This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

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.

This task sees students participate in a four week Simulation Role Play in an area specific to their discipline of study. Students work in groups to assume the role of specific stakeholders/actors within the simulation. Rather than the simulation itself, students are assessed on an Operation Plan and a Final Report.

In this formative assessment, students select a recent news media item (print, electronic, multimedia, social media etc.) and conduct a short (500-700 word) critical reflection that draws on the foundational theoretical and disciplinary concepts from the course.

In this role-play students learn to position themselves in the roles of different stakeholders, develop strategies for negotiation and decision-making and need to be able to identify interests, goals and power hold by each stakeholder.

The assessment promotes critical reflection utilising refugee artefacts to enable law and politics students to connect their theoretical knowledge and understanding of international refugee law and human rights law with the 'lived experience' of certain asylum seekers detained offshore on Nauru or Manus Island. The assessment encourages students to reflect on their own learning experience by identifying and explaining the connections between selected refugee artefacts (including letters from the Burnside/Durham Collection in the Fryer Library, semi-autobiographical books, radio podcasts, cartoons, documentaries or op-ed newspaper pieces) and refugee and human rights law.

An internship, reflective activities and two reflective assessments scaffolded students to create posters evidencing their employability, graduate attributes and their unique personal brand developed in workplace projects. Articulating their abilities, showing how they added value to current and potential employers, students demonstrated how these experiences can support future transition to their careers. Posters also showing their LinkedIn profile, career ambitions and skills assessments were displayed to industry representatives who provided feedback. Posters can be used as a resource during recruitment complementing a resume.

Students are asked to write a reflective essay about their project that includes a description of critical incidents, reflection of personal change, and a supporting visual element.