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
Investigate the nature and complexity of the proje...
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 is delivered through Attendance and Online modes using a single, integrated learning and teaching strategy designed to ensure equivalent learning outcomes and a comparable learning experience for all students, while supporting diverse learning needs and maximising access.
Across both modes, learning activities are intentionally aligned to the unit learning outcomes and assessment tasks, and are underpinned by active learning, guided engagement with disciplinary knowledge, opportunities for peer interaction, and regular, timely feedback. While the mode of delivery shapes how students participate, the pedagogical intent, expectations and standards remain consistent.
In Attendance mode, students engage in weekly face-to-face classes at designated locations, supported by preparatory activities prior to workshops and opportunities for consolidation following classes. Online learning platforms are used to complement face-to-face teaching through additional resources and learning activities.
In Online mode, students engage with the same core content and learning outcomes through a combination of synchronous and asynchronous activities, including structured discussions and applied learning tasks that support learning in professional contexts.
Across both delivery modes, students should plan to commit approximately 150 hours to this unit over the semester, including participation in learning activities, independent study, readings and assessment preparation.