Designed with an explicit focus on developing writing skills in first year students, this assessment adopts a design approach to a staged writing project. This assessment is divided into several scaffolded tasks that must be completed and submitted cumulatively throughout the semester.

This assessment is primarily designed to test students' compositional dexterity by focusing on emulating the selected genre. A portion of the overall mark is allocated for originality and creativity. While students must adhere to stylistic requirements they are free to write on a topic of their choosing, thus offering a personalised approach to learning.

Students choose a specific theory, or theoretical perspective, and apply this to an object analysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition stanalysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition style Q&A.

Students submit an argumentative piece on a contemporary topic relevant to their discipline of study. Pending staff approval, students can submit this assessment in a number of written or multimodal formats such as an editorial for The Conversation, a government report, or a short audio-visual documentary.

Designed as a low weighted, in-class activity to increase student engagement and to foster skills in facilitation and leadership, this assessment sees students take on the role of leading various small activities. These may include preparing the learning environment, facilitating a class warm-up activity, or hosting a mid-class break.

Underpinned by a problem-based learning pedagogy (PBL), this assessment sees students attend weekly workshops where they are presented with a scenario based on weekly course content (and related to a contemporary, real-world issue). Students work in small groups to formulate a response or solution to the problem/s, discussed in class.

Designed as part of an active, applied learning pedagogy, this assessment sees students conduct a live interview or conversation with a peer, with the aim of demonstrating their proficiency in a relevant practical skill or piece of theoretical knowledge. Although performed in pairs, students are marked individually for their contributions.

Students carry out and analyse four interviews (with individuals selected on the basis of discipline). The assessment consists of four stages: developing a semi-structured interview schedule and locating interviewees; conducting and recording interviews; creating verbatim transcripts; and performing qualitative analysis to produce a 1000 word field report of their findings.

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection.

Informed by an embodied pedagogy, this task sees students assume disciplinary stakeholder roles attempting to secure project funds through a grant application to a specific organisation. Students design a project and craft a grant application consistent with the funder's actual requirements and formatting.