Unit rationale, description and aim
Work Integrated learning (WIL) is the term used to describe learning activities that allow students to apply their academic learning in a ‘real-life’ environment provided by a real industry partner or a University organisation working on a real project. WIL strengthens students’ essential job-ready skills and experiences and provide students with the opportunity to learn about workplace culture, prepare for the future world of work, develop professional networks and build their employability skills. WIL may be conducted on or off campus, face-to-face or online, and paid or unpaid. Each student is jointly supervised by an academic supervisor and a placement supervisor.
The aim of this unit is to enhance students’ professional knowledge, apply theory, practices and technical skills, and to develop their understanding of organisational and business culture and processes. Students will gain the confidence, knowledge and skills necessary to effectively prepare for a future career in the IT industry. Through work integrated learning, students will also get a clear understanding of the impact of IT on workers and working conditions.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain the overall structure and operations of th...
Learning Outcome 01
Demonstrate an insight into the nature and complex...
Learning Outcome 02
Communicate professional skills, practices, ideas ...
Learning Outcome 03
Apply both professional and technical skills as we...
Learning Outcome 04
Content
Topics will include:
- Introduction
- WIL process and policies
- Compliance forms
- Assessment requirements
- E-portfolio and resume writing
- Interview
- Reflective practices and logbooks
Assessment strategy and rationale
A range of assessment tasks is used to support achievement of the unit learning outcomes and graduate attributes, in line with University requirements. The first task is a specification report outlining the project’s purpose, key milestones, stakeholders and expected benefits. This must be endorsed by both the placement supervisor and academic supervisor, and assesses the student’s understanding of the project and its context.
The second task is a progress presentation delivered to a broader audience, including supervisors, industry partners and staff. This provides students with an opportunity to present their work professionally, simulating a job-interview environment where potential employers may be present.
The final task is a comprehensive project report, confirmed by the placement provider and marked by both supervisors. It documents the student’s technical work, the project’s significance and the contribution made to the placement provider’s objectives.
These assessments collectively demonstrate attainment of all learning outcomes. To pass the unit, students must:
• achieve a minimum overall mark of 50%, and
• attempt all three assessment tasks.
Overview of assessments
Task 1: Specification Report The first assess...
Task 1: Specification Report
The first assessment item is a specification report that describes what the project is about, its key milestones, stakeholders and benefits/significance, which needs to be endorsed by both the placement supervisor and the academic supervisor.
The purpose of this task is to assess a student’s understanding of the project, its deliverables, and its execution environment.
Submission Type: Individual
Assessment Method: Report
Artefact: Written report (1000 words)
20%
Task 2: Progress Presentation The second assessm...
Task 2: Progress Presentation
The second assessment item is a progress presentation where students will present their projects to a wider audience, including placement supervisors, academic supervisors, other industry and university representatives and staff members.
The purpose of this task is to allow students to present themselves as if they are attending a job interview as potential employers may be present and watching.
Submission Type: Individual
Assessment Method: Presentation
Artefact: Presentation script/notes
30%
Task 3: Final Report The final assessment item ...
Task 3: Final Report
The final assessment item is a final report that needs to be confirmed by a delegate of the placement provider and marked by both the placement supervisor and the academic supervisor.
The purpose of this task is to report the project work undertaken by the student including technical contributions, the significance of the project, and how the work has contributed to the objectives of the placement provider. Online viva will be used to validate the antiunity of students’ learning. Students will use gen AI tools to craft their presentation.
Submission Type: Individual
Assessment Method: Written report + Presentation + Online Viva
Artefact: Written report (1000 words) + live/speaker view webcam overlay + Viva Q&A
Recorded Presentation (10 minutes)
50%
Learning and teaching strategy and rationale
This unit adopts a collaborative, practice-based learning approach and may be delivered either in attendance over a twelve-week semester or fully online. In attendance mode, students participate in weekly two-hour workshops and fortnightly two-hour labs that include seminars, problem-solving activities and tasks aligned to the unit learning outcomes. All primary learning materials and assessments are available online to support learning beyond the classroom.
In online mode, all content is delivered through Canvas. Work Integrated Learning (WIL) may involve real or virtual IT-related placements with partner organisations, or project-based work delivering outcomes for ACU units or external partners. Students should expect to undertake approximately 150 hours of study, including assessments, online learning and WIL activities, with at least 105 hours of approved placement completed during the semester.
Across both modes, the unit uses an active, experiential learning framework to develop professional capability. Interactive resources support students in understanding WIL, professional development and project management, while individual activities build analytical, critical and reflective skills. Reflection on workplace experiences further strengthens students’ ability to manage a professional placement or project, with flexible delivery ensuring access to expert guidance and support.