2019 - ACC5AAS - Subject-Learning - Guide - Semester 1
2019 - ACC5AAS - Subject-Learning - Guide - Semester 1
2019 - ACC5AAS - Subject-Learning - Guide - Semester 1
Semester 1,2019
Melbourne
GENERAL DETAILS 3
ENROLMENT REQUIREMENTS 3
STAFF CONTACTS 3
SUBJECT DESCRIPTION 3
SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 3
GRADUATE CAPABILITIES 4
LEARNING ACTIVITY SUMMARY 4
ASSESSMENT AND FEEDBACK SUMMARY 4
LEARNING RESOURCES 5
STUDENT FEEDBACK ON SUBJECT SURVEY 5
SUMMARY OF SFS FEEDBACK FROM LAST YEAR 5
ACADEMIC INTEGRITY 6
SPECIAL CONSIDERATION 6
EXTENSIONS, LATE SUBMISSIONS AND PENALTIES 6
STUDENT COMPLAINT 7
STUDENT LEARNING UNIT (SL) 7
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LEARNING MANAGEMENT SYSTEM (LMS) 7
LIBRARY 7
STUDENT SUPPORT SERVICES 8
PEER LEARNING ADVISERS 8
SESSION PLAN 9
LEARNING ACTIVITY DETAILS 11
ENROLMENT REQUIREMENTS
Co-requisites: ACC5CRE
Incompatibles: nil
Assumed Skills & Knowledge: Students are expected to have a good understanding of financial accounting
techniques/principles and reporting requirements covered in financial and/or
corporate accounting subjects.
Special Study Requirements: nil
STAFF CONTACTS
Role Campus Name Email Telephone
Subject Melbourne Justin Lachal [email protected] 94795915
Coordinator/Lecturer
SUBJECT DESCRIPTION
This subject seeks to enhance students understanding of the nature and purpose of auditing and the
responsibilities of auditors in fulfilling their duties in the context of reporting quality information to
stakeholders. Students will explore underlying concepts of auditing, including the role of auditors in
governance and sustainability.
a Writing e Team-work
d Inquiry/Research
LEARNING RESOURCES
Reading Type Title Author and Year Publisher
Prescribed Auditing, Assurance Services & Ethics in Australia Arens, Best, Pearson Education
Shailer, Fiedler,
(essential)
Elder & Beasley
(2017) 10th edition
The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university. In
this survey you are invited to tell us about your learning experiences in this subject. We want you to tell us of your
experience in this subject. Your views will be taken seriously and will assist us to enhance this subject for the next group of
students. Your feedback will also contribute to the text for ‘Summary of Previous Student Feedback’ below so please take the
time to tell us your views. The surveys are anonymous and will be distributed prior to the end of the teaching period.
For information on Student Feedback on Subjects refer to:
http://www.latrobe.edu.au/students/leadership-volunteering/speak-up/subjects-teaching
The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise
yourself with those policies, procedures and guidelines likely to affect you especially the following:
Academic Integrity
Academic Progress
Assessment and Feedback
Extension to Submission Dates
Late Submission of Assessment Tasks
Occupational, Health and Safety [OHS]
Privacy
Special Consideration
Student Charter
Use of Electronic Mail
The relevant policies, procedures and guidelines can be found on the website at: https://policies.latrobe.edu.au/home
Academic Integrity
Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship.
La Trobe University views this seriously as evidenced by the following extract:
Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University
requires its academic staff and students to observe the highest ethical standards in all aspects of academic
work and it demonstrates its commitment to these values by awarding due credit for honestly conducted
scholarly work, and by penalising academic misconduct and all forms of cheating.
Academic Integrity Procedures (2012, p. 1 of 6)
Academic misconduct includes improper referencing, plagiarism, copying and cheating. You should familiarise yourself with
your responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator.
Information can be found on the website at: www.latrobe.edu.au/students/academic-integrity
All hard copy assignments should be accompanied by the Academic Integrity Assignment Declaration Form available at:
http://www.latrobe.edu.au/__data/assets/pdf_file/0017/711152/Assignment-Declaration-Form.pdf
For assistance with referencing visit http://www.latrobe.edu.au/students/academic-integrity/referencing-help
Special Consideration
Special Consideration is the term used to describe a process that applies an equity measure to ensure that where any temporary
adverse circumstances beyond the control of a student, that impact negatively on that student’s ability to demonstrate their
learning achievement for an assessment task, is taken into account.
Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be
satisfied in order to receive Special Consideration.
Please refer to the relevant policies, procedures and guidelines website at https://policies.latrobe.edu.au/home
Submission of special consideration applications for assignments, mid-semester tests and final examinations should be made
online at: http://www.latrobe.edu.au/special-consideration
The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay
in submission of a day or partial day up to a maximum of five (5) working days after the due date.
Assessment tasks will not be accepted after the earlier of the following occurrences:
These penalties apply only to individual assessment tasks worth 15% or more of the total assessment for the
subject. Late submission of take home examinations is not permitted.
Submission of special consideration applications for assignments, mid-semester tests and final examinations should be
made online at: https://www.latrobe.edu.au/students/admin/forms/special-consideration/submit-or-review-
application.
Please refer to the relevant policies, procedures and guidelines website at: https://policies.latrobe.edu.au/home
Student Complaint
La Trobe University is committed to an effective complaints handling mechanism for students in line with its policy of creating a
harmonious and productive study environment. Feedback stemming from student complaints is a valuable source of information
that helps the University improve the quality of its service.
You should lodge a complaint if:
you are unhappy about something specific in your academic life (eg not enough seating in a lecture, staff not available
during office hours, cancelled lectures...)
you don't think 'the rules' (university policy or procedure) are being followed
a university staff member has been rude or their behaviour to you was inappropriate
you have a dispute about a process used during an appeal
you have reported something to I&O, security or academic staff and you have not received a response after a
reasonable amount of time
you are a victim of bullying or harassment
For more information on student complaint process and to lodge a formal complaint visit:
http://www.latrobe.edu.au/students/complaints
Library
Your Library offers many ways to support your study. Play Library Quest lib.latrobe.edu.au/libraryquest to discover more about
how we can help, or visit our website and explore these essential resources:
2 13th March Legal environment Chapters 2 & 3 1.1, 1.3,1.8, 1.14, 1.19, 1.24, 1.27, 1.33
3 20th March Responsibilities & Objectives Chapters 4 & 5 2.9, 2.10, 2.12, 2.22
6 10th April Semester test to be held during 8.2; 8.7; 8.15; 8.26; 8.30
lecture time
7 17th April Impact of information technology Chapters 10 & 11 9.3; 9.4; 9.7; 9.23; 9.28
24th April
Semester break
Week Lecture Date Assessments Reading Tutorial Questions
Lecture Topic
due dates (from textbook)
8 1st May Group Chapter 12 10.6; 10.11; 10.24
Sales & collection cycle
assignment
Wednesday, 1st 11.20; 11.28; 11.35
May, 5.00pm
9 8th May Completing sales cycle Chapters 13 & 14 12.1; 12.2; 12.3; 12.12; 12.13; 12.20;
12.26; 12.28; 12.32
Audit sampling
11 22nd May Completing the audit Chapter 17 & 18 15.8; 15.38; 15.53
Students will be awarded 1.0 mark for each correct multiple choice answer. The short answer/application questions
will be graded according to the assessment criteria detailed below.
The assessment criteria below outline the factors or qualities that are used to determine the levels of understanding
and performance being demonstrated and to differentiate between the various grades.
SIL Criteria Excellent/ Relational/ Multi- Uni- Pre-structural/
O Abstract Very Good structural/Good structural/Pass Fail
no ( 0-49%)
(A 80-100%) (B 70-79%) (C 60-69%)
(D 50-59%)
1-6 Fulfilment All the Concepts are Mostly logical Overall Understanding of
of overall concepts are linked, and coherent completion of the task is not
task clearly linked logically linking of tasks with some apparent due to
Intent and organised organised and concepts. inconsistencies in confused or
in a given answers are Problems have linking and underdeveloped
framework and supported by been addressed organising answers not
conclusions theory and satisfactorily in concepts or supported by
/answers are data a standard supporting theory or data or
well supported format. conclusions with answers have not
by theory and data or theory. been attempted
all available
data.
1.6 Use of Evidence of Evidence of Most General Either no evidence
information critical some critical information is application of or irrelevant use
(examples application of application of supported by standards, some of standards
of evidence evidence. evidence. use of inconsistent
and Comprehensiv Mostly standards information
accounting e and accurate accurate use
and use of the of the
auditing standards standards,
standards) some minor
omissions
1.6 Application Critical and Critical and Relevant Limited Either no
of theories evaluative evaluative concepts and applications of application of
and/or thinking thinking theories relevant theories relevant theories
concepts applied i.e. applied with generally and concepts, and concepts or
dealt with able to little applied some major omissions
in the topic demonstrate inaccuracy appropriately, misunderstandin or
or subject understanding no major g misunderstanding
of how and omissions s
why theories
and concepts
are applied.
1-6 Structure Structure and Ideas are Ideas and Reasonably Lack of structure,
and sequence are logically structure are structured and ideas not
organisatio used sequenced in a logical. organised, organised or
n effectively to satisfying way. Integrations of requires more irrelevant.
integrate ideas Integration of themes focus on the
resulting in a themes/sectio /sections are topic. Some
clear, logical ns is well generally instances of
argument made. satisfactory. irrelevance.