OVERVIEW
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PUBLIC-FACING
Support and Progression
We love to see our students succeed, that is why we give all students the best support we possibly can. This section of the handbook will explain what support you can expect from us and how to work with us to resolve any concerns you may have.Learner Support ServicesError rendering macro 'excerpt-include' : No location was provided.
Grievances and Complaints
Strategix encourages students to informally resolve complaints/appeals as the majority of situations can be addressed and resolved at this level. In the event that a complaint/appeal arises, Strategix requests that students first speak to their Trainer/Assessor or Administrative Assistant.
If the issue cannot be resolved informally, a more formal Grievance Procedure can be undertaken. Please refer to Complaints and Appeals Information for further details.
If a student wishes to make an external appeal, they can do so but they must consider that in most cases, the purpose of the external appeals process is to consider whether Strategix has followed its policies and procedures, rather than make a decision in place of Strategix.
Learner Support Services
Strategix Trainers and Support Officers provide students with real time assistance for any learner support needs. Students are required to disclose all needs that may impact their learning and participating prior to commencement of training.
During your induction or orientation, Strategix will assess your learner needs and you will be able to identify areas where assistance may be required. Our staff are always happy to help you whenever possible. If you are facing problems of any kind, please do not hesitate to contact an Administrative Assistant, Course Coordinator or your Trainer. We encourage you to take advantage of the support facilities available before any problems become an issue.
Strategix can provide access to specialist support for students who may have special needs, including assistance for:
Language, literacy and numeracy
People from disadvantaged backgrounds
Persons from non-English speaking backgrounds
People with disabilities
People in rural or isolated locations.
Other services include:
Career assessment: Assessing the student's innate interests and personality to allow the student to make informed choices about their career plans and the course that is right for their needs
Flexible assessment procedures: Our strategies allow for students to demonstrate outcomes in appropriately diverse ways
Language, literacy and numeracy (LLN) assistance: We can assist with LLN barriers and/or help you to access appropriate specialised support.
Additional Support for International Students
Strategix understands that life can be difficult when you are away from home and in a foreign county, so In addition to the above, International Students have free access to our Counselling Advisors which provide confidential and appropriate counselling services, carried out by a qualified, trained professional located in the International Student Campus. During your time at Strategix, we will provide you will receive:
Academic support
Emergency and health related support
An orientation program and induction program to help you acclimatise to your new location
Career and further education pathway advice and support
Internal systems and technical support
Administration support
Cultural support and education including language and communication
Employment seeking advice and support.
As well as Strategix support services being available to you, in Brisbane there is a dedicated non-Government support agency for international students based in South Bank. The Brisbane Student Hub is a free, welcoming support service for international students offering independent advice on healthcare, employment, budget management, legal services and more as well as linking students to events and activities. Their contact details is located in the Emergency Services and Support Services section of the Student Handbook.
POLICY
Learner Support Policy
This policy and procedure outline the process of identifying individual learner needs and providing further support. Strategix aims to provide fair and equal opportunity to all students who wish to enrol in a course of study*. Each person within Strategix (Appendix A) has a responsibility to ensure that each student is given the opportunity and support to enrol into and attempt/complete any certified subject or qualification.
Student support needs include a variety of areas where students may require assistance, students may require assistance in the following areas:
Language Literacy and Numeracy
Personal situation/status
Mental health
Disability and medical conditions
Learning
Financial
Avenues for additional support are listed in Appendix B. Support for students will be identified individually and reasonable adjustments made where the situation permits (Appendix C).
Strategix has an obligation to all of its students to provide a safe and positive learning experience in an inclusive environment and will assist students to achieve their educational goals to the best of its ability.
In accordance with the Inclusive Practice Policy, Strategix support staff, trainers and assessors must always consider the four principles of Inclusive Learning during the day to-day delivery of a course.
Foundation skills are fundamental to a person’s participation in the workplace and in education and training. They are a combination of language, literacy and numeracy (LLN) skills and employability skills.
Foundation Skills | Foundation Skills in Unit of Competency |
LLN Skills:
| LLN Skills
|
Employability skills:
| Employability skills
|
Strategix has implemented a variety of measures to assist students in their journey.
During the enrolment process team members will ensure that students have:
Enrolled in a course at the appropriate level
Enrolled in a course that matches their vocational aspirations
Received all information pertaining to the chosen course of study including the responsibilities of all parties involved in the training and assessment procedure.
*If a student has ingrained physical or LLN deficiencies and/or if the adjustments to either training or assessment resources or tools compromise Strategix or the subject Training Package, we shall not allow the student to participate in their course, and will direct them toward additional assistance or external programs. This may specifically apply to students undertaking High Risk Work licencing assessments.
PROCEDURE
Procedure:
Overview
Step | Task/Document | Academy | Workplace | College | International | Person Responsible |
Enrolment Form | P | P | P | P | Enrolment Officer | |
GTE Questionnaire | O | O | O | P | Enrolment Officer, Trainer and Assessor | |
Language Literacy Numeracy Test | P | P | P | P | Enrolment Officer, Trainer and Assessor | |
Student Questionnaire | P | O | O | O | Enrolment Officer, Trainer and Assessor | |
Learner Needs Identification | P | P | P | P | Enrolment Officer | |
Training and Support Plan (formal) | P | O | O | O | Enrolment Officer | |
Training and Support Plan (in formal) | P | O | O | O | Enrolment Officer | |
Support process | P | P | P | P | Trainer and Assessor | |
Milestones/Monitoring | P | P | P | P | Trainer and Assessor |
1. Enrolment
Students have the opportunity at enrolment to self-report their individual learner need via the enrolment form. The enrolment form questions the student as to any required assistance needed to complete the course.
After the enrolment form is complete, students are quizzed verbally about their suitability to complete studies in the relevant delivery mode (online, face to face etc). Students are asked a number of questions around the suitability including:
Suitability for course (eg. Driver Operations and licencing limitations)
Suitability to participate in training and assessment activities (Appendix D)
International Students are required to complete the GTE questionnaire during the enrolment to assess their suitability to study in Australia and more specifically at Strategix.
The GTE covers assessment of the student’s current English Proficiency levels and determines if the student requires an English course prior to commencing the Vocational Education and Training (VET) course.
Results can be found in the Strategix International - GTE Questionnaire (Responses).
2. Learner Needs Assessment (LNA)
Students will participate in a LNA to identify their support requirements. Areas addressed in the LNA may include foundation skills listed in Appendix E.
Students may also be required to meet specific course requirements that can be found in Appendix D.
Each student must attempt to complete an LLN indicator included within the enrolment or induction process (online or hard copy assessment tool).
LNA Tools
Cohort | LNA Tool | Source |
Academy | Online | |
Workplace | LLN | Training Materials |
College | Pre-requisites* and BKSB | Online |
International | Pre-requisites* and BKSB | Online |
*Detailed in individual procedure/s but may include minimum English study standards or English levels
The following actions may be selected after the student has attempted the LLN Indicator:
The student requires further LLN assistance from the school / LLN provider
The student requires assistance during the course to help them participate in training and assessment
The student requires reasonable adjustments to the training and assessment process
The student does not require any further assistance in the course at this stage.
3. Training and Support Plan
In instances where a student requires additional assistance to participate in the course, Strategix will develop a training and support plan to accommodate the students individual requirements. The student cohort will determine the detail required in the Training and Support Plan.
For Example, if the student is in the academy and requires assistance through Skills for Work a formal plan is developed. If a student in the workplace is identified as requiring assistance with LLN, the trainer will determine the actions and proceed with the training, reasonable adjustment or other action and continue the training (In formal plan)
A training and support plan may contain the following:
Support needs
Attendance requirements
Delivery location
Qualification details
Unit selections.
Additional support options may include:
Enrolling into a foundation skills course where applicable units can be linked to the Core Skills for Work Developmental Framework.
Enrolling into a foundation skills course where applicable units can be linked to the Australian Core Skills Framework
Reasonable adjustment to the training and assessment process in order to assist the student (Appendix C)
Internal assistance
Referral to an external assistance network (no referral charge/s to the student).
If the registered provider refers the student to external support services, the registered provider must not charge for the referral.
4. In-Course Support and Monitoring
If sufficient skills have been demonstrated with minor deficiencies, in-course support maybe provided to each student in the area to improve. Students should be monitored during the course and identify if any individual assistance may be required during the remaining training and assessment process.
Where consistent with course requirements, students with concerns about having insufficient language, literacy and/or numeracy skills to complete the course, may be provided with adjusted course materials and assessment strategies that assist them in meeting qualification requirements through other methods.
As part of providing in course support, trainers and administration team members must identify and monitor any additional problems that are not academic related, including:
Attendance requirements
Accommodation issues
Personal situations.
Learners are afforded support via their trainers, but may also contact their counsellor, course coordinator, student liaison officer or the student support officer. Alternatively they may contact the specific support service/s independently. These services are provided at no additional cost to the student.
Related Documents:
Enrolment Form
GTE Questionnaire
Learner Support Record
LLN – Internal
Induction Checklist
Standards Reference:
Standard | SNR | CRICOS | ESOS | S&S | S4A | PQS | U/C | AQF |
1.7, 4.1, 5.4, 6.1-6 | 2.1, 2.2, 6.1-3, 6.5-6 |
| 7.F |
| 4, 5 | 2.1.1 | 1.3, 1.7, 5.2 |
Glossary:
Term/Statement | Explanation |
LLN | Language, Literacy and Numeracy |
GTE | Genuine Temporary Entrant |
Reasonable Adjustment | Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the assessment method/s to assist a learner with a disability or impairment. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Reasonably adjusting training and assessment for access and equity reasons may be, but not be limited to: · Oral questioning – Scribing · Demonstration only assessments · Physical compromises · Simulated workplace environments |
Support Services | Strategix trainers and support officers provide students with real time assistance with any learner support needs. Further assistance may be sourced from a third party if required.
These services include: · Career Assessment. Assessing the student's innate interests and personality to allow the student to make informed choices about their career plans and the course that is right for their needs. · Flexible Assessment Procedures. Our strategies allows for students to demonstrate outcomes in appropriately diverse ways. · Language Literacy and Numeracy Assistance. We can assist with LLN barriers and/or help students’ access appropriate specialised support. · Learning Support. We provide a mentoring service to assist students to develop the learning skills they will need to be successful in their studies, such as: o Goal setting o Time organisation and motivation o Exam preparation, exam anxiety control o Essay/report writing o Getting back to study · Student Welfare. We will endeavour to provide welfare and guidance to all students/course participants wherever possible or direct students to external support services. |
Appendix A – Support Personnel
Strategix team members are allocated roles and responsibilities to assist in the identification and application of learner special requirements and support needs. Team members are trained in responding to learner issues and will refer students to external professionals where they are not qualified or skilled to do so.
Job Title | Responsibility | Support Type |
Enrolment Officer | · Capture student information · Accurately enrol students into the right course and level · Identify any learner requirements or support needs · Record and report identified needs · Refer to external support services where required · Works with student to help them understand information around funding | · Recording of Language, Literacy and Numeracy support from enrolment · Recording of and Referring for Study Support · Course preparedness |
Administrative Assistant (Course Coordinator, Student Liaison Officer, Student Support Officer) | · Confirms enrolment with student · Identify RPL and Credit Transfer Opportunities · Initiate a learner Support Plan · Refer to external support services where required | · Enrolment Support · Language, Literacy and Numeracy recommended services |
Councillor | · Student Support · Handling of informal complaints and appeals · Initiate a learner Support Plan · Refer to external support services where required | · Transition, Welfare and Study Support · Grievance Support · Course progress and attendance support · Accommodation issues |
Facilitator | · Training students · Assessing students work · Handling of Informal complaints · Organising of resources, equipment and training facilities in training locations · Industry currency/engagement | · Educational and support services for Training and Assessment · Study Support · Skills for Employment · Language, Literacy and Numeracy support · Grievance Support |
Curriculum | · Creating learner materials · Insuring educational and support services for training and assessments are in line with packaging rules | · Study Support · Language, Literacy and Numeracy recommended services |
Department Manager (Director of Studies) | · Handling of formal complaints and appeals · Allocation of resources · Student Management · Approving Student Support | · Grievance Support · Welfare Support, Study Support, Skills for Employment |
Appendix B – Emergency Services and Support Services
Provider | Contact Details | Support type |
|---|---|---|
National | ||
Emergency Services | 000 | Emergency - For emergency and life threatening situations |
Local Police (non-urgent) | 131 444 | Police attendance for non-urgent matters |
Poisons Information Centre | 131 126 | Emergency - Provides advice on the management, assessment and treatment of poisonous products. |
Centrelink - Services Australia | 132 850 | Language, Literacy and Numeracy Supplement Payments |
Lifeline | 13 11 14 | 24 hour crisis support and suicide prevention and mental health support services |
Salvation Army | Welfare - Support in a wide range of services | |
Kids Help Line | 1800 55 1800 | Welfare - Offers 24/7 support support to individuals under 25 years old |
1800 RESPECT | 1800 737 732 | Welfare - Sexual assault, domestic family violence counselling service |
Translation Services | 131 450 https://www.tisnational.gov.au/Help-using-TIS-National-services/Contact-TIS-National | Translation and Interpreting |
Reading Writing Hotline | http://www.readingwritinghotline.edu.au 1300 655 506 | Reading and writing support |
International Student Hotline | 1300 363 079 | General support |
Department of Human Services | http://www.humanservices.gov.au/customer/services/centrelink/skills-for-education-and-employment | Skills for Employment |
Job Active Provider | 13 62 68 | Employment opportunities |
Adult Migrant English Program (AMEP) | https://immi.homeaffairs.gov.au/settling-in-australia/amep/about-the-program | Free service to help eligible migrants and humanitarian entrants learn English |
Future Unlimited, Study in Australia | Planning departure, accessing support services, remaining visa compliant, working while studying, living costs & finding accommodation, health and safety. | |
Commonwealth Ombudsman | 1300 362 072 http://www.ombudsman.gov.au/about/overseas-student-ombudsman-landing-page | Arbitration, complaints and concerns support |
Queensland | ||
Queensland Council for Adult Literacy | (07) 3878 9944 | For adult members of the community to improve their literacy and numeracy skill |
Brisbane Student Hub | 1800 QSTUDY https://www.studyqueensland.qld.gov.au/live-in-queensland/student-support | International student support service |
New South Wales | ||
NSW Family Services | 02 9692 9999 | Family and Community Services |
Transport | Public Transport | |
Victoria | ||
Transport | Public Transport | |
Western Australia | ||
Adult Migrant English Program | 1300 300 822 | English language tuition |
Career Centre | 13 23 98 http://www.careercentre.dtwd.wa.gov.au/Pages/CareerCentre.aspx | Employment Opportunity’s |
Jobs WA | Employment | |
Library services | https://www.wa.gov.au/information-about/your-community/library-services | Study Support |
Transport | https://www.wa.gov.au/information-about/your-community/transport | Public Transport |
Office of Multicultural Interests | (08) 6551 8700 | Community Services |
Western Australian Police and Community Youth Centres | (08) 9277 4388 | Youth Support |
South Australia | ||
Jobs SA | Employment Opportunity’s | |
Immigration South Australia | +61 (8) 8303 2420 | Employment Opportunity’s, Information sessions |
Community Support Services | Community Support Services | |
Child and Family Welfare Association of SA | 08 8305 4213 | Child and Family Welfare |
Adelaide Metro | 1300 555 727 | Public Transport |
ACT | ||
Libraries | Study Support | |
Community Services | Community Services | |
Belconnen Community Service | 02 6207 2427 | Housing, Disability support, Youth and Family Support, Childcare, Community Centre |
Transport | Public Transport | |
Appendix C – Reasonable Adjustment criteria
Look for opportunities to customise a unit of competency or a course with a view to allowing more flexibility.
Provide learning materials, texts and handouts in an electronic format for greater accessibility.
Modify teaching tools/tasks:
o Substitute alternative tasks where existing ones pose a problem for a learner
o Modify the presentation medium; for example, use visual, oral, print, demonstration and provide practice opportunities
o Adapt the physical environment and equipment; for example, use audio-visual aids, specific furniture
o Provide access to information and communication through assistive technologies, sign language interpreters, etc.
o Make time-related changes – extend or otherwise alter timeframes for teaching and learning.
Provide learning materials, texts and handouts ahead of the class so:
o Learners and support workers can become familiar with them beforehand
o Arrangements can be made to have them converted to a different format, if needed.
Use generic, inclusive terms when constructing learning activities; for example, use ‘communicate’, ‘present’, ‘create’ instead of ‘speak’, ‘talk’, ‘listen’, ‘look’, ‘draw’ and ‘write’.
Monitor the adjustments to ensure learner needs continue to be met.
Appendix D – Course Requirements
In addition to foundation skills and LLN, students may be required to meet additional suitability requirements to participate in training and assessment activities for different delivery modes and course requirements.
Course Name | Delivery Method | Specific Suitability Requirements – Student must have/be: |
Certificate III in Business | Online |
|
Certificate IV in Leadership and Management | Face to face |
|
Diploma of Business | Online |
|
Diploma of Leadership and Management | Online |
|
Certificate III in Early Childhood Education and Care | Face to face |
|
Certificate III in Education Support | Online |
|
Certificate III in Education Support | Face to face |
|
Certificate III in Community Services | Face to face |
|
Certificate III in Individual Support | Face to face |
|
Certificate IV in Youth Work | Face to face |
|
Diploma of Early Childhood Education and Care | Face to face |
|
Diploma of Early Childhood Education and Care | Online |
|
Diploma of Youth Work | Online |
|
Diploma of Counselling | Online |
|
Diploma of Community Services | Online |
|
Certificate III in Cleaning Operations | Face to face |
|
Certificate II in Food Processing | Face to face |
|
Certificate III in Food Processing | Face to face |
|
Certificate II in Food Processing | Face to face |
|
Certificate III in Food Processing | Face to face |
|
Certificate IV in Food Processing | Face to face |
|
Certificate II in Skills for Work and Vocational Pathways | Face to Face |
|
Certificate II in Health Support Services | Face to face |
|
Certificate II in Process Manufacturing | Face to face |
|
Certificate III in Process Manufacturing | Face to face |
|
Certificate III in Hospitality | Face to face |
|
Certificate II in Driving Operations | Face to face |
|
Certificate II in Warehousing Operations | Face to face |
|
Certificate II in Logistics | Face to face |
|
Certificate III in Driving Operations | Face to face |
|
Certificate III in Warehousing Operations | Face to face |
|
Certificate III in Logistics | Face to face |
|
Licence to operate a forklift truck | Face to face |
|
Mentor individuals or small groups | Face to face |
|
Appendix E – Learner Needs Analysis (LNA)
Core Skills for Work Developmental Framework | |
Navigate the world of work | · Manage career and work life · Work with roles, rights and protocols |
Interact with others | · Communicate in writing for work · Connect and work with others · Recognise and utilise diverse perspectives · Reading and writing |
Get the work done | · Plan and organise · Make decisions · Identify and solve problems · Create and innovate · Work in a digital world |
Numeracy | · Numeracy |
Other | · Disability · Counselling · Other |
ACSF Performance Indicators | ||
Core Skill | Indicator Number | Description |
Learning | 01 | Active awareness of self as a learner, planning and management of learning |
02 | Acquisition and application of practical strategies that facilitate learning | |
Reading | 03 | Audience, purpose and meaning-making |
04 | Reading strategies | |
Writing | 05 | Audience, purpose and meaning-making |
06 | The mechanics of writing | |
Oral Communication | 07 | Speaking |
08 | Listening | |
Numeracy | 09 | Identifying mathematical information and meaning in activities and texts |
10 | Using and applying mathematical knowledge and problem solving processes | |
11 | Communicating and representing mathematics | |
LLN Quiz results
ACSF Exit Level | Reading | Numeracy |
Pre 1 | Require assistance pre-course from external provider | Require assistance pre-course from external provider |
ACSF 1 | Require assistance during course | Require assistance during course |
ACSF 2 | Require assistance during course | Require assistance during course |
ACSF 3, 4 & 5 | Does not require assistance as they are at or above the appropriate level for a certificate III or higher | Does not require assistance as they are at or above the appropriate level |
IELTS Bands
Band | Skill Level | Description |
Band 9 | Expert user | You have a full operational command of the language. Your use of English is appropriate, accurate and fluent, and you show complete understanding. |
Band 8 | Very good user | You have a fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate usage. You may misunderstand some things in unfamiliar situations. You handle complex detailed argumentation well. |
Band 7 | Good user | You have an operational command of the language, though with occasional inaccuracies, inappropriate usage and misunderstandings in some situations. Generally you handle complex language well and understand detailed reasoning. |
Band 6 | Competent user | Generally you have an effective command of the language despite some inaccuracies, inappropriate usage and misunderstandings. You can use and understand fairly complex language, particularly in familiar situations. |
Band 5 | Modest user | You have a partial command of the language, and cope with overall meaning in most situations, although you are likely to make many mistakes. You should be able to handle basic communication in your own field. |
Band 4 | Limited user | Your basic competence is limited to familiar situations. You frequently show problems in understanding and expression. You are not able to use complex language. |
Band 3 | Extremely limited user | You convey and understand only general meaning in very familiar situations. There are frequent breakdowns in communication. |
Band 2 | Intermittent user | You have great difficulty understanding spoken and written English. |
Band 1 | Non-user | You have no ability to use the language except a few isolated words. |
Band 0 | Did not attempt the test | You did not answer the questions. |
STANDARDS AND REGULATORY REQUIREMENTS
Authority |
| See Funding |
|---|---|---|
Regulatory Documents |
| List the Contract, audit evidence requirements, standards etc. and the applicable section or clause from each document |
Approved By | Name here | Details / Decisions: |