Common use of TEACHING AND LEARNING Clause in Contracts

TEACHING AND LEARNING. In this section the University should refer to:  its objectives and/or priorities for teaching and learning  its strategies to ensure quality in teaching and learning UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissionsprocess  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University’s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievement.

TEACHING AND LEARNING. In this section the University should refer to:  its objectives and/or priorities for teaching and learning  its strategies to ensure quality in teaching and learning UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissionsprocess  admissions process what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe Learning The actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University’s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievement.

TEACHING AND LEARNING. In this section the University should refer toA well planned curriculum is taught by excellent teachers to pupils who are keen to improve, are hardworking and study independently We will:  its objectives Provide a content-rich, cumulative and coherent curriculum for all children  Focus on mastery of content in all curriculum areas  Provide regular, meaningful and timetabled home learning and, for assessments, detailed revision guides  Use regular assessment to track pupil progress and provide regular opportunities for pupils to act on feedback  Provide progress reports to parents three times annually and arrange meetings to discuss these reports  Ensure early intervention for those children experiencing difficulties  Provide consistently high quality teaching I will:  Ensure all home learning is completed to a high standard and on time by making time and space available for my child to do homework and will support them with it  Support the academy's philosophy of high expectations for all – ensure the uniform is worn correctly and my child is organised for the day  Read revision guides and support my child to prepare for assessments  Ensure my child reads widely and records their reading activity  Attend academic reviews three times annually and actively engage in these  Support my child’s cultural literacy and knowledge base through family outings to museums, theatres and places of interest (check our website for ideas)  Support my child’s decision-making on subject choices and enrichment I will:  Develop a growth mindset and a belief in continuous improvement  Work hard in all lessons and activities  Complete home learning on time and to a high standard  Act on feedback given by my teachers  Revise well for assessments  Share my learning and progress with my parent(s) Attendance: Pupils have the right to education and parents have a legal responsibility to make sure children attend regularly and on time. Minimum Pioneer attendance for a pupil is 97% We will:Contact parents on the first day of unknown absence  Contact parents of children who regularly arrive late  Rigorously follow up ongoing poor attendance and/or priorities for teaching punctuality and learning support parents in getting their child to school on time every day  its strategies Not authorise holidays during term time I will:  Make every effort to ensure quality in teaching my child attends school every day and learning UNIVERSITY ADMISSIONS TRANSPARENCY on time  how Inform the University selects students for offers without an ATAR score, academy as part of its admissionsprocess  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, soon as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University’s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement possible about any absence and the effectiveness reason for it  Not take my child on holiday or out of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways includeschool during term time I will: the Special Tertiary Admissions Test (STAT); Work Recognition Program,  Have high attendance and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievement.be punctual Academy Home Pupil

TEACHING AND LEARNING. In this section Demonstrate a comprehensive understanding of current educational issues • Be aware of the University should refer to:  its objectives and/or priorities general content of courses being taught at the relevant year level • Encourage and ▇▇▇▇▇▇ individual striving for teaching excellence • Ensure the development of homework and learning  its strategies study skills of individual students with the assistance of the subject teachers, College Counsellors, Head of Future Pathways and Head of Vocational Studies. • Read and analyse student reports to ensure quality in teaching obtain an awareness of student performance and learning UNIVERSITY ADMISSIONS TRANSPARENCY  how provide a comprehensive evaluation for the University selects students relevant Deputy Principal, for offers without consideration. • Maintain an ATAR score, as part overall view of its admissionsprocess  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion academic progress of students that do not complete their course (including for students from regional at the Year Level through liaising with subject teachers, Heads of Learning Area and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education deliveryDeputy Principals, as well as setting out the structural Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and policy context Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist in the implementation of Subject Selection procedures • Assist in the process for these diverse offerings - Online the granting and StudyFlex: Both expanding our partnerships presentation of Academic Awards. • Coordinate year level team meetings for online offerings subject teachers, as required. • Develop and building our internal capacity through planned systems, implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and support programs - spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Digital experience platform: A fully integrated digital experience Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘▇▇▇▇▇ Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and relevant to the year level. • Liaise with teachers organising co-curricular activities within the year group and ensure College policies, including the Camps and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year to ensure a smooth transition for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University’s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, from one year group to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievementanother.

TEACHING AND LEARNING. In this section the University should refer to:  its objectives and/or priorities for teaching and learning  Key priorities for teaching and learning are: Development of new education pathways, including: strengthening delivery into regional and rural Australia through partnership with Regional University Centres Industry- and VET-partnered courses focussed on integration of skills and research-led education to meet workforce needs Flinders Future Curriculum project to: Increase flexibility for students in what, when and how they study Embed employability skills across the curriculum to prepare graduates for the future of work Increase innovation in contemporary education through contemporary assessment, accredited microcredentials and new degree types (bachelor, apprenticeship, diplomas). Implementation of the University's Student Success and Retention Plan 2020 -2025 its strategies to ensure quality in teaching and learning Governance of teaching and learning quality sits with the University's Education Quality Committee which reports to Academic Senate and has representation from all Colleges, students and the education-related professional areas including Flinders International, as well as the PVC (Indigenous). Flinders has an Educational Quality Framework which is premised on an evidence-based approach to continual improvement, monitoring and evaluation. The Educational Quality Framework policy document brings together the suite of policies, procedures and guidelines related to curriculum design and teaching practice. The achievement of Educational Quality is supported by two distinct but related pillars: Educational Quality Assurance — robust frameworks, models, policies and processes to ensure educational offerings comply with all legislative and regulatory requirements, and reflect excellent educational practice. Educational Quality Improvement —a central framework and processes to support cycles of continuous improvement. The Educational Quality Framework is underpinned by the Higher Education Standards Framework (Threshold Standards) 2015 with a particular focus on the standards in Domain 3:Teaching and Domain 5: Institutional Quality Assurance. Our Educational Quality Framework identifies measures at both the course and topic (unit) level which provide information to support strategic decision making, to review current performance and improve future performance. Together these measures provide data on how well our courses are meeting the needs of students and stakeholders. These measures are reviewed annually at course, College and University level using a risk-based framework to identify any emerging trends and allow prompt response. Educational Quality at Flinders University promotes and supports student success through: relevant, engaging, inclusive and well-sequenced curriculum that is informed by the contemporary and future needs of industry, government, the community, and the aspirations of students excellent learning and teaching practices that are innovative and discipline-specific in their use of contemporary pedagogy, creativity and technology, and meaningful assessment that is well-suited to discipline and context, and provides timely and structured feedback to support learning development and success. UNIVERSITY ADMISSIONS TRANSPARENCY  In strengthening our Admissions Transparency the University has published Student Profile and ATAR profile data and established processes to ensure data is updated and compiled consistently over time. The University has also worked closely with external stakeholders to ensure comparability and consistency of admission-related content. how the University selects students for offers without an ATAR score, as part of its admissionsprocess  admissions process Flinders has a long tradition of providing access to higher education for student from non- traditional backgrounds and those who may be at a disadvantage compared to peers. To support access, Flinders utilises a range of evidence-based alternate admission pathways. Admission pathways available to non-year 12 candidates include: TAFE/VET pathways, Special Tertiary Admissions Test (STAT), Flinders Foundation Studies Program (enabling), Indigenous Admissions Scheme, Elite Athlete Admission Scheme, Military Veterans Pathway and Higher Education transfers. Admission pathways specifically for year 12 candidates (non-ATAR based) include: UniTEST (exam style test assessing generic reasoning and thinking skills that underpin higher education studies) School Recommendation Program (candidates can be considered on the basis of a school recommendation together with academic results) Assessment Centre Pathway (candidates are required to attend an assessment centre to demonstrate the characteristics and aptitude for study at university) Portfolio Entry Pathway (candidates are required to submit a portfolio demonstrating preparedness for admission to higher education, portfolio is assessed together with academic results) what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. To ensure the University continues to admit students with the potential to succeed in Higher Education Flinders is committed to ongoing review of all admissions pathways. A range of measures are used to evaluate the success of students admitted to the University including; attrition, grade distribution, GPAs and completions. Basis of Admission analyses using these metrics are available at course and cohort levels and are monitored and reported annually to Academic Senate. Pathways that do not demonstrate success are revised or closed. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  Flinders retention mission is to ensure that every student knows that they belong, that they can succeed, and are supported as they develop their capabilities to navigate a unique pathway to their own success. Existing strategies to improve retention include: Flinders Support Network: targeted structured outreach support for students at risk of not progressing as identified through data analytics Student Support Lounge: one-stop pop-up lounge at multiple locations at key times in semester to highlight support services to students who may need support Student progression process review: A review of our business processes around student progression, identification and support of students at risk of poor progression. Regional and Rural specific orientation and support: Starting before enrolment, students and their families from regional and rural areas have specific advice and connection with key university staff. Financial support, including scholarships for students from low SES areas, and short- term grants for emergency needs for those who require support to remain in study. Flinders has developed a new Student Success and Retention Plan 2020-2025 in consultation with students and staff from across the University. The plan has five objectives to support student retention: Being a Student-Centred Community, Develop Students Skills for Success, Inspire and Engage Students, Develop and Support Wellbeing, and Provide a Responsive and Navigable Learning Environment Online and In-person. The implementation strategy will: further develop the student academic progress support process using learning analytics to identify and assess students experiencing barriers to study extend a coordinated formal distributed leadership model of student retention and success across all areas of the university; implement quality teaching improvements to support transition and success particularly in the first year; further improvements in online quality digital experience to support student success taking a holistic view of the student; celebrate student success, community and collaborations. develop a university wide student wellbeing plan that encompasses financial, psychological and physical wellbeing; evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching Evaluation of retention and Learning objective engagement strategies is to significantly improve undertaken using: Qualitative and quantitative data from the Student Experience Survey and Course Evaluation Questionnaire which are reviewed as part of Flinders' course quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022processes, and its related Student Success key themes reviewed and Retention Plan reported annually to Academic Senate and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University’s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievementCouncil.

TEACHING AND LEARNING. In this section the University should refer to:  its objectives and/or priorities for teaching and learning  its strategies to ensure quality in teaching and learning Through the LIVE the future strategic agenda, Deakin offers committed and capable students a brilliant education where they are and where they want to go to fulfil their personal and professional futures, and particularly for the jobs and skills of the future. The experience includes rich human interaction and streamlined processes at all our campuses, including the Cloud Campus, throughout the student journey from prospective student enquiries, to enrolled students engaged in learning, to successful graduates. Deakin's Student Learning and Experience Plan 2016−2020 aligns with the Learning and Experience offers in LIVE the future and sets out the strategies and priorities for achieving these objectives. Deakin ensures quality in teaching and learning by:  effective and regular review of units (subjects) and teaching following each instance of delivery which acts on students’ feedback, retention and success rates  ensuring professional development for all teaching staff, including sessional staff  aligning all courses with Deakin’s Graduate Learning Outcomes and Curriculum Framework  reviewing all courses annually and in-depth every five years  annual review of the course policy suite. UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissionsprocess admissions process  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. Deakin’s Academic Board determines the minimum eligibility criteria for the admission of students into courses, which may include completion of formal academic qualification/s, or other evidence of equivalent learning or capability that applicants may demonstrate by any of the following:  documented work or life experience  an aptitude test  an audition or interview  portfolio  references or a personal statement  Deakin Professional Practice credential. For those applying on the basis of post-secondary study, work or life experience, Deakin considers each individual’s ability to meet the educational demands of the course, likelihood of success and any relevant adjustment factors (approved by the Academic Board). Policies and processes managing admissions are reviewed annually and supported by cohort analysis of success. Admissions standards meet the requirements for relevant professional accreditation. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student The Deakin Success and Retention Strategy sets out priorities and principles for ongoing action to improve student success and optimise retention. The Success and Retention Strategy consolidates relevant work delivered through Deakin’s Student Learning and Experience Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational programguides iterations of the Plan, which is refreshed annually. Started in late 2019Importantly, the three-year program is our ambitious plan Student Learning and Experience Plan considers both academic and service provision to deliver educational transformation across our course portfolio and cover the entire student experience activitiesjourney for all students. The program integrates University identifies and builds on projects monitors students at risk of failure and work already underway attrition to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity – Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environmenttarget relevant support. The University’s Performance Indicator framework allows Student Learning and Experience Plan sets clear and aspirational benchmarks for managementstudent success and retention, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, which align to the extent that it was nationally recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University’s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement supportmeasures. The University is developing interim indicators and cohort-specific benchmarks to tightly focus interventions and is drawing on recent projects exploring trial interventions to improve course-level retention and educational research into avoidable failure. These research projects are being led by Deakin’s Centre for Research in Assessment and Digital Learning. The Student Learning and Experience Plan and the Success and Retention Strategy are reviewed annually with deep consultation across the University. Students withdrawing from their studies are invited to provide reason/s and these data, where available, contribute to the Success and Retention Strategy. ▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇.▇▇▇.▇▇/▇▇▇▇▇-▇▇▇▇▇▇/▇▇▇▇▇▇▇▇-▇▇▇-▇▇▇▇▇▇▇▇ In this section the University should refer to or provide information on:  strategies to ensure excellence in research and the strengthening of research capability  strategies for the provision of high quality research training, including measures to encourage PhD industry placements. This information should identify the expected number of industry placements.  strategies to encourage research translation and commercialisation, including collaboration and engagement with industry and other end users, and the measures of success that the university monitors in this area  strategies to promote open access to research publications and data. Deakin Research is progressing a dedicated research strategy development project to build our excellence in research and to strengthen our research capability. This project encompasses:  a global rankings strategy, which includes education and communication across the University in relation to global rankings and their inputs (including ARWU) focussing on world class excellence and international collaboration  an academic performance strategy, focussing on individual and unit benchmarked research and research training performance in the context of educational workload and quality, in terms of excellence and effectiveness  a review of our current and emerging research strengths against national and regional priorities. The outcomes of the project will inform the establishment of clear, globally benchmarked performance expectations and strategic workforce allocations. It will also enable the development of our retention and recruitment plans for high performing researchers and our investment priorities for fields of research and people and infrastructure platforms to build excellence and capability. Deakin has committed to delivery of core services locallyadditional post-doctoral research fellowships for high quality candidates in priority areas. These will includes regional and industry partnerships in advanced manufacturing, going beyond student welfare to ensure achievementcyber security, sustainable energy and water security, food security and traceability, health care and systems transformation. In 2019 Deakin has invested in two new research institutes, one on applied artificial intelligence (A2I2) and the other in innovation in mental health care and related chronic disease (iMPACT). Expanded strategic investment has also been provided for major transformative research and innovation infrastructure platforms including:  AI enabled digital phenotyping platforms  major high performance computing infrastructure  MELD – next generation three dimensional printing for composites (only second in the world)  Lifecourse cohort population and genomics platform  big data science and analytics platform  marine science genomics and aquaculture facilities.