Learning, Teaching and Research Committee

The aim of assessment moderation is to ensure consistency and fairness of the marking and grading processes. Moderation is especially important where units are delivered in multiple modes, at multiple campuses or where there is no quantitative marking rubric. Assessment moderation enhances confidence in assessment outcomes for both academics and students, Assessment moderation is applied at three stages: assessment design and development; marking and grading; and review and student evaluation.

This policy describes the requirements and principles governing the College’s accredited coursework courses. This policy:

• Provides a framework to guide decisions regarding the (re)development of the College’s courses;
• Sets clear responsibilities and accountabilities for approvals and management of the (re)development of academic courses; and
• Ensures that academic course structures, rules and approval processes are transparent, consistent, and fair.

This policy sets the requirements for Annual Course Reviews by the Dean of Studies and appraisal by the ASR and LTR committees for the Academic Board.

This policy addresses the requirements of the National Code of Practice (2018) standard 9. Specifically it documents how the College:

• processes for assessing, approving and recording a deferment, suspension or cancellation of study
• will notify the overseas student in writing of the intention to suspend or cancel their enrolment
• will tell the overseas student to seek advice from the Department of Home Affairs on the potential impact on their visa if enrolment has been deferred, suspended or cancelled
• will not let a suspension or cancellation take effect until the overseas student has been given a chance to complete an internal appeals process, unless their health or wellbeing, or the wellbeing of others, is likely to be at risk. 

To outline the purpose, membership and terms of reference of the Learning Teaching and Research Committee.

To outline the policy for the delivery of teaching and learning via any technology enhanced learning. The College shall utilise learning technologies and practices that deliver quality teaching which promotes and supports student learning.

The Pedagogy Policy establishes a framework for the development and delivery of courses and units of study that support and integrate with the strategic directions of the College as well as its vision, mission and values. (HESF §1, §2.1)

This framework:
1. Presents a definition for ‘research’
2. Defines those characteristics which exemplify excellence in research
3. Demonstrates how research is to be integrated into the mission of the College
4. Clarifies responsibility for research.

To make clear what is expected of the College students as it relates to conduct, attendance and assessment submissions.

This policy has incorporated the content of student attendance, submissions, late assignments/extension and resubmissions policies, with those being retired from April 2022.

To set out the considerations that determine scheduling of units for quality learning, especially those with low enrolments.