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THE UNIVERSITY OF NEWCASTLE
FACULTY OF XXXX
MASTER OF XXXX – GRADUATE ATTRIBUTE MAPPING
AQF LEVEL 9 QUALIFICATION – Masters (Coursework)
TABLE 1: Graduate Profile Statements and Graduate Attribute Domain
GRADUATE PROFILE STATEMENTS
Community Responsiveness
ATTRIBUTES
Professionalism
Scholarship
01.
02.
03.
04.
05.
06.
TABLE 2: Generic Skills Clusters
1. a. Oral and/or
b. written communication
2. Teamwork
3. Information literacy
4. Ability to use technology
5. Problem solving
6. Ability to critically analyse
TABLE 3: AQF Level 9 Qualification Descriptors – Masters (Coursework)
1. Purpose
a. The Masters Degree (Coursework) qualifies individuals who apply an advanced body of knowledge in a range of contexts for professional
practice or scholarship and as a pathway for further learning
2. Knowledge
Graduates of a Masters Degree (Coursework) will have:
a. a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
b. knowledge of research principles and methods applicable to a field of work and or learning
3. Skills
Graduates of a Masters Degree (Coursework) will have
a. cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship
b. cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to
apply established theories to different bodies of knowledge or practice
c. cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
d. communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional
decisions to specialist and non-specialist audiences
e. technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to
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4. Application of Knowledge
and Skills
professional practice or scholarship
Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge and skills:
a. with creativity and initiative to new situations in professional practice and/or for further learning
b. with high level personal autonomy and accountability
c. to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship
TABLE 4: (National) Discipline Threshold Learning Outcomes
Discipline Statements – Threshold Learning Outcomes For XXX Discipline
01.
02.
03.
04.
05.
TABLE 5: Learning Outcomes Mapping - Programs and Courses
Graduate
Generic
Attribute
Clusters
AQF Level
Course Code and Name
Mapping
descriptors
(Outcomes)
Discipline
Learning
Outcomes
Activity embedding
attribute
Proof of Learning Outcome attainment

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RESOURCES:
1. Extract from the Program Management Policy and Procedure Manual [000967]
Refer to Section 4: Learning Outcomes, Graduate Attributes and Generic Skills
Key Words for each AQF Level
AQF Level
Level 5
Level 6
Level 7
Level 8
Level 9
Level 10
Key Words to use in Graduate
Profile statements
Undertake
paraprofessional
Apply Broad
Coherent
Apply Professional
Highly Skilled
Apply
Advanced
Specialised
Expert
Substantial
New Knowledge
Undertake
skills
Key Words for Each Course Level *
Typical
Undergrad (AQF levels 5- 8 except Graduate Certificate and Graduate Diploma)
Programs
Course Level
PG (AQF Level 8 [Grad
Cert, Grad Dip and 9
[extended and coursework]
6000 level
(postgraduate)
Advanced
Capstone
Research Higher
Degrees (AQF 9 R and
10)
9000 level
(RHD)
Expert
Substantial
New Knowledge
1000 level
2000 level
3000 level
4000/5000 level
(Introductory)
(mid-program)
(senior)
(advanced)
Key Words to use in
Introductory
Intermediate
Senior
Advanced
For 3 year programs:
Proof of Learning
Foundation
Mid-level
Capstone
Outcome attainment
Elementary
Capstone
for each Graduate
Preliminary
Specialised
Profile statements
Growing
awareness
Basic
*Note: 1000 (introductory), 2000 (mid program), 3000 (senior) and 4000 (advanced) level courses reflect the increasing levels of knowledge, skills, and the application of
knowledge and skills expected in a course.
Courses at higher levels will have assessment tasks that require a demonstration of greater depth and breadth of knowledge and greater complexity in skills.
In general terms, assessment tasks at higher levels require more critical analysis, research skills and independent thinking than tasks at lower levels.
2. Awards and Programs Policy Suite
3. Australian Qualifications Framework (2013)
4. Commonwealth Government’s Office of Learning and Teaching – Learning and Teaching Academic Standards for Disciplines
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