Support and Progression

Learner Support Services (Handbook and Fact Sheets)

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 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. See Support Personnel below for more information.

*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.

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 include:

Support for students will be identified and reasonable adjustments made where the situation permits. Reasonable adjustments include:

• 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:

  • Substitute alternative tasks where existing ones pose a problem for a learner

  • Modify the presentation medium; for example, use visual, oral, print, demonstration and provide practice opportunities

  • Adapt the physical environment and equipment; for example, use audio-visual aids, specific furniture

  • Provide access to information and communication through assistive technologies, sign language interpreters, etc.

  • Make time-related changes – extend or otherwise alter timeframes for teaching and learning.

• Provide learning materials, texts and handouts ahead of the class so:

  • Learners and support workers can become familiar with them beforehand

  • 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.

Trainers and support staff will monitor the adjustments to ensure learner needs continue to be met.

Strategix has an obligation to 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 their ability.

In accordance with the , Strategix support staff, trainers and assessors must always consider the 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, numeracy (LLN) and digital skills and employability skills.

Strategix has implemented a variety of measures to assist students in their journey, including ensuring that students:

• Are enrolled in a course at the appropriate level

• Are enrolled in a course that matches their vocational aspirations

• Have received all information pertaining to the chosen course of study including the responsibilities of all parties involved in the training and assessment procedure

• Are assessed for potential LLN needs prior to commencing studies.

Learner Support Procedure

All students that seek to enrol into a Strategix course will be assessed for any relevant learner support needs to ensure they are prepared to enter the course. Where required, a Training and Support Plan will be developed.

Learner support needs are identified, implemented and monitored through the following:

Enrolment

Students have the opportunity at enrolment to self-report their individual learner needs 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 about their suitability including:

• Suitability for the course (eg. Driver Operations and licencing limitations)

• Suitability to participate in training and assessment activities. See Course Requirements.

GTE (Genuine Temporary Entrant) Questionnaire

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 the 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). 

Learner Needs Assessment

Students will participate in an LLN, LNA assessment or student questionnaire to identify their support requirements. Areas addressed may include:

LLN Test/Indicator

Each student must attempt to complete an LLN indicator included within the enrolment or induction process. Alternatively, students can provide Strategix with the results from a previously completed LLN test/indicator.

Strategix uses the following LLN tests/indicators:

*Detailed in individual procedure/s but may include minimum English study standards or English levels.

Student Questionnaire - Learner Needs Assessment

A student questionnaire is used to determine learner barriers and support needs, education history, vocational pathway, disabilities and previous experience.

Students may also be required to meet specific course requirements - see Course Requirements section.

Student Interview

Following the completion of the above learner needs assessment tools, the trainer meets with the student to review, explore and confirm the student’s learner needs. Based on this interview, and where appropriate, students are advised of options to meet their needs, for example, referrals to other agencies, completing foundation skill courses or selecting a different qualification to meet their needs.

Learner Needs Identification

Where students are deemed as being at the appropriate LLN level, they may commence the course. See the LNA Analysis of Results section for further information. The trainer, may also, based on the above tools, deem the student suitable with support provided. For example:

• The student requires further LLN assistance from their school or an 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.

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 student's 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 (informal 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

• 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.

In-Course Support and Monitoring

If sufficient skills have been demonstrated with minor deficiencies, in-course support may be provided to each student. 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 provided support via their trainers, but may also contact their counsellor, course coordinator, student liaison officer or student support officer. Alternatively, they may contact the specific support service/s independently. These services are provided at no additional cost to the student.

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. 

Learner Needs Analysis Forms and Response Sheets

The following provides links to the various LNA forms and response sheets used to analyse a student’s needs, including LLN. Please refer to each state’s induction and enrolment procedures for specific details on how each is implemented:

• QLD:

• SA:

• NSW:

  • Academy:

  • Short Courses:

• WA:

• Workplace:

• Schools:

• International: .

LNA Forms - Students

• QLD:

  • Academy:

  • Workplace:

• SA:

• NSW:

  • Academy:

  • Workplace:

  • Short Courses: Cloud Assess LLN assessment

• WA:

• Schools: Cloud Assess LLN assessment

• International: N/a, done in the English-speaking test.

LNA Response Sheets - Trainer

• QLD:

  • Academy:

  • Workplace:

• SA:

• NSW:

  • Academy:

  • Workplace:

  • Short Courses: Cloud Assess LLN assessment Marking Guide

• WA:

• Schools: Cloud Assess LLN assessment Marking Guide

• International:

Analysis of LLN Results Procedure

LLN Results - Certificate IV or lower

LLN Results - Diploma Level

IELTS Bands

• Student Handbook

• Enrolment Form

• GTE Questionnaire

• Learner Support Record

• LLN – Internal

• Induction Checklist