially as they apply to education. Reading the daily newspapers, watching quality current affairs programs and reading other relevant journals will enable you to be informed in this area.
Online LearningCourse information, cover sheets, grading templates and all other course materials plus associated lecture resources are all on MyUni/Canvas. Live lectures will also be uploaded to MyUni soon after they are delivered. Much information is shared via MyUni and your uiversity email address. It is required that you check your MyUni course and uiversity eails at least once per day.
There is a Discussion Board on MyUni where you can seek information and share responses with class mates but please follow proper protocols and show respect and consideration for others in your use of this.
Learning & Teaching Activities
Learning & Teaching ModesThe course has the following components each of which students need to successfully complete.
3. Small Group Discovery Experience
4. Online component and assessment
5. End of course examination in official exam period
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
One lecture, one tutorial (small group discovery experience) and a range of online activities per week. You will be placed in your tutorial group by the School of Education Professional Staff. You may not move your tutorial time nor group without their permission of the School of Education Professional Staff.
Learning Activities Summary
No TOPICS APSTs 1 The profession of teaching 7.4 2 Teachers and the law 7.1; 7.2 3 Effective teachers and effective schools 6.2; 6.4 4 Schooling, the economy, work and curriculum 7.4; 7.1 5 School choice 1.1; 1.3; 7.3 6 Teachers, schools and communities 7.1; 7.3 7 Families and schooling 1.1; 1.3; 1.4; 3.7; 7.3 8 Gender and schooling 1.1; 1.2; 1.3 9 Rural education 1.3; 1.4 10 Making a difference 3.6; 6.1; 6.2; 6.4 11 School policy documents 7.1; 7.2 12 Course review TUTORIAL TOPICS 1
Course Requirements and Other Administrative Matters
Establishing eLearning requirements instrumental for course completion.
Each week as well as reading the material provided on MyUni watch an episode of one of the series also posted on MyUni.
2 The World of Teachers and Teaching
From your reading and film series list 6 issues that are important to you as a teacher.
(Also look at The South Australian Teaching Profession Code of Ethics and other Codes of Conduct on Week 1 on MyUni).
Discuss these as a group and create a visual summary of these.
3 Teachers and the Law
Carefully read the Law Handout Pack PDF on MyUni Week 2 Resources/Schools and the Law/Reading Resources (10.77mb)
Considerlegal issues that are important to you as a teacher.
Discuss these as a group And present a board summary of your reflections.
4 Life Inside and Outside of School
List 3 main aspects of popular and youth culture.
How do they fit in with Values for Australian Schooling? (For this see Week 3 on MyUni).
5 Education, Work and the Curriculum
List the main characteristics of work in the world in which we live.
What is work in the future likely to involve?
What won’t it involve?
Take the recruitment section for a large city newspaper on the day most careers are advertised and list 6 broad generic skills that the world of work now demands?
Or better still go to Seek job search or Career One on-line. Search under various career categories and list 6 broad generic skills that the advertised jobs demand. It is more useful for this exercise if you do not search under teaching careers.
What school curriculum areas teach these skills?
How has the school curriculum changed to reflect the world of work?
6 School Choice
Research the Gonski 2.0 Report and find out why this was/is important.
List the different types of private schools and reasons for attendance at each type.
7 Parents and Education
Read the Home School Communication Manual. Go to MyUni Week 6 Reading Material/Reading Resources (3.36MB). From this list as many ways as possible that we can involve parents and community in our schools.
8 Family Background
List the ways that families influence education.
Go to a school web page and see how schools accommodate various families.
9 Gender and Education
What are the main aspects of the current debates?
What does the history of the University of Adelaide tell us about these debates?
What do staff directory photo boards in each School building at Adelaide University tell us?
Go to the University of Adelaide web page and find out the gender composition of staff and students in various Faculties and Schools. What do these statistics tell us?
10 Rural Education
Read one rural case study provided on MyUni Week 9 [and please read a different one from your friends]. For this go to the 6 individual Readings/ Downloads. Note the name of the book from where the case study came. More than an education.
What does your case study tells us about teaching in rural areas? How have the school and teachers there made a difference?
11 Making a Difference
Does education make a difference for all South Australians?
For which groups and what kind of a difference?
Research figures for South Australia like the ones we discussed in this lecture but for areas in South Australia. Professor Glover has done work on social deprivation in Adelaide and South Australia so you may wish to see what his work tells us. If you explore social atlases for Adelaide this may help. If you want a fascinating look at Great Britain google Danny Dorling at Sheffield University. He has developed a social atlas for Great Britain and if you type in a post code it will display a whole range of social indicators for you. Fascinating!
12 Bringing it all together at the school level: school policy documents
Obtain a School Staff Manual/First Year Teacher Survival Guide or similar document/s. You can search for these on line or obtain one from the school you will be doing your school placement at or another school.
The School Policies I will use are on MyUni but you need to locate your own.
1. What areas are covered in the School Staff Manual? What are the most important issues for you as a beginning teacher? What issues appear to be of concern to staff at this school?
2. How does the school deal with legal issues such as duty of care, legal responsibilities of teachers, legal responsibilities of the school and issues such as mandatory reporting? Is there a legal code of practice document? How are teachers kept informed of their legal responsibilities?
3. What is the school climate or the institutional bias of the school? How has this been built up? How is this fostered and maintained, for example, via school buildings, staff, curriculum, sporting and cultural events, ceremonies and rituals? What is special about this school?
4. How does the school prepare students for the world of work? How does it monitor changes in employment and how are these changes then reflected in the curriculum that the school provides? What school/work place links and programs does the school offer?
5. How does the school involve its community in the various parts of its activities? Is it community involvement or community participation? What parts of the school community are involved? Does the school have any programs to try and foster greater involvement by a greater sector of the school community? Why does the school involve the community?
6. What family structures are represented at the school? How has the school responded to the change in family structures? How have changes in family structures challenged the way the school operates? What issues have changes in family structures posed for teachers in their teaching, in other parts of their role?
7. Does the school have any special programs for either males or females? Do teachers find that they modify their teaching practices for male as opposed to female classes? ‘What about the boys is the current ‘catchphrase? Is it at this school? If so what responses have the school made?
8. Does the school have information on why students attend it as opposed to other schools? What does this information tell them? Does the school actively market itself and to which niche market? What strategies does it use? How does the school see itself compared to other schools, which might be viewed as competitors? Does the school have a corporate plan, which involves a marketing component?
Specific Course RequirementsGeneral requirements
It is a student’s duty to acquaint himself/herself with course requirements. Ignorance of course requirements due to a student’s non-attendance at lectures or tutorials is not an acceptable reason for non-fulfilment of any requirements.Students attending lectures and tutorials should note that behaviour which interferes with the conduct of the lecture or tutorial may result in a student being asked to leave the class and may result in suspension from the unit.
Attendance at lectures is strongly recommended and on the basis of the research evidence is highly profitable. (See Woodfield, et al., 1-22, in Studies in Higher Education, 31, 1, 2006 and Rodgers and Rodgers, 27-41, in Education Research and Perspectives, 30, 1, 2003).
Indicate the overall scope of the subject
Emphasise essential points
Provide a starting point for private study
Give explanations of certain difficult points
Give examples relevant to the particular course area
Provide a preliminary map of difficult reading material
Suggest sources of further information and reference
Stimulate student thinking and provide guidelines for thoughts assisting to develop a critical interest in the subject (RMIT Counselling Service, 1969)
Tutorials and Small Group Discovery
Attendance and whole hearted vibrant participation is compulsory. If you cannot attend due to sickness or other valid reason (this does not include taking holidays or other non valid reasons) then you must follow this procedure. Three weeks before the end of classes you need to hand to me personally copies of doctor’s certificates for each missed session plus 1 page of preparation for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.
Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete well beforehand the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions are on the university web site.
Extensions and deadlines
If due to illness or other valid reasons, a student is unable to meet a deadline, he/she must contact the lecturer before the deadline in order to seek an extension (which may or may not be granted). Students are required to produce original documents to support their application for an extension.
Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods.
Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.
Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.
Students have a responsibility to:
· Access and use available information provided by the University to avoid plagiarism;
· Declare sources in their work submitted for assessment, from which they obtain material or ideas:
· Retain drafts, notes and copies of all assignments submitted for assessment;
· Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;
· Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.
Students should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing argument and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.
Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.
You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced
Essay and referencing requirementsMr Les Hankin’s Essay and Referencing Template
Reproduced with kind permission is Mr Les Hankin’s Essay and Referencing Template™. You may profit from reacquainting yourselves with it prior to and during your essay and assignment work.
These points have emerged from marking essays.
Please note: You will be expected to have taken account of these points when you write your essay.
1. Plan the shape and structure of the assignment and indicate this in the introduction: “In this assignment …” Then stick to your plan and use subheadings to keep you there.
2. It is perfectly acceptable to include your opinions but only after you have considered all the evidence you can muster from respectable and authoritative sources. Keep all your opinions to the conclusion at the end.
3. Think of the marker. Use headers and footers for your name and page number.
4. Recommended layout: Arial 12 pt, with 2 lines spacing. This is the academic standard. You don’t ever need to use italics or underlining or bold. Keep bold for headings only.
5. Subheadings are very useful for organising your ideas.
6. If you must use quotations, they must flow from the text, not disrupt it.
7. Address the question! Also, you must use the full word allowance or close to it. (Check in pull-down menu: File/ Properties).
8. Never ever have one-sentence paragraphs. Paragraphs are for building ideas. Use paragraphs. They are a great invention. They organise the prose and ease the eye.
9. Stick to the Harvard referencing system and never use numbered footnotes.
10. You need to demonstrate that your work is informed by current academic thinking. Websites don’t convey this, but rather the opposite.
11. URLs on their own are not acceptable. Never cite any website that doesn’t have .ac or .gov in them. There is no way of proving the veracity of what they say.
12. Spelling! Where/ were; there/ their! It’s = it is! Apostrophes are important!
13. Grammar: if in any doubt, use a full stop and start a new sentence. A sentence must have a verb.
14.Have someone proofread your submission, aloud, to check its grammar works.
15. Accuracy in names is important.
16. Use the spelling / grammar check on Word (Press F7 key at the top.)
17. Avoid words like ‘amazing’. You need to be academic and objective.
Referencing is a very important aspect of your work and is not tutors being fussy. It demonstrates your academic reading and commitment:
18. When citing sources (Oxfam 2004) make sure this is carried through and included in the reference list at the end. A reference list is essential and must follow on immediately in the same file. Do not separate them or leave a gap in your essay.
19. A set of references that is only drawn from the Net is not acceptable. It comes over as laziness. Be adventurous: use the Library.
20. Look at how references are laid out in the set books to get it right, but the following table explains all eventualities.
In the Main Body In the Reference List/Bibliography One author Penn (2005) -
– if a direct quote.
Penn, H. (2005) Understanding Early Childhood. Maidenhead: Open University Press Two authors Also note the position of (2nd edn) This is the 2nd edition of this book. Blenkin and Kelly (1996) – if paraphrasing. Blenkin and Kelly (1996:15) – if a direct quote. Blenkin, G.M. & Kelly, A.V. (1996) Early Childhood Education (2nd edn). London: Paul Chapman. More than two authors
Gopnik et al. (1999) or Gopnik et al. (1999:21)
- if direct quote.
Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How Young Babies Think. London: Weidenfeld & Nicolson. A chapter from an edited book
or Mukherji (2005:145)
– if direct quote.
Mukherji, P. (2005) ‘The importance of health’, in Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold. A quote about another author within the text – a secondary citation. David (cited in Bruce, 2005) or David (cited in Bruce, 2005:17)
- if direct quote
Bruce, T. (2005) Early Childhood Education. (3rd edn). London: Hodder Arnold. (i.e. David will not appear in the Reference List/Bibliography because you have not read David’s original work; you have read about it in Bruce’s book) Newspaper article Furedi (2004) or Furedi (2004:15) – if direct quote Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. http://thes.co.uk . (accessed 12 February 2005) Journal article Dryden et al. (2003) Dryden, L., Hyder, T. & Jethwa, S. (2003) ‘Assessing individual oral presentations’, in Investigations in University Teaching and Learning, vol. 1, no. 1, pp.79-83. Electronic Journal Kwon (2002) Kwon, Y.I. (2002) ‘Changing Curriculum for Early Childhood Education in England’, in Early Childhood Research & Practice, vol. 4, no. 2. http://ecrp.uiuc.edu/ (accessed 30 June 2006) Website with author Stainthorp (2003) Stainthorp, R. (2003) ‘Use it or lose it’. http://www.literacytrust.org.uk/Pubs/stainthorp.html (accessed 6 October 2004) Website without author but linked to a recognisable organisation Froebel Foundation (2005) Froebel Foundation (2005) ‘Three Education Principles’ Education Principles. http://www.froebel.com/ (accessed 29 July 2005). This chart is adapted from: Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.
Small Group Discovery Experience
Educational and school policy in real classrooms.
In groups of four drawn from your small group discovery class monitor the implementatio of various policies in real classrooms as presented in current selected documentaries that are provided to you. Full details of how to do this are provided on MyUni and outlined in the first class.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome APST (Graduate) Weekly Tutorial Participation Formative
10% 4 1.3, 1.4, 1.6, 2.4, 6.1, 6.2, 6.3, 7.1, 7.3 Schools & Policies Quiz Summative Week 4 15% 1, 2, 3 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3 Individual Branched Scenario Reflection Summative Week 6 20% 1, 2, 3 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3 SGDE Collaborative Video Analysis Summative Week 10 25% 1, 4 1.1, 1.3, 1.5, 1.6, 2.4, 7.1, 7.2, 7.3, 7.4 End of Semester Exam Summative TBA 30% 1, 2, 3 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments.
Assessment Related RequirementsTutorials/ SGDE
See the Weekly Tutorial Readings and Exercises in MyUni
Each week there are tutorials in which we will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to read listed materials for these sessions and take part in the discussion. It is not meant to be another lecture. The success of the tutorials depends on everyone reading some relevant material and bringing notes on their reading. This will assist in group discussions.
Participation at tutorials is assessed based on a student’s apparent preparation for tutorials and the reading of the relevant chapters in the two key texts (and the preparation of a summary), willingness to contribute to discussion, the usefulness of the contribution, the assistance given to others in the group, the quality of the ideas, etc. Passive attendance does not fulfil course requirements.
Assessment Task Description Due Weekly Tutorial Participation
Attend and participate in tutorials. For each unprepared and or missed or unsatisfactory tutorial deduct 2 marks. Please see the instructions above on what to do for missed tutorials.
Schools & Policies Quiz
An online quiz on MyUni to test learning on Schools & Policies thus far, focusing on terminology, key principles and contextual factors. Week 4 Individual Branched Scenario Reflection
Individually explore branched scenarios on the principles explored thus far as applied in realistic school contexts. Screen-shot the relevant slides based on your responses and reflect on your journey through the branchedscenarios Week 6 SGDE Collaborative Video Analysis
Produce a video to explore the series that your group is following to analyse the connections between the series and both the topics and the reading of the course. Complete the assignment with a reflection on the learning process. Week 10
End of Semester Exam
Examinations are controlled by Central Administration and so the date and time of this is set by this office. The Examination Period is normally June and July inclusive. You need to be available to sit examinations during this time in Adelaide. Please do not schedule other activities in this period as we are unable to schedule examinations at other times and in other places. TBA
SubmissionAll Assignments are to be submitted electronically within MyUni as instructed. Marks and feedback will also be delivered electronically through MyUni. Please keep checking MyUni for important announcements about assessment information and more.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.As a result of student feedback and new teaching initiatives at the University of Adelaide the following changes have been made:
1. The refinement of the Small Group Discovery Experience to include a collaborative assessment
2. The digital version of the textbook has been adopted as the preferred text
3. Tutorial readings and activities have been revised to make better use of the new textbook
4. Assessment activities have increased in variety
5. New teaching spaces have been allocated under the Small Group Discovery Experiences
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.