This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
- Child protection and safety legislation (including the ability to pass a Working with Children Check)
- Criminal history / police checks
- Occupational health and safety
- Anti-discrimination legislation.
Rationale
Civil Engineering students must be able to demonstrate knowledge of, and compliance with, relevant Australian and Victorian legislation, OHS requirements, engineering standards and University policies.
Examples
Interpret and apply Australian Standards and relevant engineering codes in coursework
Comply with workplace health and safety (WHS) legislation during workshop, laboratory and field activities
Complete required safety inductions prior to site visits or placement
Meet placement-related compliance requirements (e.g., Working with Children Check if required).
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- complying with academic and non-academic conduct codes and policies, including academic integrity policies
- understanding and complying with professional standards, codes of practice and guidelines.
Rationale
Ethical behaviour underpins safe teamwork, responsible design decision-making, respectful collaboration and appropriate management of engineering information.
Examples
- Comply with academic integrity requirements in assessments and research tasks.
- Demonstrate honesty and transparency in calculations, data reporting, and design submissions.
- Respect confidentiality of project data and industry-linked learning materials.
- Engage respectfully and inclusively in team-based Integrated Design Projects.
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:
- ability to understand and comply with all relevant workplace health and safety policies and practices
- ability to identify and respond to alarm systems
- ability to understand and demonstrate compliance with current scope of practice
- ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate.
Rationale
Civil Engineering involves laboratory experimentation, structural testing, surveying, fieldwork, digital modelling and placement activities. Students must manage their own health and behaviour to safely participate in all learning environments.
Examples
- Follow laboratory safety procedures and correctly use PPE.
- Undertake site-based learning only after completing required inductions.
- Identify hazards and apply basic risk assessment principles during experiments or design tasks.
- Respond appropriately to alarms, safety briefings and emergency procedures.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- focus, memory, attention to detail, theoretical deliberation and practical functioning sufficient to meet the course objectives
- ability to reflect and take personal responsibility
- ability to apply knowledge in practical and theoretical assessment settings.
Cognition - Knowledge & cognitive
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.
Rationale
Students must be able to demonstrate sustained focus, attention to detail, critical reasoning, and the ability to synthesise knowledge across engineering science and specialist domains.
Examples
- Interpret engineering drawings, models and specifications
- Apply engineering fundamentals to diagnose and solve complex problems
- Evaluate alternative design solutions using evidence-based reasoning
- Identify and correct errors in calculations or modelling assumptions.
Cognition – metacognition
Awareness of own thinking and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Students must be able to demonstrate self-awareness, reflective practice and the capacity to evaluate and improve their own learning and professional performance.
Examples
- Reflect on laboratory performance and design outcomes.
- Adjust study strategies to improve technical understanding.
- Recognise knowledge gaps and seek appropriate academic support.
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). Examples include:
- capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- producing clear, accurate documentation relating to practical tasks.
Please note: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
English literacy is required to interpret engineering standards, technical literature, design briefs and research materials, and to produce professional-quality documentation.
Examples
- Prepare structured technical reports and design documentation.
- Interpret codes, specifications and research literature.
- Use appropriate academic referencing conventions.
- Produce accurate and clear written explanations of engineering solutions.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. Examples include:
- competent reasoning and reliable accuracy with numerical concepts
- ability to perform basic mathematical tasks.
Please note: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
The development of advanced numeracy underpins civil engineering analysis, modelling and design. Students must be able to apply mathematics, statistics, computational modelling and quantitative reasoning to analyse and solve engineering problems.
Examples
- Perform structural load calculations and hydraulic analyses.
- Apply statistical methods in experimental investigations.
- Use spreadsheets and engineering software for quantitative modelling.
- Interpret numerical simulation outputs to inform design decisions.
This includes verbal, non-verbal and written communication. Examples include:
- verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- ability to produce English text to the expected standard (Please note: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)
Communication - Verbal
Verbal communication in English to a standard that allows fluid, clear and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Students must be able to communicate clearly and professionally in English to participate effectively in workshops, laboratories and project-based learning environments.
Examples
- Contribute to design discussions and technical debates.
- Present research and design findings orally.
- Respond accurately to instructions and safety briefings.
Communication - Non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
Non-verbal communication supports professional interaction, teamwork and safe participation in all learning environments.
Examples
- Demonstrate appropriate body language in team settings.
- Interpret visual and behavioural cues during collaborative tasks.
- Maintain professional conduct in academic and placement environments.
Communication - Written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Students must produce written documentation that meets academic and professional engineering standards.
Examples
- Prepare engineering reports, calculations and specifications.
- Document laboratory procedures and findings clearly.
- Produce structured research project documentation.
This includes visual, auditory and tactile capacity. Examples include:
- ability to interact with visual inputs sufficiently to manage learning environments
- ability to interact with auditory inputs sufficiently to manage learning environments
- ability to respond to tactile input and provide appropriate tactile interaction.
Please note: Care is taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Sensory ability - Visual
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Visual capacity is critical to safely engage in laboratories, fieldwork, digital modelling and project environments. Visual capacity supports interpretation of drawings, digital models, structural behaviour and experimental observations.
Examples
- Interpret CAD/BIM models and engineering drawings.
- Observe structural tests and identify changes in testing specimen behaviour.
- Detect hazards in laboratory or field environments.
Sensory ability - Auditory
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Auditory capacity supports safe participation in laboratories and effective teamwork.
Examples
• Follow verbal instructions and safety briefings.
• Engage in group discussions and presentations.Sensory ability - Tactile
Ability to respond to tactile input and provide tactile interaction.
Rationale
Tactile awareness supports safe handling of equipment, materials and instruments.
Examples
- Handle laboratory specimens and testing equipment safely
- Use surveying instruments requiring manual precision
- Operate experimental apparatus accurately.
This includes both gross and fine motor ability. Examples include:
- strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course
Please note: Care is taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Motor ability - Gross
Strength, range of motion, coordination and mobility.
Rationale
Gross motor ability supports safe movement within laboratories and field environments.
Examples
- Move safely in laboratory or construction simulation environments
- Participate in surveying and field activities.
Motor ability - Fine
Manual dexterity and fine motor skills.
Rationale
Fine motor skills support accurate measurement, drafting and equipment operation.
Examples
- Operate precision instruments and measurement devices
- Input accurate data into modelling software
- Perform detailed drafting or testing tasks.
This includes a person's ability to sustain their performance in a given activity or series of activities over time.
Examples include the ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.
Care is taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Rationale
Students must be able to sustain cognitive engagement, technical accuracy and professional behaviour during extended laboratory sessions, workshops, project work and placement activities.
Examples
- Maintain concentration during complex problem-solving sessions
- Manage workload and project deadlines
- Remain composed and professional during extended learning tasks.
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. Examples include:
- ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- being receptive and responding appropriately to constructive feedback
- maintaining respectful communication practices in times of increased stressors or workloads
- adjusting to changing circumstances in a way that allows self-care.
Care is taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures.
Rationale
Behavioural adaptability supports resilience, teamwork and professional development in dynamic engineering learning environments.
Examples
- Adapt to changing design constraints or project requirements
- Respond constructively to feedback in university and placement settings
- Maintain respectful communication under pressure
- Seek support when needed to sustain wellbeing and academic performance.
Inherent requirements – Engineering
Find the abilities, attributes, skills and behaviours needed to meet the learning outcomes of our engineering courses.
The following courses are related to these inherent requirement statements:
- Bachelor of Engineering (Honours) (Civil Engineering) - NHEC
- Bachelor of Engineering (Honours) (Electrical and Electronic Engineering) - NHEE
- Bachelor of Engineering (Honours) (Mechanical Engineering) - NHEM
You should carefully consider the following inherent requirement statements as:
- a guide for your learning during the course
- a way to identify challenges you may have in meeting the requirements.
Undergraduate courses
Bachelor of Engineering (Honours) (Civil Engineering)
Bachelor of Engineering (Honours) (Electrical & Electronic Engineering)
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
- child protection and safety legislation (including the ability to pass a Working with Children Check)
- criminal history / police checks
- occupational health and safety
- anti-discrimination legislation.
Rationale
Electrical and electronic engineering students must be able to demonstrate knowledge of, and compliance with Australian electrical safety legislation, engineering standards and University policies to participate safely in laboratory, project and placement activities.
Examples
- Interpret and apply relevant Australian electrical and safety standards in coursework.
- Comply with workplace health and safety (WHS) legislation during workshop, laboratory and field activities.
- Complete required safety inductions prior to equipment use or placement.
- Meet placement-related compliance requirements (e.g., Working with Children Check if required).
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- complying with academic and non-academic conduct codes and policies, including academic integrity policies
- understanding and complying with professional standards, codes of practice, and guidelines.
Rationale
Ethical behaviour underpins safe teamwork, responsible design decision-making, respectful collaboration and appropriate management of engineering information.
Examples
- Comply with academic integrity requirements in assessments and research tasks.
- Demonstrate honesty and transparency in calculations, data reporting, and design submissions.
- Respect confidentiality of project data and industry-linked learning materials.
- Engage respectfully and inclusively in team-based Integrated Design Projects.
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:
- ability to understand and comply with all relevant workplace health and safety policies and practices
- ability to identify and respond to alarm systems
- ability to understand and demonstrate compliance with current scope of practice
- ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate.
Rationale
Electrical and electronic engineering involves laboratories with live circuits, power systems and electronic equipment. Students must manage their own health and behaviour to safely participate in all learning environments.
Examples
- Follow laboratory safety procedures and correctly use PPE.
- Use safe voltage testing procedures.
- Identify hazards and apply basic risk assessment principles during experiments or design tasks.
- Respond appropriately to alarms, safety briefings and emergency procedures.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- ability to reflect and take personal responsibility
- ability to apply knowledge in practical and theoretical assessment settings
Cognition - Knowledge & cognitive
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.
Rationale
Students must be able to demonstrate sustained focus, analytical reasoning, attention to detail and the ability to synthesise information to solve complex engineering problems.
Examples
- Analyse and model electrical and electronic systems using established engineering principles.
- Interpret circuit diagrams, control schematics and technical specifications.
- Identify assumptions, constraints and limitations within modelling and simulation tasks.
- Apply logical reasoning to diagnose faults and evaluate alternative system designs.
Cognition - Metacognition
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Students must be able to demonstrate self-awareness, reflective practice and the capacity to evaluate and improve their own learning and professional performance.
Examples
- Reflect on laboratory performance and design outcomes.
- Adjust study strategies to improve technical understanding.
- Recognise knowledge gaps and seek appropriate academic and technical support.
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). Examples include:
- capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- producing clear, accurate documentation relating to practical tasks.
Please note: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
English literacy is required to interpret engineering standards, schematics, research literature and regulatory documents, and to produce clear, accurate and professional engineering documentation.
Examples
- Interpret technical manuals, circuit schematics, standards and compliance documentation.
- Prepare structured laboratory reports, design documentation and technical specifications.
- Write clear programming documentation and explanatory comments.
- Use appropriate engineering terminology and academic conventions in written assessments.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. Examples include:
- competent reasoning and reliable accuracy with numerical concepts
- ability to perform basic mathematical tasks.
NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
The development of advanced numeracy underpins signal processing, circuit theory and computational modelling. Students must be able to apply mathematics, statistics, computational modelling and quantitative reasoning to analyse and solve engineering problems.
Examples
- Perform circuit analysis using algebraic, complex and differential equations.
- Calculate voltage, current, power and efficiency in electrical systems.
- Apply statistical and numerical methods to analyse signals and system performance.
- Use computational tools to model, simulate and validate electronic and power systems.
This includes verbal, non-verbal and written communication. Examples include:
- verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- ability to produce English text to the expected standard. This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement.
Communication - Verbal
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Students must be able to communicate clearly and professionally in English to participate effectively in workshops, laboratories and project-based learning environments.
Examples
- Contribute to design discussions and technical debates.
- Present research and design findings orally.
- Respond accurately to instructions and safety briefings.
Communication - Non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
Non-verbal communication supports professional interaction, teamwork and safe participation in all learning environments.
Examples
- Demonstrate appropriate body language in team settings.
- Interpret visual and behavioural cues during collaborative tasks.
- Maintain professional conduct in academic and placement environments.
Communication - Written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Students must produce written documentation that meets academic and professional engineering standards.
Examples
- Prepare engineering reports, calculations and specifications.
- Document circuit designs, simulations and programming logic clearly and accurately.
- Document laboratory procedures and findings clearly.
- Produce structured research project documentation.
This includes visual, auditory and tactile capacity. Examples include:
- ability to interact with visual inputs sufficiently to manage learning environments
- ability to interact with auditory inputs sufficiently to manage learning environments
- ability to respond to tactile input and provide appropriate tactile interaction
Care is taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Sensory ability - Visual
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Visual capacity is critical to safely engage in laboratories, fieldwork, digital modelling and project environments. Visual capacity supports interpretation of drawings, digital models, mechanical assemblies and laboratory observations.
Examples
- Interpret circuit diagrams, wiring schematics and printed circuit board (PCB) layouts.
- Analyse oscilloscope displays, waveform outputs and simulation results.
- Identify visual indicators of faults, overheating or system malfunction in laboratory settings.
- Observe safety signage, warning indicators and equipment status displays.
Sensory ability - Auditory
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Auditory capacity supports safe participation in laboratories and effective teamwork.
Examples
- Follow verbal instructions and safety briefings.
- Engage in group discussions and presentations.
Sensory ability - Tactile
Ability to respond to tactile input and provide tactile interaction.
Rationale
Tactile awareness supports safe handling of electronic components, laboratory equipment and circuit assemblies.
Examples
- Safely handle circuit components, wiring and electronic equipment.
- Detect heat, vibration or resistance when testing or adjusting equipment.
- Apply controlled manual pressure when inserting components or making connections.
- Maintain tactile awareness when working with powered or delicate electronic systems.
This includes both gross and fine motor ability. Examples include:
- strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course.
Care is taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Motor ability - Gross
Strength, range of motion, coordination and mobility.
Rationale
Gross motor ability supports safe movement within laboratories and field environments.
Examples
- Move safely within laboratory and workshop environments, including around electrical testing equipment.
- Safely position and secure equipment during setup and experimentation.
Motor ability - Fine
Manual dexterity and fine motor skills.
Rationale
Fine motor skills support accurate measurement, drafting and equipment operation.
Examples
- Assemble and connect small electronic components and wiring with precision.
- Operate oscilloscopes, multimeters and signal generators accurately.
- Adjust circuit elements and testing probes with controlled hand movements.
- Solder components and complete fine assembly tasks safely (where applicable).
This includes a person's ability to sustain their performance in a given activity or series of activities over time. An example includes the ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.
Care is taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Rationale
Students must be able to sustain cognitive engagement, technical accuracy and professional behaviour during extended laboratory sessions, programming tasks, simulations, design projects and placement activities.
Examples
- Maintain concentration during complex problem-solving sessions.
- Manage workload and project deadlines.
- Remain composed and professional during extended learning tasks.
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. Examples include:
- ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- being receptive and responding appropriately to constructive feedback
- maintaining respectful communication practices in times of increased stressors or workloads
- adjusting to changing circumstances in a way that allows self-care.
Care is taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures.
Rationale
Behavioural adaptability supports resilience, teamwork and professional development in dynamic engineering learning environments.
Examples
- Adapt to changing design constraints or project requirements.
- Respond constructively to feedback in university and placement settings.
- Maintain respectful communication under pressure.
- Seek support when needed to sustain wellbeing and academic performance.
Bachelor of Engineering (Honours) (Mechanical Engineering)
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
- child protection and safety legislation (including the ability to pass a Working with Children Check)
- criminal history / police checks
- occupational health and safety
- anti-discrimination legislation.
Rationale
Mechanical Engineering students must be able to demonstrate knowledge of, and compliance with, relevant Australian and Victorian legislation, OHS requirements, engineering standards and University policies.
Examples
- Interpret and apply Australian Standards and relevant engineering codes in coursework.
- Comply with workplace health and safety (WHS) legislation during workshop, laboratory and field activities.
- Complete required safety inductions prior to equipment use or placement.
- Meet placement-related compliance requirements (e.g., Working with Children Check if required).
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- complying with academic and non-academic conduct codes and policies, including academic integrity policies
- understanding and complying with professional standards, codes of practice, and guidelines.
Rationale
Ethical behaviour underpins safe teamwork, responsible design decision-making, respectful collaboration, and appropriate management of engineering information.
Examples
- Comply with academic integrity requirements in assessments and research tasks.
- Demonstrate honesty and transparency in calculations, data reporting, and design submissions.
- Respect confidentiality of project data and industry-linked learning materials.
- Engage respectfully and inclusively in team-based Integrated Design Projects.
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:
- ability to understand and comply with all relevant workplace health and safety policies and practices
- ability to identify and respond to alarm systems
- ability to understand and demonstrate compliance with current scope of practice
- ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate.
Rationale
Mechanical Engineering involves laboratories, rotating machinery, thermal systems, manufacturing equipment, testing rigs, digital modelling and placement activities. Students must manage their own health and behaviour to safely participate in all learning environments.
Examples
- Follow laboratory safety procedures and correctly use PPE.
- Undertake site-based learning only after completing required inductions.
- Identify hazards and apply basic risk assessment principles during experiments or design tasks.
- Respond appropriately to alarms, safety briefings and emergency procedures.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- ability to reflect and take personal responsibility
- ability to apply knowledge in practical and theoretical assessment settings.
Cognition - Knowledge & cognition
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation and practical functioning.
Rationale
Students must be able to demonstrate sustained focus, attention to detail, critical reasoning, and the ability to synthesise knowledge across engineering science and specialist domains.
Examples
- Interpret engineering drawings and manufacturing documentation.
- Identify modelling assumptions and limitations.
- Optimise mechanical systems using analytical tools.
- Evaluate alternative design solutions.
Cognition - Metacognition
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Students must be able to demonstrate self-awareness, reflective practice and the capacity to evaluate and improve their own learning and professional performance.
Examples
- Reflect on laboratory performance and design outcomes.
- Adjust study strategies to improve technical understanding.
- Recognise knowledge gaps and seek appropriate academic support.
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). Examples include:
- capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- producing clear, accurate documentation relating to practical tasks.
For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
English literacy is required to interpret engineering standards, technical literature, design briefs, and research materials, and to produce professional-quality documentation.
Examples
- Prepare structured technical reports and design documentation
- Interpret codes, specifications and research literature
- Use appropriate academic referencing conventions
- Produce accurate and clear written explanations of engineering solutions.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. Examples include:
- Competent reasoning and reliable accuracy with numerical concepts
- Ability to perform basic mathematical tasks
For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
The development of advanced numeracy underpins thermodynamic systems modelling, vibration analysis, fluid flows, stress analysis and optimisation.
Students must be able to apply mathematics, statistics, computational modelling and quantitative reasoning to analyse and solve engineering problems.
Examples
- Perform stress and fatigue calculations.
- Conduct thermal efficiency analyses.
- Use computational tools for simulation.
- Interpret statistical and modelling outputs.
This includes verbal, non-verbal and written communication. Examples include:
- verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- ability to produce English text to the expected standard (This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement).
Communication - Verbal
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Students must be able to communicate clearly and professionally in English to participate effectively in workshops, laboratories and project-based learning environments.
Examples
- Contribute to design discussions and technical debates.
- Present research and design findings orally.
- Respond accurately to instructions and safety briefings.
Communication - Non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
Non-verbal communication supports professional interaction, teamwork and safe participation in all learning environments.
Examples
- Demonstrate appropriate body language in team settings
- Interpret visual and behavioural cues during collaborative tasks.
- Maintain professional conduct in academic and placement environments.
Communication - Written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Students must produce written documentation that meets academic and professional engineering standards
Examples
- Prepare engineering reports, calculations and specifications.
- Document laboratory procedures and findings clearly.
- Produce structured research project documentation.
This includes visual, auditory and tactile capacity. Examples include:
- ability to interact with visual inputs sufficiently to manage learning environments
- ability to interact with auditory inputs sufficiently to manage learning environments
- ability to respond to tactile input and provide appropriate tactile interaction
- ability to interact with visual inputs sufficiently to manage learning environments.
Care is taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Sensory ability - Visual
Visual capacity is critical to safely engage in laboratories, fieldwork, digital modelling and project environments.
Rationale
Visual capacity supports interpretation of drawings, digital models, mechanical assemblies and laboratory observations.
Examples
- Interpret 3D models and drawings.
- Observe equipment performance and behaviour.
- Identify visual hazards in laboratory settings.
Sensory ability - Auditory
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Auditory capacity supports safe participation in laboratories and effective teamwork.
Examples
- Follow verbal instructions and safety briefings.
- Engage in group discussions and presentations.
Sensory ability - Tactile
Ability to respond to tactile input and provide tactile interaction.
Rationale
Tactile awareness supports safe handling of equipment, materials and instruments.
Examples
- Handle laboratory specimens and testing equipment safely.
- Use laboratory instruments requiring manual precision.
- Operate experimental apparatus accurately.
This includes both gross and fine motor ability. Examples include:
- strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course.
Care is taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Motor ability - Gross
Strength, range of motion, coordination and mobility.
Rationale
Gross motor ability supports safe movement within laboratories and field environments.
Examples
- Move safely in laboratory and workshop environments, including around equipment and testing rigs.
- Handle and position mechanical components or materials safely.
Motor ability - Fine
Manual dexterity and fine motor skills.
Rationale
Fine motor skills support accurate measurement, drafting and equipment operation.
Examples
- Operate precision instruments and measurement devices.
- Input accurate data into modelling software.
- Perform detailed drafting or testing tasks.
This includes a person's ability to sustain their performance in a given activity or series of activities over time. An example includes the ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.
Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Rationale
Students must be able to sustain cognitive engagement, technical accuracy and professional behaviour during extended laboratory sessions, workshops, project work and placement activities.
Examples
- Maintain concentration during complex problem-solving sessions.
- Manage workload and project deadlines.
- Remain composed and professional during extended learning tasks.
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. Examples include:
- ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- being receptive and responding appropriately to constructive feedback
- maintaining respectful communication practices in times of increased stressors or workloads
- adjusting to changing circumstances in a way that allows self-care.
Care is taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures.
Rationale
Behavioural adaptability supports resilience, teamwork and professional development in dynamic engineering learning environments.
Examples
- Adapt to changing design constraints or project requirements.
- Respond constructively to feedback in university and placement settings.
- Maintain respectful communication under pressure.
- Seek support when needed to sustain wellbeing and academic performance.
Postgraduate courses
Master of Engineering – NMEN
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
- child protection and safety legislation (including the ability to pass a Working with Children Check)
- criminal history / police checks
- occupational health and safety
- anti-discrimination legislation.
Rationale
Engineering students must be able to demonstrate knowledge of, and compliance with, relevant Australian Victorian legislation, OHS requirements, engineering standards, and University policies.
Examples
- Interpret and apply Australian Standards and relevant engineering codes in coursework
- Comply with workplace health and safety (WHS) legislation during workshop, laboratory and field activities
- Complete required safety inductions prior to site visits
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:
- complying with academic and non-academic conduct codes and policies, including academic integrity policies
- understanding and complying with professional standards, codes of practice, and guidelines.
Rationale
Ethical behaviour underpins safe teamwork, responsible design decision-making, respectful collaboration and appropriate management of engineering information.
Examples
- Comply with academic integrity requirements in assessments and research tasks
- Demonstrate honesty and transparency in calculations, data reporting, and design submissions
- Respect confidentiality of project data and industry-linked learning materials
- Engage respectfully and inclusively in team-based projects
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:
- ability to understand and comply with all relevant workplace health and safety policies and practices
- ability to identify and respond to alarm systems
- ability to understand and demonstrate compliance with current scope of practice
- ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate.
Rationale
Engineering involves laboratory experimentation, workshops, simulations and site visits. Students must manage their own health and behaviour to safely participate in all learning environments.
Examples
- Follow laboratory safety procedures and correctly use PPE
- Undertake site-based learning only after completing required inductions
- Identify hazards and apply basic risk assessment principles during experiments or design tasks
- Respond appropriately to alarms, safety briefings and emergency procedures.
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- ability to reflect and take personal responsibility
- ability to apply knowledge in practical and theoretical assessment settings
Cognition - Knowledge & cognitive
Students must be able to demonstrate sustained focus, attention to detail, critical reasoning, and the ability to synthesise knowledge across engineering subjects.
Rationale
Students must be able to demonstrate sustained focus, analytical reasoning, attention to detail and the ability to synthesise information to solve complex engineering problems.
Examples
- Analyse engineering systems using established principles
- Interpret technical diagrams and modelling outputs
- Evaluate assumptions and constraints in design tasks
- Apply structured reasoning to complex problem scenarios.
Cognition - Metacognition
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.
Rationale
Students must be able to demonstrate self-awareness, reflective practice and the capacity to evaluate and improve their own learning and professional performance.
Examples
- Reflect on laboratory performance and design outcomes
- Adjust study strategies to improve technical understanding
- Recognise knowledge gaps and seek appropriate academic support
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). Examples include:
- capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- producing clear, accurate documentation relating to practical tasks.
Please note: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
English literacy is required to interpret engineering standards, technical literature, design briefs, and research materials, and to produce professional-quality documentation.
Examples
- Prepare structured technical reports and design documentation
- Interpret codes, specifications and research literature
- Use appropriate academic referencing conventions
- Produce accurate and clear written explanations of engineering solutions.
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. Examples include:
- competent reasoning and reliable accuracy with numerical concepts
- ability to perform basic mathematical tasks.
NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).
Rationale
The development of advanced numeracy underpins engineering analysis, modelling and design. Students must be able to apply mathematics, statistics, computational modelling and quantitative reasoning to analyse and solve engineering problems.
Examples
- Perform engineering calculations accurately
- Apply modelling and simulation tools
- Interpret quantitative data and graphical outputs
- Use software tools to validate solutions
This includes verbal, non-verbal and written communication. Examples include:
- verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- ability to produce English text to the expected standard. This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement.
Communication - Verbal
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.
Rationale
Students must be able to communicate clearly and professionally in English to participate effectively in workshops, laboratories and project-based learning environments.
Examples
- Contribute to design discussions and technical debates
- Present research and design findings orally
- Respond accurately to instructions and safety briefings
Communication - Non-verbal
Non-verbal communication skills that enable respectful communication with others.
Rationale
Non-verbal communication supports professional interaction, teamwork and safe participation in all learning environments
Examples
- Demonstrate appropriate body language in team settings
- Interpret visual and behavioural cues during collaborative tasks
- Maintain professional conduct in academic environments
Communication - Written
Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.
Rationale
Students must produce written documentation that meets academic and professional engineering standards.
Examples
- Prepare technical reports and project documentation
- Document design decisions clearly
- Produce structured research project documentation.
This includes visual, auditory and tactile capacity. Examples include:
- ability to interact with visual inputs sufficiently to manage learning environments
- ability to interact with auditory inputs sufficiently to manage learning environments
- ability to respond to tactile input and provide appropriate tactile interaction
Care is taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Sensory ability - Visual
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Visual capacity is critical to safely engage in laboratories, fieldwork, digital modelling and project environments. Visual capacity supports interpretation of drawings, digital models, structural behaviour and experimental observations.
Examples
- Interpret technical drawings and system diagrams
- Analyse modelling outputs and graphical data
- Observe safety signage and equipment indicators.
Sensory ability - Auditory
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Auditory capacity supports safe participation in laboratories and effective teamwork.
Examples
- Follow verbal safety instructions
- Recognise warning signals or alarms
- Engage in technical discussions
Sensory ability - Tactile
Ability to respond to tactile input and provide tactile interaction.
Rationale
Tactile awareness supports safe handling of equipment, materials and instruments.
Examples
- Handle laboratory specimens and testing equipment safely
- Operate experimental apparatus accurately
This includes both gross and fine motor ability. Examples include:
- strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course.
Care is taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments.
Motor ability - Gross
Strength, range of motion, coordination and mobility.
Rationale
Gross motor ability supports safe movement within laboratories and field environments.
Examples
Move safely within technical environments.
Motor ability - Fine
Manual dexterity and fine motor skills.
Rationale
Fine motor skills support accurate measurement, drafting and equipment operation.
Examples
- Operate measuring and testing instruments
- Assemble or adjust components accurately
- Use software interfaces requiring controlled manual input
This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Examples include:
Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement
Rationale
Students must be able to sustain cognitive engagement, technical accuracy and professional behaviour during extended laboratory sessions, workshops, project work and placement activities.
Examples
- Maintain concentration during complex problem-solving sessions
- Manage workload and project deadlines
- Remain composed and professional during extended learning tasks
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. Examples include:
- ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- being receptive and responding appropriately to constructive feedback
- maintaining respectful communication practices in times of increased stressors or workloads
- adjusting to changing circumstances in a way that allows self-care.
Rationale
Behavioural adaptability supports resilience, teamwork and professional development in dynamic engineering learning environments.
Examples
- Adapt to changing design constraints or project requirements
- Respond constructively to feedback
- Maintain respectful communication under pressure
- Seek support when needed to sustain wellbeing and academic performance.
If you remain interested or engaged in the course, you should discuss your concerns with the college staff such as the Course Chair as soon as possible.
If the challenges are related to your disability or health condition contact Accessibility Services to discuss possible strategies and reasonable adjustments.