Overview
Biological and Earth and Space Sciences develops understanding of both the content and pedagogy required to teach Science in Primary and Early Childhood classrooms. Students are introduced to concepts around how children learn Science; the importance of Science education in an Australian and international context; and current views around effective pedagogical practice linked to research. The focus on pedagogy will be linked to two content areas from the Australian Curriculum: Biological sciences and Earth and Space sciences.
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 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle
Moodle
The online Moodle content will be updated in line with the new curriculum.
Feedback from Moodle
Assessment items
Assessments will be updated to assist with student clarity.
Feedback from Online
Textbook
A review into the current use of the primary textbook is needed.
- Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design
- Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom
- Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences
- Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.
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
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 50% | |||||
| 2 - Practical and Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Presentation - 50% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
Textbooks
Science in Early Childhood
Edition: Fifth (2024)
Authors: Campbell, C., & Howitt, C.
Cambridge
Sydney Sydney , NSW , Australia
ISBN: 978-1-009-33974-2
This is a required textbook for CC14 Bachelor of Education, Early Childhood Pre-service teachers. CC12 Bachelor of Education, Primary pre-service teachers do not need to purchase this text.
This is a required textbook for CC14 Bachelor of Education, Early Childhood Pre-service teachers. CC12 Bachelor of Education, Primary pre-service teachers do not need to purchase this text.
Teaching Primary Science Constructively
8th Edition (2025)
Authors: Skamp, K. & Preseton, C.
Cengage
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170472814
This is a required text for all CC12 Bachelor of Education Primary pre-service teachers. CC14 Bachelor of Education, Early Childhood Pre-service teachers do not need to purchase this text, only the Teaching Science in Early Childhood Text.
This is a required text for all CC12 Bachelor of Education Primary pre-service teachers. CC14 Bachelor of Education, Early Childhood Pre-service teachers do not need to purchase this text, only the Teaching Science in Early Childhood Text.
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.
d.mallett@cqu.edu.au
Module/Topic
Pre-unit readings: Please orientate yourself to the nature of teaching science by reading the "Understand this learning area".
Chapter
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2022). Australian Curriculum: Science – Understand this learning area. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/science
Goodrum, D. (2013). Science. https://youtu.be/EipdYVDyhl0?si=9chbxkCoUyo5ycSJ
Events and Submissions/Topic
Important: Read Australian Curriculum: Science – Understand this learning area. We need to understand what ACARA is expecting us to do as Science teachers, especially the section on Science inquiry.
Module/Topic
Introduction to teaching science and the curriculum
Chapter
Preston, C., Mules, M., Baker, D., & Frost, K. (2007). Teaching primary science constructively: Experiences of pre-service teachers at Macquarie University: Teaching Science, 52(4), 12-16.
Baldwin, J. L., Adams, S. M., & Kelly, M. K. (2009). Science at the Center: An Emergent, Standards-Based, Child-Centered Framework for Early Learners. Early Childhood Education Journal, 37(1), 71–77. https://doi.org/10.1007/s10643-009-0318-z
Early Years' Reading
Campbell, C. (2024). Chapter 4: Learning theories related to early childhood science education. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition.). Cambridge University Press.
Primary Readings (Page numbers are based on e-book)
Skamp, K., & Preston, C. (2025). Chapter 1 – Primary science: every teacher, every child. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (8th Ed., pp. 2-38) Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
Theoretical perspectives
Chapter
Conezio, & French, L. (2002). Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development. Young Children, 57(5), 12–18.
Early Years Reading
Nolan, A. & Raban, B. (2024). Chapter 2: Identifying the science in early childhood policy documentation. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (5th edition.). Cambridge University Press.
Primary Readings
Skamp, K. (2025). Chapter 2. Constructivist Views of Learning and Teaching Science. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (8th Ed., pp. 39-84) Cengage Learning Australia.
A recommended reading on scaffolding
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Events and Submissions/Topic
Module/Topic
Engaging learning in Science - Wonderings, inquiry and authentic science learning.
Chapter
Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The science teacher, 72(7), 30-33.
Siry, C., & Max, C. (2013). The Collective Construction of a Science Unit: Framing Curricula as Emergent From Kindergarteners’ Wonderings: Collective construction of a science unit. Science Education (Salem, Mass.), 97(6), 878–902. https://doi.org/10.1002/sce.21076
Early Years Reading
Chealuck, K. & Campbell, C. (2023). Chapter 6: Scientific inquiry in the early years. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years' Reading
Earle, S. & Feasey, R. (2025). Chapter 4: Thinking and working scientifically: Science inquiry in action. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (8th Ed., pp. 162-188). Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
Observing and exploring the natural world
Chapter
Hesterman, S. & Hunter, N. (2023). Chapter 9: Science learning through play. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Early Years Reading
Campbell, C. & Speldewinde, C. (2023). Chapter 13: Science learning in natural surroundings. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years Reading
Tytler, R., Haslam, F., White, P. & Peterson, S. (2025). Chapter 8: Living things and environments. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (8th Ed., pp. 373-476). Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
Observing and exploring space
Chapter
Spend time exploring lesson ideas and videos on the following sites:
Primary Years' Reading
https://www.scienceweek.net.au/wp-content/uploads/2022/03/2009_Astronomy_Resource_Book.pdf
Early Years Reading
Astronomical society of the pacific. (2025). My sky tonight. https://astrosociety.org/education-outreach/early-learners/my-sky-tonight.html
Events and Submissions/Topic
Assessment 1: Due next week
Module/Topic
Chapter
Events and Submissions/Topic
Assignment 1: Monday (14 Apr 2025) 11:00 pm AEST
Assessment 1 - Inquiry video Due: Vacation Week Monday (14 Apr 2025) 11:00 pm AEST
Module/Topic
Teaching biological sciences outside
Chapter
Curtis, D., & Carter, M. (2013). Chapter 7 – Study session: Observing how children connect with the natural world. In D. Curtis and M. Carter. (Eds.). The art of awareness how observation can transform your teaching (2nd ed.). Redleaf Press.
Jarrett, O. (2010). "Inventive" Learning Stations. Science and Children, 47(5), 56-59. https://www.proquest.com/scholarly-journals/inventive-learning-stations/docview/236917288/se-2
Early Years Reading
Howitt, C. & Campbell, C. (2023). Chapter 12: Science learning through informal experiences. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years Reading
Tytler, R., Haslam, F., White, P. & Peterson, S. (2021). Living things and environments. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (7th Ed., pp. 327-383) Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
The cross curriculum priorities
Chapter
Alacapınar, F. G., & Uysal, H. (2020). Effect of station technique in classroom teaching: A meta-analysis study. Research on Education and Psychology, 4(Special Issue), 88-106.
Early Years Reading
Chealuck, K. & Campbell, C. (2023). Chapter 8: Indigenous ways of knowing in science. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years Reading
Hackling, M., Byrne, M., Gower, G., & Anderson, K. (2015). A pedagogical model for engaging aboriginal children with science learning. Teaching Science, 61(1), 27–39. https://doi.org/10.3316/aeipt.206558
Events and Submissions/Topic
Module/Topic
Teaching Earth and Space Sciences
Chapter
Cartier, J. L., Smith, M. S., Stein, M. K., & Ross, D. K. (2013). Chapter 5: Encouraging and guiding student thinking. In J.L. Cartier., L. Smith., M.K. Stein and D.K. Ross (Eds.), 5 practices for orchestrating productive task-based discussions in science. National Council of Teachers of Mathematics.
Early Years Reading
Ashbrook, P. (2020). The Early Years: Earth & Space Science for Young Learners. Science and Children, 58(2), 12-13.
Primary Years' Reading
Skamp, K. (2021). Chapter 12 – Our place in space. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (7th Ed., pp. 522-574) Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
Teaching Science Outside
Chapter
Early Years Reading
Campbell, C. & Chealuck, K. (2023). Chapter 5: Appoaches to enhance science learning. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years Reading
Helen Porter. (2018). Chapter 7: Science outdoors. In H. Porter (Ed.) . Educating Outside : Curriculum-linked Outdoor Learning Ideas for Primary Teachers. Bloomsbury Education.
Events and Submissions/Topic
Module/Topic
Engaging with digital tools to help students understand the natural world.
Chapter
Early Years Reading
Walan, S., & Enochsson, A.-B. (2024). Affordances and obstacles when integrating digital tools into science teaching in preschools. Research in Science & Technological Education, 42(3), 533–552. https://doi.org/10.1080/02635143.2022.2116423
Primary Years Reading
Jobling, W. (2021). Chapter 9 –Living things: a technologies context. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (7th Ed., pp. 112-141) Cengage Learning Australia.
Events and Submissions/Topic
Module/Topic
Teaching Science inside of STEM
Chapter
Fizzics Education. (N.D.) 13 quick ways to integrate technology into a primary science lesson. https://www.fizzicseducation.com.au/articles/13-quick-ways-to-integrate-technology-in-a-primary-science-lesson/
Early Years Reading
Preston, C. (2023). Chapter 11: STEM education in early childhood. In C. Campbell, W.M. Jobling and C. Howitt (Eds.). Science in Early Childhood (4th edition.). Cambridge University Press.
Primary Years Reading
Preston, C. (2021). Chapter 14 – Weather and our environment. In K. Skamp & C. Preston. (Eds.) Teaching primary science constructively. (7th Ed., pp. 575-625) Cengage Learning Australia.
Events and Submissions/Topic
Assignment 2 is due next week.
Module/Topic
Unit review and consolidation
Chapter
No readings or E-Book
Events and Submissions/Topic
Assessment 2: Week 12 Tuesday (3 June 2025) 11:00 pm AEST
Learning centre/station Due: Week 12 Tuesday (3 June 2025) 11:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
All Bachelor of Education (Primary) students will need a copy of the Skamp and Preston textbook, while Bachelor of Education (Early Childhood) students will only need the Campbell, Joblin & Howitt textbook. Both textbooks will also be used in EDCU13017 as core texts for this subject as well.
1 Presentation
The use of Gen AI (Chat GPT and similar):
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows: .
Gen AI content is used to generate ideas and general structures. Normal copyright rules apply for the use of GenAI and if it is used, you MUST acknowledge how you have used it on your cover page for your assignment.
Note: You are strongly advised to not copy and paste from GenAI, including Chat GPT and Grammarly.
Task description:
In this task, you are going to conduct your own authentic scientific inquiry, creating a poster/task card outlining what students have to do along with one video explicitly teaching one scientific skill (of your choosing) and justification for a play based or inquiry based approach to teaching. This task is broken down into four parts as follows:
Part A (Poster/Task card): Provides an outline to students on what they need to do at each stage of their inquiry with digital tools they can use to help them with their inquiry.
Part B (Video): Create a video'd lesson explicitly teaching your students one scientific skill within the context of them engaging in a biological or Earth and space science inquiry.
Part C (Lesson sequence discussion): In this section, you are providing a summary of what you will be doing as the teacher while the students are completing the inquiry. This section must include the questions or prompts you will be using to guide and scaffold students into learning like scientists.
Part D (Blog/Vlog entry for class website): You need to then draw from learning theory and high quality research justify the use of inquiry learning over a more traditional approach to teaching science with direct links to what you and your students will be doing in your actual inquiry task. (Note: You DO NOT need to create an actual blog or VLog).
You are required to engage in the inquiry yourself, as you will need to model to students what they are expected to do.
Vacation Week Monday (14 Apr 2025) 11:00 pm AEST
You are required to submit your script (doesn't have to match word for word) for your clearly labeled presentations as a word, PowerPoint or PDF document (which will have a cover page with your name, student number, your response to Part B and also a reference list at the bottom) along with the embedded video. While you are encouraged to work with a friend, your submissions need to be your own in entirety.
Your task will be returned once moderation has occurred and in time so that you can apply the feedback to your next assignment.
Create interesting and relevant learning resources that enable students to remain engaged and interested in learning science.
Has demonstrated a solid understanding of the science inquiry process and of core concepts in the areas of Biological and Earth and Space sciences
Utilised digital tools to help support learning and enhance learner engagement.
Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice
- Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design
- Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Practical and Written Assessment
The use of Gen AI (Chat GPT and similar):
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows: .
Gen AI content is used to generate ideas and general structures. Normal copyright rules apply for the use of GenAI and if it is used, you MUST acknowledge how you have used it on your cover page for your assignment.
Note: You are strongly advised to not copy and paste from GenAI, including Chat GPT and Grammarly.
Task description:
Context and task: You have just arrived at a school, where the head of curriculum has told you that you only have 30 minutes per week to teach science. You know that you will need more time, so you have decided to teach your Science unit as part of a STEM (or STEAM) approach to learning. Interestingly, your principal has noticed how engaged your students in your class are, so as part of this task, you are going to prepare a presentation showing other staff members what you are doing and why this approach worked so well. You can use photos from your first assignment's inquiry in this presentation, if you wish.
You do NOT need to provide detailed information about the activities that the students will engage in for Mathematics, Technologies or Engineering, however you should provide a description (Max: 100 words) of the two STEM disciplines you have included in your learning pathway.
Due to the nature of this task, you need to incorporate engaging ICT and activities that recognise an Aboriginal and Torres Strait Islander perspectives. To help simplify this task, it has been broken into three parts.
Part A Learning activities task sheets or equivalent (Readable text based document): Develop your learning activities which incorporate Aboriginal and Torres Strait Islander perspectives and include the use of interesting and engaging ICT tools. You are encouraged to adapt ideas from those you may have seen in the classroom, or activities you have found online. You will need to acknowledge where you got your ideas from with citations and a reference list. This part of the task can be completely collaboratively in pairs. Parts' B and C must be done individually.
Part B Lessons descriptions (Word document): In this section you are to provide a discussion on how these learning stations will work and what the teacher will do . You are not being asked to write lesson plans. You are also encouraged to include bracketed links to learning theory in these descriptions. e.g. The students will work in small groups to complete a KWHL chart outlining what they know at the beginning of the unit (Social constructivism, Vygotsky).
Part C A Creative whole staff presentation and justification for pedagogical approach (Video or similar): Your principal wants you to shine as a teacher and show off your amazing ideas to other staff, while drawing from the literature showing you understood why this learning approach will be successful. This presentation should show you have a practical and solid understanding of the relevance of learning theories and high quality literature relevant to the teaching of science well.
A script of your video (Can be generated by the platform you are using) must be included with Part C to enable Turnitin checks. More scaffolding and information along with commonly asked questions with answers are provided on Moodle.
Week 12 Tuesday (3 June 2025) 11:00 pm AEST
You must submit a script of your video as a word or PDF document. The script does not need to be word for word exact and can be an automatically generated script.
Your task will be returned once moderation has occurred.
Quality of content for a chosen science education pedagogical approach using authoritative sources such as journal articles.
Demonstrated practical knowledge and understanding of the Australian Curriculum (Science).
Demonstrated knowledge and understanding of the Aboriginal and Torres Strait Islander Histories and Cultures general capability as given in the Australian Curriculum and its relevance to your teaching.
Utilised digital tools to help support learning and enhance learner engagement.
Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice
- Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design
- Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences
- Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
