# MONASH UNIVERSITY FOUNDATION YEAR (MUFY)

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Message from the Director Monash University Foundation Year (MUFY) - A Preferred Pathway To Monash University MUFY is a pathway that provides the academic bridge for students to progress successfully to undergraduate studies at Monash University. Just as Monash is a passport to a fulfilling career and rewarding life, MUFY is the passport to a rich learning experience at Monash. Designed by Monash academics, the MUFY program prepares students for admission into a wide range of Monash University undergraduate degrees. Welcome to the Monash community. I am delighted that you have chosen the Monash University Foundation Year or MUFY as the pathway to Monash University. Monash University, one of Australia’s prestigious Group of Eight universities, offers an outstanding learning experience. It is internationally recognised for its quality in research and excellence in teaching and learning. With a Monash education, you hold a passport to a promising career and a successful life ahead. Monash University The MUFY program which enjoys international recognition is the preferred university foundation program for many Malaysian as well as international students. It offers students a smooth transition to undergraduate studies and provides them with the foundation to excel at Monash University is an energetic and dynamic university committed to quality education. Learning is an Monash University. essential part of human existence and at Monash, education is about how ideas change people and how people change the world. The university’s long tradition of excellence is also the result of a firm dedication The MUFY curriculum is delivered on a blended learning format which combines face-to- to outstanding research and international engagement. Today, Monash has grown into a community of more face instruction with self-directed learning delivered on an e-learning platform. This enables than 59,000 students, 15,000 staff and 250,000 alumni. Being a member of the Australian ‘Group of Eight’ students to develop vital learning skills to cope with university studies and even life beyond universities makes Monash one of the most distinguished universities in Australia. university. By equipping our students with the relevant tools to become independent learners, we aim to give them a head-start in university, and ultimately, a promising and rewarding Monash University Malaysia was established in 1998 as Monash University’s global foot print in the Asian future. region. It is the Malaysian constituent of a premier research intensive Australian university which is ranked among the top 100 universities in the world and a member of Australia’s prestigious Group of Eight (Go8). As I wish you the best and hope you will enjoy the MUFY experience. an independent institution, Monash University Malaysia is accorded a Setara Tier 5 rating for excellence and Self-Accreditation Status by the Malaysian Qualifications Agency (MQA), and all of its courses are accredited Lee Thye Cheong in Malaysia and Australia. Its faculty is a mix of locally and internationally recruited academics with intensive Director of Programme teaching, business and industry experience. Students representing almost 70 nationalities are currently Monash University Foundation Year (MUFY) enrolled at Monash University Malaysia where they enjoy a quality academic experience. Sunway College KL 02 03

Reasons to choose MUFY MUFY graduate MUFY program ATTRIBUTES Learning Outcomes Communication • Possess disciplinary knowledge of academic A Foundation Year Graduate communicates confidently studies pursued and effectively through the English language. • Able to apply practical skills learnt in progressing Ways of thinking to tertiary education A Foundation Year Graduate demonstrates flexibility in • Able to relate to social responsibilities, personal different ways of thinking and learning. identity and cultural awareness in a global context Problem solving • Demonstrate moral/ethical values and A Foundation Year Graduate analyses and evaluates professional attitudes information to solve problems by making judgements and producing innovative solutions. • Able to communicate articulately through the use of the English Language and work independently Literacy and/or interdependently in teams Pathway to a prestigious university Semesterised study mode A Foundation Year Graduate understands and engages MUFY is a direct pathway to Monash University, a member MUFY students complete half of a subject (Unit 1) in one with the world around them using multiple literacies. • Demonstrate critical thinking abilities and of Australia’s Group of Eight universities recognised for semester before undertaking the second half (Unit 2) in flexibility in different ways of thinking excellence in research, teaching and scholarship. the next semester. This way, students need not face the Independence • Able to apply ICT skills and take responsibility for pressure of preparing for a single final examination at the A Foundation Year Graduate learns and works one’s own learning Recognition in Australia and beyond end of the program. independently with integrity and responsibility, using The MUFY qualification is also recognised by other reflective practice to shape their future learning. • Demonstrate enterprise skills while taking action Australian universities, universities in New Zealand and Flexibility to improve university entry score to support sustainability a growing number of established universities in the To improve their overall score, MUFY students can spend Collaboration UK. This recognition extends to the branch campuses just one semester retaking some units. That means in order A Foundation Year Graduate learns and works with of foreign universities in Malaysia as well as private to achieve better results, there is no need to repeat the others, collaborating effectively to achieve common universities in the country. entire program which a non-semesterised pre-university goals while demonstrating empathy and understanding program would require. of different perspectives. Non-discipline specific foundation program A discipline-specific foundation program such as a Availability of scholarships Engagement foundation in engineering prepares students specifically MUFY students studying at Sunway College can apply for a A Foundation Year Graduate responsibly engages in an for undergraduate studies in engineering. On the other broad range of academic and extra-curricular scholarships internationalised world with cross-cultural competence, hand, a non-discipline specific program such as MUFY made available to both domestic and international exhibiting, sustainable and inclusive values. does not limit students’ options but offers them a broad students. Similarly, Monash University offers scholarships pathway to any university course of their choice. to MUFY students who achieve excellent results. 04 05

Program Information Duration of study Successful completion of the program MUFY is offered as a standard two semester program (January, March and July intakes) or an intensive two semester A student must pass a minimum of eight different units to complete MUFY successfully. At least six of the eight program (August intake). As such, students are expected to complete this full-time program in 2 semesters. units must be derived from three subjects i.e. there must be at least three complete subjects. One of the three complete subjects must be English. The remaining two units can be derived from either the same subject or from The duration of each intake is outlined below: different subjects. See examples below: Standard Intake Semester 1 Semester 2 Intensive Intake Semester 1 Semester 2 Example 1: Standard intake January January – May July – November August August – January – Semester 1 Semester 2 November May March March – June July – November MUF0011 English Unit 1 (Compulsory) MUF0012 English Unit 2 (Compulsory) July July – November January – May MUF0091 Mathematics Unit 1 MUF0092 Mathematics Unit 2 MUF0121 Physics Unit 1 MUF0122 Physics Unit 2 MUF0041 Chemistry Unit 1 MUF0042 Chemistry Unit 2 OR MUF0061 Economics Unit 1 Intakes Students in the standard intakes (January, March & July) study four units in semester one and another four There are three standard intakes in January, March and July, and one intensive intake in August. in semester two. Students in the intensive intake (August) study three units in semester one and five units in semester two. The maximum number of units a student may study in a semester is FIVE. Admission requirements Selecting additional units Minimum five (5) credits in SPM or O-Level including a credit in English or IELTS 5.5 (writing not less than 5.5), or Standard intake students may extend their learning by taking a ninth unit (additional one unit) or tenth unit equivalent. We have students from about forty countries enrolled in MUFY. For more information on entry requirements (additional two units). The maximum number of units that can be taken in a semester is five, and in an academic and application procedures, international students are advised to refer to our Sunway International Office. year, ten. Students wishing to take nine units must ensure that at least eight of the nine units are derived from four subjects, i.e. there must be at least four complete subjects. One of the four subjects must be English. Guide to unit selection Example 2 (selecting nine units): MUFY offers a choice of 12 subjects. Each subject is divided into Unit 1 and Unit 2. English is compulsory and all students Semester 1 Semester 2 are required to take English Unit 1 and Unit 2. MUF0011 English Unit 1 (Compulsory) MUF0012 English Unit 2 (Compulsory) List of subjects and their unit components: MUF0091 Mathematics Unit 1 MUF0092 Mathematics Unit 2 Name of subject Name of unit Name of unit MUF0121 Physics Unit 1 MUF0122 Physics Unit 2 English (compulsory) MUF0011 English Unit 1 MUF0012 English Unit 2 MUF0041 Chemistry Unit 1 MUF0042 Chemistry Unit 2 MUF0021 Accounting Unit 1 Accounting MUF0021 Accounting Unit 1 MUF0022 Accounting Unit 2 Economics MUF0061 Economics Unit 1 MUF0062 Economics Unit 2 Students wishing to take ten units must ensure that at least eight of the ten units are derived from four subjects Biology MUF0031 Biology Unit 1 MUF0032 Biology Unit 2 i.e. there must be at least four complete subjects. One of the four subjects must be English. The remaining two Chemistry MUF0041 Chemistry Unit 1 MUF0042 Chemistry Unit 2 units can be derived from either the same subject or from different subjects. Physics MUF0121 Physics Unit 1 MUF0122 Physics Unit 2 Example 3 (selecting ten units): Fundamental Mathematics MUF0141 Fundamental Mathematics Unit 1 MUF0142 Fundamental Mathematics Unit 2 Semester 1 Semester 2 Mathematics MUF0091 Mathematics Unit 1 MUF0092 Mathematics Unit 2 MUF0011 English Unit 1 (Compulsory) MUF0012 English Unit 2 (Compulsory) Advanced Mathematics MUF0101 Advanced Mathematics Unit 1 MUF0102 Advanced Mathematics Unit 2 MUF0091 Mathematics Unit 1 MUF0092 Mathematics Unit 2 Information and MUF0051 Information and MUF0052 Information and MUF0121 Physics Unit 1 MUF0122 Physics Unit 2 Communication Technology Communication Technology Unit 1 Communication Technology Unit 2 MUF0021 Accounting Unit 1 MUF0022 Accounting Unit 2 Global Studies MUF0131 Global Studies Unit 1 MUF0132 Global Studies Unit 2 MUF0041 Chemistry Unit 1 MUF0061 Economics Unit 1 Contemporary Issues MUF0151 Contemporary Issues Unit 1 MUF0152 Contemporary Issues Unit 2 06 07

Blended Learning and Bring-Your-Own- Counselling and support Device (BYOD) Academic counselling is provided by the teaching and administrative staff of MUFY. Students who need personal Program Policies MUFY is delivered on a blended learning format which counselling are advised to consult the MUFY ‘We Care’ Team combines face-to-face instruction with self-directed comprising Ms. Edith Macintyre, Ms. Pang Chop Moi, Ms. learning delivered on an e-learning platform. This enables Agalya Perumal, Ms. Helen James and Ms. Haslina Abd Talib. students to develop vital learning skills to cope with Alternatively, students can consult the personal counsellors university studies and even life beyond university. To in the Student LIFE Centre or call the Mental Health Hotline engage effectively in a blended learning environment, students are advised to bring their own electronic devices (+6018-3893220). Rules on prerequisites and sequencing such as a laptop or tablet. Parents’ access to academic progress Unit Code Unit Title Unit Rules Assessment Structure The program understands that parents are concerned about 1 MUF0011 English Unit 1 • Unit 1 is a prerequisite for Unit 2. their child’s academic progress. Parents can view information Students are assessed through a mix of coursework (for MUF0012 English Unit 2 • Units 1 and 2 must be taken sequentially and cannot be taken concurrently. about their child’s attendance as well as performance in instance class tests, research projects, assignments, Students must satisfactorily complete unit 1 before proceeding to unit 2. coursework online using their child’s login details. presentations, investigative reports etc.) and final examinations. Coursework constitutes 70% of the total score To view attendance online, log on to: 2 MUF0021 Accounting Unit 1 • Unit 1 is a prerequisite for Unit 2. while the remaining 30% is based on final examinations. http://izone.sunway.edu.my MUF0022 Accounting Unit 2 • Units 1 and 2 must be taken sequentially and cannot be taken concurrently. Students must satisfactorily complete unit 1 before proceeding to unit 2. To view coursework results online, log on to: Calculating the MUFY university entry http://elearn.sunway.edu.my 3 MUF0031 Biology Unit 1 • Units 1 and 2 can be taken sequentially (recommended) or concurrently. score For additional information or to make an appointment to speak MUF0032 Biology Unit 2 • Before undertaking Unit 1, students should have completed an appropriate year 11 Biology. The MUFY university entry score is calculated by adding to the lecturers, parents are advised to contact the Student the eight highest unit scores and dividing that by eight. Progress Coordinator, Ms. Edith Macintyre at eidihmarye@ 4 MUF0041 Chemistry Unit 1 • Unit 1 is a prerequisite for Unit 2. Each unit included in the calculation needs to be a different sunway.edu.my or on +603-7491 8622. MUF0042 Chemistry Unit 2 • Units 1 and 2 must be taken sequentially and cannot be taken concurrently. unit. When a unit is repeated, the higher score of that unit Students must satisfactorily complete unit 1 before proceeding to unit 2. replaces the lower one. Any bonus points which may apply E-Learn • Before undertaking Unit 1, students should have completed an appropriate are then added to this score. Bonus points are calculated by year 11 Chemistry. adding 1.25% of the ninth and tenth unit taken to this score. E-learn, an online portal employed to support teaching and learning in MUFY, is used across all units of study offered in 5 MUF0051 Information & • Units 1 and 2 can be taken sequentially (recommended) or concurrently. the program. An interesting feature is it links both lecturers Communication Final examinations and results and students in a virtual community. This allows the lecturers Technology Unit 1 to not only share materials which can be downloaded at the MUF0052 Information & Part of the assessment for each unit is a final examination students’ convenience, but it also allows them to conduct Communication which is conducted at the end of the semester. Attendance is tests and provide prompt feedback to students. E-Learn Technology Unit 2 compulsory. Students who are unable to attend must notify also serves as an electronic notice board through which the the Student Progress Coordinator, Ms. Edith Macintyre and program communicates with students. 6 MUF0061 Economics Unit 1 • Units 1 and 2 can be taken sequentially or concurrently. produce a valid medical certificate or other supporting MUF0062 Economics Unit 2 documents that justify their absence. Such cases are then presented as ‘consideration of disadvantage cases’ to the Extracurricular activities 7 MUF0131 Global Studies Unit 1 • Units 1 and 2 can be taken sequentially or concurrently. MUFY Board of Studies and the final score to be awarded MUFY lecturers and the MUFY Student Council organise a MUF0132 Global Studies Unit 2 • English Unit 1 is a prerequisite for Globalisation Unit 2. will be decided by the Board. variety of extracurricular activities throughout the year. These Students can view their final results online using their activities give students the chance to develop skills and enjoy 8 MUF0091 Mathematics Unit 1 • Units 1 and 2 can be taken sequentially (recommended) or concurrently. aspects of student life which they may not get to experience in MUF0092 Mathematics Unit 2 • Before Undertaking Unit 1, students should have completed an appropriate Monash username and password. Actual copies of the the classroom. These activities also provide an opportunity for year 11 Additional Mathematics. MUFY Academic Transcript and Certificate may be collected about a week after the online release of results. students to interact with their lecturers in a less formal setting. 9 MUF0101 Advanced • Unit 1 is a prerequisite for Unit 2. • Orientation camps • MUFY Games Mathematics Unit 1 • Units 1 and 2 must be taken sequentially and cannot be taken concurrently. Students who fail a particular unit can either register for • MUFY “SHARITY” Carnival • MUFY Talent Quest MUF0102 Advanced • Unit 1 must be studied in combination with Mathematics Unit 1. the same unit again or select a new unit in the following • Recreational trips • Educational trips Mathematics Unit 2 • Students must satisfactorily complete unit 1 before proceeding to unit 2. semester. There are no re-sits for failed units or re-marking • Motivational workshops / camps • Community projects of examination papers. However, students can apply for a 10 MUF0141 Fundamental • Units 1 and 2 can be taken sequentially or concurrently. clerical check within one month of the date of release of For further information, speak to the Extra-curricular Mathematics Unit 1 results if they feel that they have not received a fair mark Development Coordinator, Ms. Helen James. MUF0142 Fundamental for a particular unit. A charge is associated with this service. Mathematics Unit 2 Fee refund Grade Score (%) 11 MUF0121 Physics Unit 1 • Units 1 and 2 can be taken sequentially or concurrently. Enrolment and General fees are NOT refundable. The proportion MUF0122 Physics Unit 2 • Before undertaking Unit 1, students should have completed an appropriate HD (High Distinction) 80 - 100 of tuition fee refund, upon official withdrawal, is shown below: year 11 Physics. - 75% refund (by the 5th working day from the commencement D (Distinction) 70 - 79 of semester) C (Credit) 60 - 69 12 MUF0151 Contemporary Issues Unit 1 Information will be made available in Semester 1, 2018. - 50% refund (by the 6th-8th working day from the MUF0152 Contemporary Issues Unit 2 P (Pass) 50 - 59 commencement of semester) - No refund (after the 8th working day from the commencement N (Fail) 0 - 49 of semester) NOTE: The MUFY programme at Sunway College reserves the right to NOT offer a unit if less than ten students enroll for that unit. 08 09

advantage. The taking of any unauthorised material into Passing a complete subject Attendance Program progression examinations, such as notes, unauthorised dictionaries or unauthorised calculators, will be regarded as cheating. Students must pass Unit 1 and Unit 2 of a subject i.e. obtain Absence from class Students are expected to successfully complete the MUFY Students should also note that essays, assignments and a minimum 50% in order to achieve an overall pass for Attendance is taken daily and great importance is placed program in 2 semesters. As such, students passing less other work are generally understood to be the student’s that subject. Students passing Unit 1 but failing Unit 2 or on regular and punctual attendance as it is a major than half of the units enrolled in a semester indicate an own work and where any such work is identical with, the reverse do not achieve an overall pass for that subject determinant of success on the MUFY program. As such, a inability to cope with the program and will therefore be or similar to, another student’s work, an assumption of even though the average of the two marks is over 50%. For student who is absent from class must produce one of the advised to discontinue their studies. cheating may arise. Where students wish to undertake example, a student who obtains 40% for Economics Unit following in support of the absence: work in conjunction with other students, they must seek 1 and 70% for Economics Unit 2 does not pass Economics and obtain the approval of the subject teacher/lecturer. since Unit 1 of the subject has not been passed. A. medical certificate; the medical certificate must Academic integrity and misconduct provide the following details: Collusion a. the date that the student was examined What is Academic Integrity? Collusion is the submission by students of substantially Repeating units b. duration of medical leave allowed Students have academic integrity when they equip similar pieces of work and is prima facie evidence of c. notes explaining the nature and severity of the themselves with the skills necessary to: cheating. Substantial similarity of work can occur only if Students can repeat Unit 1 or Unit 2 of a subject provided illness; examples of medical conditions that justify the students have: • participate in their learning fairly, that no more than five units are taken in that semester. absence • copied each other • collaborate with students and lecturers respectfully, However, students are permitted to repeat any given unit d. the signature and official stamp of the doctor • copied another student’s work • reference the use of another’s work and ideas, and only ONCE. A student who has enrolled for the maximum B. letter from parent/guardian • copied from another source such as a print/internet • manage time and effort to maximise one’s academic number of units and who wishes to repeat units can do so C. letter from the relevant authorities e.g., scholarship publication potential. in the following semester. interview letter etc. • reproduced their lecture notes What is Academic Misconduct? Students must produce these documents in advance Using dishonest means to gain unfair academic advantage Falsification of Identity Improving the score of passed units of their leave (in the case of non-medical reasons) or is academic misconduct. Academic misconduct includes; Impersonation of another person for the purposes of immediately upon their return to class. These documents completing an assessed task is a serious form of academic Students who have passed Unit 1 or Unit 2 of a subject must be signed by the lecturer(s) concerned before being misconduct. Signing an attendance register on behalf of Plagiarism but wish to improve their MUFY university entry score can submitted to the Student Progress Coordinator, Ms. Edith another student is another example of falsification of Plagiarism means to take and use another person’s ideas re-enrol provided that no more than five units are taken in Macintyre. identity. and work and passing them off as one’s own by failing that semester. Alternatively, the units can be repeated in to give appropriate acknowledgement. The submission the following semester. However, students are permitted to Consequences of absence from class Fabrication of Results of essays and assignments is an essential part of the repeat any given unit only ONCE. Attendance is monitored on a two-week basis. Students Many coursework tasks in the MUFY course require learning process and a vital way of assessing a student’s must fulfil an attendance requirement of 80%. A student understanding of a subject. The work submitted must students to research and survey for the purpose of The highest mark combination will be used to determine who does not fulfil this requirement without a valid collecting data. It is important that all information therefore be a student’s own work. This does not mean the MUFY university entry score. reason will receive an absenteeism report. In addition, generated from the data is legitimate and free from that students may not make use of the work of others. the student will be issued a warning letter. After two However, in quoting or paraphrasing material from other invention and alteration and that the work constitutes a warning letters, the student will be barred from taking the sources, those sources must be acknowledged in full. This truthful representation of the line of investigation studied. Adding and dropping units upcoming assessment. is usually identified by using indentation or italics with a reference to the author. It may be useful for a student to MUFY students are reminded that any form of academic Students select the units they wish to study at the beginning Absence from assessments misconduct is taken seriously and there are expected seek the help of a tutor in preparing a piece of work and to of each semester. However, if they find that they have made Students who are unable to take an assessment consequences. enlist the help of fellow students in sorting out ideas. The an unsuitable choice of units, they are allowed to change for medical or personal reasons must produce the final product, however, must be the student’s own words, their selection of units by adding or dropping certain units document(s) outlined in A–C above. These documents Where the academic misconduct is confirmed, the range graphics, drawings and the like. within the first two weeks. must be produced either in advance of absence (in the of penalties can include, but are not limited to; case of non-medical reasons) or immediately upon return Cheating • a severe warning; to class. Cheating means seeking to obtain an unfair advantage • disallowance of the work concerned by prohibiting Mathematics units in an examination or in other written or practical work assessment; Subsequently, students must report to the Student required to be submitted or completed by a student for • where the work has been assessed, annulling the result It is important to note that Mathematics is a requirement Progress Coordinator, Ms. Edith Macintyre within 48 hours of the assessed work; assessment. Assisting to cheat means assisting a student for a number of undergraduate courses. of their return to class to seek permission to take the • failure of the unit; in an examination or other written or practical work with assessment at another time. Failure to do so will result in the intention that the student will thereby obtain an unfair • exclusion from MUFY. It is NOT possible for students to study the following: the student being awarded zero mark for that particular • Advanced Mathematics without Mathematics assessment. • Fundamental Mathematics in combination with Mathematics and Advanced Mathematics Class punctuality Students who are more than 5 minutes late will be marked Students are allowed to switch from one Mathematics “late” in the attendance record. Students who are more subject to another, for instance, from Mathematics to than 15 minutes late will be marked “absent” and they Fundamental Mathematics. However, by doing so, the may not be allowed into the class if the lecturer feels that student will forfeit the score achieved in Mathematics. In it will disrupt learning. other words, only the Fundamental Mathematics score will contribute to the overall MUFY score. 10 11

Unit Descriptions MUF0011 English Unit 1: MUF0012 English Unit 2: MUF0021 Accounting Unit 1: MUF0022 Accounting Unit 2: Academic Skills and Composition Exploring Ideas Fundamentals of Accounting Financial Accounting Overview Overview Overview Overview English develops your language, research, organisational and This unit is intended to build on the skills developed in English Unit Accounting is the process of recording and reporting financial data, and Unit 2 will focus on the next phase of an accounting system study skills to prepare you for tertiary education in Australia. 1: Academic Skills and Composition. Students will further develop plays an important role in the successful operation and management - the preparation of financial records in order to prepare You will learn how to speak confidently, listen, understand language skills (writing, speaking, listening, and argument), of any business. In order to be able to meet the requirements of these financial reports, an analysis of those financial reports and and analyse ideas, and become a strong reader and writer of research skills, organisational and study skills. In addition, they processes, Accountants will need to be problem solvers, critical thinkers, decision-making by small trading businesses studied in Unit academic English. will explore a range of concepts through reading and responding communicators and organised individuals! 1. Assuming prior knowledge of Unit 1 Accounting, students to texts and develop their understanding of academic writing will focus on the complexities of recognizing revenue and Knowledge outcomes conventions. Students will build their research and reflection Knowledge outcomes expenses using an accrual approach. Financial data and At the end of this unit students will be able to: skills through a major research project. This unit aims to provide At the end of this unit, students will be able to: information will be collected, recorded, reported, analyzed, • Develop strategies for comprehending, interpreting and students with opportunities to develop the skills necessary to • Identify & define types of business enterprise activitiestrading/service/ evaluated and interpreted. This unit will further enable students communicating written and verbal information function as confident and competent listeners, speakers, readers manufacturing to develop their financial knowledge and skills, which may then • Apply appropriate referencing techniques and conventions and writers of English, building upon the skills developed in Unit • Identify & describe stakeholders in a trading business be taken further through additional study or put to a practical • Develop an understanding of how to collect, organise, analyse, 1, consolidating knowledge of academic practices and language • Describe examples of transactions of a trading business application in an employment setting. synthesise and evaluate information and preparing students for a tertiary educational setting. • Identify and describe stages in the Accounting process • Apply strategies and conventions for note-taking, • Identify & apply appropriate Accounting Principles & Qualitative Knowledge outcomes paraphrasing, summarising and synthesis Knowledge outcomes Characteristics throughout the unit At the end of this unit students will be able to: • Understand how best to develop, argue and support their At the end of this unit students will know how to: • Identify & describe accounting elements and relationships between • Explain the elements of an accounting system own point of view • Comprehend, interpret and communicate written and verbal them • Apply Qualitative Characteristics to accounting information • Analyse the twofold effect of transactions using the accounting equation • Use conventions of academic writing information for reporting for profit, cash and financial position • Apply the rules of double entry accounting to transaction analysis and • Understand value of feedback and self-reflection in informing • Collect, organise, analyse, synthesise and evaluate information • Apply Accounting Principles to the reporting of accounting the recording process learning progress • Explore and respond to a range of ideas through the study of information for reporting for profit, cash and financial • Identify transactions from source documents • Understand the importance of academic integrity in both an various texts position • Describe purpose and nature of Special Journals and the General educational and professional setting • Research and present information on a topic • Identify the nature and purpose of adjustments needed for Journal • Plan their work and prioritise their time revenue and expenses in order to secure meaningful financial • Identify and describe transactions in Special Journals and the General Skills and behaviours outcomes • Draft, edit and proofread reports Journal At the end of this unit students will be able to: • Act on feedback and evaluate their own learning progress • Explain the distinction between cash and profit • Identify and describe transactions related to the movement of stock into • Employ strategies for comprehending, interpreting and • Prepare financial reports for profit determination, cash flow and out of the business communicating written and verbal information Skills and behaviours outcomes and financial position • Identify and describe limitations of preparing a Trial Balance • Participate in collaborative learning through speaking, At the end of this unit students will be able to: • Prepare extracts of financial reports • Analyse and evaluate the relationships between control accounts, listening and co-operation • Demonstrate an understanding of personal identity in • Prepare financial reports for performance and assessment subsidiary records and schedules of subsidiary records • Apply critical thinking skills through reflective decision- conjunction with being able to show an emerging global vision • Assess the performance of a business in relation to • Analyse the relationship between Financial Statements making through the exploration of a range of ideas in texts and by profitability, liquidity, efficiency and stability • Identify, define and prepare fully classified financial statements- Balance • Take responsibility for their own growth in learning through researching a challenging topic • Provide strategies for improvement in business performance Sheet, Income Statement, Cash Flow Statement self-diagnosis, self evaluation and establishing goals • Participate in collaborative learning through speaking, listening • Demonstrate articulate communication through using the and co-operation Skills and behaviours outcomes Skills and behaviours outcomes English language • Apply critical thinking skills through inquiry-based learning and At the end of this unit students will be able to: At the end of this unit students will be able to: • Read for gist and read for meaning reflective decisionmaking • Record financial data from source documents both manually and with • Record financial data from source documents • Use language to analyse an argument in both oral and written • Take responsibility for their own growth in learning through information and communication technologies (ICT) using journals, • Record specific transactions relating to balance day form establishing goals, selfdiagnosis and self-evaluation ledger accounts and subsidiary records adjustments • Use language to present and support an argument in oral and • Demonstrate articulate communication using the English • Summarise financial data and prepare classified financial reports – the • Prepare closing entries and post-adjusted Trial Balances written forms language Cash Flow Statement, Income Statement and Balance Sheet • Prepare classified Cash Flow Statements, Income Statements, • Demonstrate academic skills such as note-taking, • Read for meaning • Explain the movement of stock through a trading business, recognising Balance Sheets and extracts of these financial reports paraphrasing, synthesis of ideas and citation of sources • Plan, structure and revise their own writing its role as an asset and an expense • Use correct accounting terminology • Demonstrate an awareness of the principles of academic • Plan, prioritise and manage time • Explain the five Accounting Elements - Assets, Liabilities, Owner’s • Apply theoretical knowledge to simulated situations integrity and be able to apply this in their own academic • Use language to communicate in both oral and written form Equity, Revenue and Expenses • Analyze financial reports and communicate results to conduct • Employ ICT as a mode of research, communication and • Apply appropriately the Accounting Principles and Qualitative interested parties presentation Characteristics to the recording and reporting of financial information • Evaluate business performance and provide strategies for Assessment • Collect, interpret and present mathematical data as supportive • Use correct accounting terminology improvement for the future in terms of profitability, liquidity, evidence in a research report • Apply theoretical knowledge to simulated situations efficiency and stability Assessment Task Weighting • Demonstrate sustainability and enterprise skills through Task 1: Synthesis Writing 15% initiative, problem-solving, reflection and revision Assessment Assessment Task 2: Group Essay 10% Assessment Task Weighting Assessment Task Weighting Task 3: Group Presentation 10% Assessment Task 1: Engagement in Learning 15% Task 1: Engagement in Learning 15% Task 4: Individual Reflection 10% Assessment Task Weighting Task 2: Case Study 10% Task 2: Skills & Applications Task (Test) 20% Task 5: Argument Essay 15% Task 1: Literature Paper 15% Task 3: Problem Solving Test 15% Task 3: Academic Poster 15% Participation 10% Task 2: Research Paper 45% Task 4: Group Presentation 10% Task 4: Case Study 20% Examination 30% Participation 10% Task 5: Skills and Applications Exercise 20% Examination 30% Examination 30% Examination 30% 12 13

MUF0031 Biology Unit 1: MUF0032 Biology Unit 2: MUF0041 Chemistry Unit 1: MUF0042 Chemistry Unit 2: The Basis For Life The Blueprint for Life Chemistry and the Natural World Chemistry and the Changing World Overview Overview Overview Overview Biology is the study of living things, their structures and Biology is the study of living things, their structures and Unit 1 Chemistry examines the structure and properties of Unit 2 explores the area of Organic Chemistry and Energy functions. The study of Biology provides the student with an functions. The study of Biology provides the student with an matter. It is concerned with the behavior and interaction and the impact of these on society and us. The development understanding of the natural world and the role that humans understanding of the natural world and the role that humans of chemical substances and the changes that occur during of new medicines and understanding their interaction with play within it. It also provides the student with a scientific play within it. It also provides the student with a scientific chemical reactions. Unit 1 Chemistry provides insights into biological macromolecules along with the development of new framework upon which to build hypothesis and design valid, framework upon which to build hypothesis and design valid, natural phenomena at the molecular level, a framework of sustainable polymers and energy sources are all very important controlled experiments. controlled experiments. In this unit, students will develop their knowledge for the development of new materials and the means areas of chemistry in a changing world. Unit 2 builds of the understanding of cellular reproduction; Mendelian genetics; for the attainment of a sustainable environment for the future. fundamental knowledge developed in Unit 1 to understand the In this unit, students will develop their understanding of mutation and its role in variation within populations; the world around us. the structure and function of cells; the processes involved in mechanisms of evolution including primate evolution. Knowledge outcomes the biological reactions of photosynthesis and respiration; At the end of this unit students will be able to: Knowledge outcomes homeostatic control of breathing, blood glucose and Knowledge outcomes • Demonstrate an understanding of the language of Chemistry At the end of this unit students will be able to: thermoregulation; and the function of the human immune At the end of this unit students will be able to: • Complete calculations relating to the mole, solutions, gases • Demonstrate an understanding of the language of Chemistry system. • Demonstrate an understanding and appropriate use of the and stoichiometry • Describe the structure, bonding and reactions of a range language of Biology • Demonstrate an understanding of atomic structure, the trends of organic compounds including polymers and biological Knowledge outcomes • Compare and contrast sexual and asexual reproduction in in the Periodic Table and bonding macromolecules At the end of this unit students will be able to: terms of cellular processes and the effects of variation within • Relate bonding to the properties of substances • Demonstrate an understanding of techniques used to isolate • Demonstrate an understanding of the language of Biology a population • Demonstrate an understanding of thermochemistry, rates and and quantify organic compounds • Demonstrate an understanding of the scientific method and • Demonstrate an understanding of the mechanisms of equilibrium concepts of reactions • Demonstrate an understanding of the techniques used to the features of a welldesigned experiment inheritance and the effect of mutation on variation within a • Demonstrate an understanding of acids and bases, including determine the structure of an organic compound • Demonstrate an understanding the structure and function of population and survival of a species theories, pH calculations and buffers • Demonstrate an understanding of the energy changes in biological molecules, enzymes and energy systems • Demonstrate an understanding of the processes of various chemical reactions and how this can be quantified. • Compare and contrast different cells and relate cell structure biotechnologies and genetic engineering as well as the Skills and behaviours outcomes • Demonstrate an understanding of the interconversion of to function advantages, disadvantages and ethical concerns of their use At the end of this unit students will be able to: chemical energy to electrical energy in electrochemical cells. • Demonstrate an understanding of homeostasis, negative • Demonstrate an understanding of the evidence for and • Work independently or as a team to achieve outcomes feedback and the role of the nervous system and endocrine mechanisms of evolution • Present data or other scientific information using an Skills and behaviours outcomes system • Demonstrate an understanding of primate evolution including appropriate format At the end of this unit students will be able to: • Demonstrate an understanding of pathogens and the immune the strengths and weaknesses of the models of hominin • Apply chemical and general scientific knowledge to identify, • Work independently or as a team to achieve outcomes system, immunity and autoimmune diseases evolution analyse and solve problems using appropriate chemical • Present data or other scientific information using an models, equations and calculations appropriate format Skills and behaviours outcomes Skills and behaviours outcomes • Collect, record and analyse data and evaluate experimental • Apply chemical and general scientific knowledge to identify, At the end of this unit students will be able to: At the end of this unit students will be able to: design analyse and solve problems using appropriate chemical • Work independently or as a team to achieve outcomes • Work independently or as a team to achieve outcomes • Research, interpret and communicate information accurately models, equations and calculations • Apply biological and general scientific knowledge to identify • Apply biological and general scientific knowledge to identify relevant to a scientific concept • Collect, record and analyse data and evaluate experimental and analyse concepts and analyse concepts • Recognise the importance of green chemistry and safety in design • Present data or other scientific information using an • Present data or other scientific information using an the laboratory and comply with safety procedures • Research, interpret and communicate information accurately appropriate format appropriate format relevant to a scientific concept • Collect, record and analyse data and evaluate experimental • Collect, record and analyse data and evaluate experimental Assessment • Recognise the importance of Green Chemistry and safety in design design the laboratory and comply with safety procedures Assessment Task Weighting • Research, interpret and communicate information accurately • Research, interpret and communicate information accurately relevant to a scientific concepts relevant to a scientific concepts Task 1: Skills and Application Task 10% Assessment • Recognise the importance of ethics and safety in the • Recognise the importance of ethics and safety in the Task 2: Practical Assessment (x3) 30% Assessment Task Weighting laboratory and comply with safety procedures laboratory and comply with safety procedures Task 3: Research Assignment 20% Task 1: Skills and Application Task 10% Participation 10% Assessment Assessment Task 2: Practical Assessment (x3) 30% Final Examination 30% Task 3: Research Assignment 20% Assessment Task Weighting Assessment Task Weighting Participation 10% Task 1: Skills and Application Task 10% Task 1: Skills and Application Task 10% Final Examination 30% Task 2: Practical Assessment (x3) 30% Task 2: Practical Assessment (x3) 30% Task 3: Research Presentation 20% Task 3: Research Presentation 20% Participation 10% Participation 10% Examination 30% Examination 30% 14 15

MUF0051 ICT Unit 1: Introduction MUF0052 ICT Unit 2: MUF0061 Economics Unit 1: MUF0062 Economics Unit 2: to Computers and Programming Programming, Database and Data Science Introduction to Microeconomics An introduction to Macroeconomics Overview Overview Overview Overview In this unit students will focus on processing data into In Unit 2 ICT students will focus on how data is acquired, Economics is the study of making choices. It involves analysing The focus of this unit is to provide students with an introduction information, using digital systems, to create information managed, and manipulated to meet a particular need. economic decision making about how limited resources are to the major concepts and principles of macroeconomics. products. allocated to produce goods and services to satisfy people’s Students are introduced to a range of theories and models In Study Area 1 students will examine how database management unlimited needs and wants. The study of Economics is critical to assist them in analysing the macroeconomic goals and In Study Area 1 students will collect primary data, use systems are used to store and manipulate data. In Study Area to understanding why individuals, firms and societies behave as performance of an economy. Key domestic economic goals spreadsheet software to interrogate the data, then present 2 students will handle large data sets, acquired from secondary they do. When you learn to think like an economist you will view related to economic growth, low inflation and full employment, their findings to an audience. In Study Area 2 students will be sources, and use software to manipulate the data. In Study Area life differently and make more effective decisions. Unit 1 focuses along with external relationships are considered. These topics introduced to programming by creating applications using the 3 students will use a programming language to create working on microeconomic decision making. Students will learn about are followed by an examination of the two major areas of Scratch programming environment. In Study Area 3 students modules. the economic way of thinking, markets and decision making of government macroeconomic policy: fiscal and monetary policy. will examine how digital system components are used to firms. convert data into information. Knowledge outcomes Knowledge outcomes At the end of this unit students will be able to: Knowledge outcomes At the end of this unit students will be able to: Knowledge outcomes • Stages involved in the software development process. At the end of this unit students will be able to: • Define key macroeconomic concepts and principles At the end of this unit students will be able to: • Design tools used to represent software solutions. • Explain key economic concepts and the relationship between • Explain the nature and operation of macroeconomic activity • Survey question types (and input controls) used to collect • Software types and functions used to manipulate data. them. and theory different types of data. • Techniques used to input and output data and information. • Explain and illustrate the operation of the market system. • Explain the nature and importance of key macroeconomic • Design tools used to plan the appearance and/or the • Characteristics and purposes of data types and data formats. • Explain sources of market failure and reasons for government goals including economic growth, low inflation, full functionality of information products. • Functions and techniques used to validate data. intervention in the market. employment and external stability and describe the factors • Software functions and techniques used to process data into • Functions and techniques used to test that a solution is • Describe the main characteristics of the four types of market that may influence the achievement of these goals information. working as expected. structure and analyse the factors that affect the level of • Explain the nature and operation of government • Conventions appropriate to particular information products. • Purpose of data science and techniques used to uncover competition in each. macroeconomic (budgetary/fiscal and monetary) policies • Techniques used to evaluate the effectiveness of an findings within data sets. • Evaluate perfect competition and monopoly in terms of used to manage the economy information product. efficiency • Evaluate the appropriateness of government macroeconomic • Purpose and elements of a visual programming environment. Skills and behaviours outcomes policies (budgetary/fiscal and monetary) policies used to • Capabilities and functions of digital system components. At the end of this unit students will be able to: Skills and behaviours outcomes manage the economy • Advantages and disadvantages of using cloud computing and • Develop software solutions following the software At the end of this unit students will be able to: • Discuss the possible consequences of specific macroeconomic networks. development process. • Appropriately apply and use economic concepts, theories, policies (budgetary/fiscal and monetary) decisions • Use appropriate design tools to plan a software solution. models and tools. Skills and behaviours outcomes • Select appropriate data types and formats to store and • Use a range of sources to acquire economic information. Skills and behaviours outcomes At the end of this unit students will be able to: display data. • Research and communicate economic information. At the end of this unit students will be able to: • Construct relevant survey questions to collect a range of • Apply software functions and features to input, manipulate, • Interpret and analyse numerical data. • Appropriately apply and use economic concepts, theories, primary data. output and validate data. • Construct diagrams and tables to represent economic data. models and tools. • Select appropriate design tools to plan particular information • Apply computational thinking skills to develop instructions to • Think critically about economic issues and problems. • Use a range of sources to acquire economic information. products. solve problems. • Develop an awareness of how political, ethical, environmental, • Research and communicate economic information. • Use correct software functions and techniques to produce the • Create and apply a test plan to confirm if a solution is working global and social factors may influence the outcomes of • Interpret and analyse numerical data. information required. as expected. economic decision making. • Construct diagrams and tables to represent economic data. • Incorporate suitable conventions to enhance the appearance • Work collaboratively to interrogate data to confirm or refute a • Think critically about economic issues and problems. of the information. hypothesis. Assessment • Develop an awareness of how political, ethical, environmental, • Apply techniques to evaluate the effectiveness of information • Use a range of methods to communicate clearly in English. global and social factors may influence the outcomes of Assessment Task Weighting products. economic decision making. • Apply computational thinking to develop an application using Assessment Task 1: Skills and Application Task 1 10% a programming language. Task 2a: Skills and Application Task 2 15% Assessment Assessment Task Weighting • Work collaboratively and effectively to explain the function of Task 2b: Case Study and Report 15% Task 1: Database management system task 20% Assessment Task Weighting digital system components. Task 3: Group Research Presentation and 20% • Use feedback to reflect on their own learning and to develop Task 2: Data science (group) project 20% Individual Reflection Task 1: Skills and Application Task 1 10% strategies for improvement. Task 3: Programming practical task 10% Participation 10% Task 1b: Group Presentation and Individual Reflection20% Task 4: Programming written test 10% Examination 30% Task 2: Research Essay 20% Assessment Task 3: Skills and Application Task 10% Participation 10% Assessment Task Weighting Written examination 30% Participation 10% Task 1: Data Analysis Project 20% Examination 30% Task 2: Programming Project 20% Task 3a: Written Test 10% Task 3b: Group Film Project 10% Participation 10% Examination 30% 16 17

MUF0091 Mathematics Unit 1: MUF0092 Mathematics Unit 2: Number MUF0101 Advanced Mathematics Unit 1: MUF0102 Advanced Mathematics Unit 2: Functions and Calculus Patterns, Probability and Statistics Essential Concepts Calculus with Applications Overview Overview Overview Overview This course explores the properties of a wide range of functions and their Unit 2 explores the concepts and relationships within This course will give students the opportunity to develop their Monash University Foundation Year Advanced Mathematics has graphs, as well as the calculus process of differentiation. Applications the study of Integration, Probability Theory, Probability literacy and ways of critical and creative thinking through been designed to prepare students who intend to undertake of these properties and processes are an important part of this unit. In Distributions and Statistics. Applications of these concepts mathematical discourse. Students will learn to explore, explain, tertiary courses with a high mathematical content, or which use this course, students will develop the critical, logical and communicative and processes are an integral part of this unit. link essential mathematical concepts and sophisticated ideas as a considerable amount of mathematical reasoning. The syllabus skills to solve real world problems using higher order mathematical well as work mathematically by applying elegant techniques. caters for mathematically able students, giving them a chance concepts. Knowledge outcomes Students will experience and investigate the thinking of to explore a wide range of mathematical concepts, knowledge At the end of this unit students will be able to: Mathematics in real-life world applications with and without the and skills. Knowledge outcomes • Apply integration techniques in the solution of problems use of technology. At the end of this unit students will be able to: • Understand basic probability theory, identify specified Advanced Mathematics may be a prerequisite subject for a • Recognise power functions (f(x)=xn when n = -1, 1, 2, 3, 4, ½), their strategies and techniques of probability calculations Monash University Foundation Year Advanced Mathematics has number of Monash University destination degrees. graphs and be familiar with their properties including Venn, Karnaugh, lattice and tree diagrams been designed to prepare students who intend to undertake • Recognise exponential, logarithmic and trigonometric (excluding the • Understand conditional probability and independent tertiary courses with a high mathematical content, or which use Knowledge outcomes graph of the tangent function) functions and be familiar with their events a considerable amount of mathematical reasoning. At the end of this unit students will be able to: properties • Use counting techniques (permutations/arrangements • Recall mathematical facts related to Differentiation, • Solve polynomial, exponential, logarithmic and trigonometric equations and combinations/selections) to calculate probabilities Advanced Mathematics may be a prerequisite subject for a Integration, Differential Equations, Kinematics and Vector (including equations with tangent), and applications in word problems • Identify the properties of discrete and continuous random number of Monash University destination degrees. Calculus • Identify and use the properties of inverse functions variables and understand the idea of a probability • Identify and explain concepts and terminology outlined in • Calculate average and instantaneous rates of change, including the use distribution Knowledge outcomes each Study Area of the differentiation process for the functions relevant to this unit • Recognise and identify the properties of the binomial and At the end of this unit students will be able to: • Effectively use symbols, key terms, notation and mathematical • Use differentiation for curve sketching and optimisation problems normal probability distributions • Define and explain concepts and techniques related to Conics, conventions associated with the Study Areas • Use problem solving strategies such as: partitioning problems into sub- • Be able to solve mathematical problems using probability Matrices, Linear Algebra, Vectors, Trigonometry and Complex • Apply a range of techniques to manipulate algebraic problems to simplify and organise the investigation process, identifying concepts and probability distributions Numbers expressions including expanding, factorising, substituting and and working on related problems, and checking validity of answers • Identify and apply specified methods for organising, • Apply related mathematical concepts and techniques to solve solving equations • Communicate arguments and strategies, when solving problems, using displaying, summarising and analysing data sets problems involving Conics, Matrices, Linear Algebra, Vectors, • Apply a range of specific techniques to obtain antiderivatives appropriate mathematical language Trigonometry and Complex Numbers including worded for a wide range of functions without use of technology • Use mathematical knowledge to solve problems set in ‘real world’ Skills and behaviours outcomes application problems • Interpret and analyse modelling problems and demonstrate contexts At the end of this unit students will be able to: • Communicate and explain strategies with reasoning when independent thinking in solving such problems • Apply knowledge in both routine and non-routine questions • Work independently, and as an effective member of a solving problems, using appropriate mathematical language • Utilise appropriate technology to support problem solving team, to solve mathematical problems • Use mathematical knowledge to solve problems set in ‘real Skills and behaviours outcomes • Communicate mathematical ideas using relevant world’ contexts Skills and behaviours outcomes At the end of this unit students will be able to: vocabulary and symbols • Choose and use technology appropriately and efficiently At the end of this unit students will be able to: • Work independently, and as an effective member of a team, to solve • Interpret mathematical information, and ascertain the • Interpret key terms of each Study Area (e.g. Solid of revolution, mathematical problems reasonableness of solutions to problems Skills and behaviours outcomes differential equation, vector function) • Communicate mathematical ideas using relevant vocabulary and • Demonstrate awareness of different ways of thinking At the end of this unit students will be able to: • Communicate mathematical ideas using relevant vocabulary symbols and problem solving in contexts involving graphs and • Demonstrate independent learning • Make conclusion statements using mathematical expressions • Interpret mathematical information, and ascertain the reasonableness functions. • Work as an effective member of a group, to solve mathematical as well as common English expressions of solutions to problems • Demonstrate proficiency in the use of tools such as problems • Perform calculations involving differentiation, integration, • Demonstrate awareness of different ways of thinking and problem graphics calculators, spreadsheets and other technologies • Communicate mathematical ideas using relevant vocabulary differential equations, kinematics and vector calculus without solving in contexts involving graphs and functions. • Analyse mathematical situations in order to draw and symbols the use of technology • Demonstrate proficiency in the use of tools such as graphics conclusions and make predictions • Display awareness of different ways of thinking and problem • Distinguish between exact and approximate answers calculators, spreadsheets and other technologies • Collaborate and cooperate, challenge the reasoning and solving • Use technology to evaluate derivative values and definite • Analyse mathematical situations in order to draw conclusions and perspectives of others, and contribute mathematical • Apply critical thinking to mathematical information, and integrals make predictions learning to investigations involving a range and balance ascertain the reasonableness of solutions to problems • Use graphics calculators to produce graphs of functions and • Collaborate and cooperate, challenge the reasoning and perspectives of situations from life-related to purely mathematical. • Demonstrate proficiency in the use of tools such as graphic relations relevant to the unit of others, and contribute mathematical learning to investigations calculators and other technologies • Use technology to calculate approximate values to a required involving a range and balance of situations from life-related to purely Assessment level of accuracy mathematical. Assessment • Apply critical thinking to identify key information such as Assessment Task Weighting variables, restrictions and requirements Task 1: Study Area 1 Test 5% Assessment Task Weighting • Analyse given information to solve non-routine problems Assessment Task 2: Language Task 10% Task 1: Study Area 1 Task (Matrices) 10% • Draw diagrams to support solutions to problems Assessment Task Weighting Task 3: Study Area 2 Test 10% Task 2: Study Area 1 Test (Vectors) 15% • Assess and interpret obtained solutions Task 1: Progress Test 5% Task 4: Application Task 20% Task 3: Language Task 10% Task 2: Language Task 5% Task 4 : Study Area 2 Test (Complex Numbers) 15% Assessment Task 5: Study Area 3 Test 15% Task 3: Study Area 1 Test 15% Participation 10% Task 5 : Study Area 3 Task (Trigonometry) 10% Assessment Task Weighting Task 4: Study Area 2 Test 15% Final Examination 30% Participation 10% Task 1: Group Assignment and Test 15% Task 5: Application Task 20% Examination 30% Task 2: Test/Assessment Task 10% Participation 10% Task 3: Test/Assessment Task 10% Final Examination 30% Examination 65% 18 19

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