Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
A survey of Roman history and society from the eighth century BC to the early first century AD. The course covers the foundation and fall of the Roman Republic with special attention to Sulla, Caesar, Antony and Augustus. This course may not run if there are fewer than 20 enrolments.
This introductory course covers Roman history, politics, and society from the mythical foundations of the city to the end of the republic and the establishment of the principate under Augustus. It gives particular attention to politics in the city of Rome, the acquisition of Rome’s Mediterranean empire, the role of personalities such as Sulla, Pompey, and Augustus, and key sources including Livy, Cicero, and Plutarch’s Lives. It explores how we can think of Roman republican history as a period of ongoing innovation and reform, rather than an inevitable 'crisis' or 'fall of the Roman republic'. Students will build skills in using and interpreting ancient evidence (including literary sources, inscriptions, and coins) and engaging with modern scholarship, and in written and oral communication. A programme of linked lectures and tutorials tracks major developments in Roman history during the Republican and Augustan periods, alongside discussion of key themes and institutions including politics and office-holding, state religion, imperialism, women, oratory, and programmes of reform.
Course requirements
Assumed background
This is an introductory unit. No prior knowledge of Roman history is assumed. Students should ensure they are familiar with the Classics and Ancient History Study Guide (available on Blackboard).
Incompatible
You can't enrol in this course if you've already completed the following:
CN122, CN125
Course contact
Course staff
Lecturer
Tutor
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course includes 13 lectures and 10 tutorials.
Lectures will be held from 10-12 on Tuesdays and also recorded (links will be made available on Blackboard). Attendance at the live lecture is strongly encouraged.
Students are required to sign up for a tutorial group before the commencement of semester and remain in that group for the entire semester.
Please note that lecture and tutorial topics are linked, so that each tutorial relates to the previous week's lecture (that is, the tutorial in week 3 relates to the lecture in week 2, etc.). Students should ensure that they have attended or watched the relevant lecture before the linked tutorial.
Aims and outcomes
ANCH1250 aims to:
- Introduce students to the history, politics, and society of Rome from its foundation to the death of Augustus in 14 CE.
- Familiarise students with significant personalities, events, and institutions of the Roman republic and Augustan period and the means by which Rome acquired and governed its territorial empire.
- Introduce key sources for ancient history, including literary sources (such as Livy, Cicero, and Plutarch), coins, and inscriptions.
- Introduce students to historical methods, especially analysis of ancient evidence and modern opinion, critical thinking, and the use of evidence in constructing historical arguments.
- Provide students with foundational knowledge and skills for advanced courses in Roman history and society.
- Highlight some impacts of ancient Roman history, politics, ideas, and language on contemporary societies.
- Contribute to the acquisition of a range of graduate attributes, including skills in managing information, solving problems, written and oral communication, collaboration, and working with digital technologies.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
apply historical method to a range of significant questions in Roman history, involving critical analysis and integration of ancient literary and material evidence and modern opinion, as well as the construction of a detailed, reasoned argument
LO2.
recognise distinctive features of the Republican and Augustan Periods of Ancient Rome
LO3.
recognise and contextualise a range of famous events, personalities, writers and material remains of Ancient Rome
LO4.
relate the lecture and tutorial topics to one another in a meaningful, developmental way
Assessment
Assessment summary
Category | Assessment task | Weight | Due date |
---|---|---|---|
Essay/ Critique | Tutorial Essay | 40% | |
Quiz | In-Semester Test | 10% |
19/09/2024 2:00 pm |
Participation/ Student contribution | Tutorial Participation | 10% | |
Examination | Final Exam | 40% |
Assessment details
Tutorial Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Learning outcomes
- L01, L02, L03
Task description
Students are required to research and write a scholarly essay of max. 1500 words (excluding bibliography and references) on one of the essay questions included in the Tutorial Programme (on Blackboard). The essay questions are linked to the weekly tutorial topics. You will be asked to sign up for an essay topic at the start of semester. You only need to write one essay. You must submit an essay in order to pass the course.
The essay must be submitted through Turnitin by 2pm Thursday in the week after the tutorial week at which that topic was discussed. That is, if you choose to write on the topic for Week 3, you must submit your essay by 2pm (14:00) on Thursday in Week 4. The exact due date for each essay topic can be found in the Tutorial Programme. Please take account of the due date when choosing an essay topic and plan your time accordingly.
A reading list for each topic can also be found in the Tutorial Programme. It is essential that you use the Required Reading in writing your essay, including the ancient sources.
General guidance on essay-writing can be found in the Classics and Ancient History Study Guide (on Blackboard). Further guidance will be provided in class.
This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Submission guidelines
Submit using the relevant Turnitin link on Blackboard
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
In-Semester Test
- Mode
- Written
- Category
- Quiz
- Weight
- 10%
- Due date
19/09/2024 2:00 pm
- Learning outcomes
- L02, L03
Task description
The In-Semester Test will consist of multiple choice, matching, etc. questions designed to test core knowledge and skills. Further information will be provided on Blackboard.
This assessment task evaluates student’s abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Tutorial Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Learning outcomes
- L01, L02, L03, L04
Task description
There are ten tutorials in ANCH1250, starting in Week 2. A detailed Tutorial Programme, including reading lists, will be made available via Blackboard. You should sign up for a tutorial group before Week 1 and remain in that group for the entire semester.
Tutorials are an integral part of the course, since they offer the opportunity for small-group discussion of specific topics and close analysis of ancient evidence. Exam questions will also address material covered in tutorials.
Students are expected to prepare for each tutorial by completing the required reading, preparing notes based on discussion questions for use in class, and participating in discussion and activities during the tutorial.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Final Exam
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Learning outcomes
- L01, L02, L03, L04
Task description
The exam will be held on campus during the exam period. The exam will consist of short-answer and multiple-choice questions, a source analysis exercise, and an essay. Exam questions will be based on lecture and tutorial content.
Further details will be provided in class and on Blackboard.
You must sit the exam in order to pass the course.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Exam details
Planning time | 10 minutes |
---|---|
Duration | 120 minutes |
Calculator options | No calculators permitted |
Open/closed book | Closed Book examination - no written materials permitted |
Exam platform | Paper based |
Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
Grade | Cut off Percent | Description |
---|---|---|
1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Fails to demonstrate most or all of the basic requirements of the course: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
Tutorial Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85 – 100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25 – 44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0 – 24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate
Word counts: A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
In-Semester Test Assessment Criteria
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
3. Comprehension/understanding of ancient sources.
Answers are marked on a right or wrong basis.
Exam Assessment Criteria
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Gobbets/Textual/Object Analyses
Students will be assessed on:
1. Ability to identify author and/or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Detailed reading and questions for each tutorial are given on Blackboard (learn.uq.edu.au).ᅠ
The UQ Library's Guide to Finding Information on Ancient History can be found at:
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
Learning period | Activity type | Topic |
---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Lecture 1: Introduction Learning outcomes: L02, L03 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Lecture 2: Early Rome Learning outcomes: L02, L03 |
Tutorial |
Tutorial 1: Meet the Romans Learning outcomes: L01, L02, L03, L04 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Lecture 3: War with Carthage Learning outcomes: L02, L03 |
Tutorial |
Tutorial 2: Legendary women Learning outcomes: L01, L02, L03, L04 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
Lecture 4: Rome's Mediterranean Empire Roman expansion in the second century BCE Learning outcomes: L02, L03 |
Tutorial |
Tutorial 3: The peace of the gods Learning outcomes: L01, L02, L03, L04 |
|
Week 5 (19 Aug - 25 Aug) |
Lecture |
Lecture 5: The Gracchi and the rise of Marius Learning outcomes: L02, L03 |
Tutorial |
Tutorial 4: Carthage must be destroyed! Learning outcomes: L01, L02, L03, L04 |
|
Week 6 (26 Aug - 01 Sep) |
Lecture |
Lecture 6: Marius to Sulla Social war, civil war, and dictatorship in Rome Learning outcomes: L02, L03 |
Tutorial |
Tutorial 5: The murder of Tiberius Gracchus Learning outcomes: L01, L02, L03, L04 |
|
Week 7 (02 Sep - 08 Sep) |
Lecture |
Lecture 7: The Rise of Pompey Roman history from the 70s to 67 BCE Learning outcomes: L02, L03 |
Tutorial |
Tutorial 6: Drusus the reformer Learning outcomes: L01, L02, L03, L04 |
|
Week 8 (09 Sep - 15 Sep) |
Lecture |
Lecture 8: Pompey and Caesar War in the east and politics in Rome, 66 to 59 BCE Learning outcomes: L02, L03 |
Tutorial |
Tutorial 7: Pompey and the pirates Learning outcomes: L01, L02, L03, L04 |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
Lecture 9: Rome in the 50s Violence, corruption, and ideas for reform Learning outcomes: L02, L03 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Lecture 10: Civil war and Caesar's dictatorship Learning outcomes: L02, L03 |
Tutorial |
Tutorial 8: Buying the vote Learning outcomes: L01, L02, L03, L04 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Lecture 11: The Triumvirate to Augustus Learning outcomes: L02, L03 |
Tutorial |
Tutorial 9: Civil war in coins Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
Lecture 12: Augustus Learning outcomes: L02, L03 |
Tutorial |
Tutorial 10: Tales from the proscriptions Learning outcomes: L01, L02, L03, L04 |
|
Week 13 (21 Oct - 27 Oct) |
Lecture |
Lecture 13: Revision and exam preparation Learning outcomes: L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.