Nambour State College

2018

Vet Student Handbook VET Quality Framework

RTO No. - 30084

Version: 2018 Acknowledgement: ViSE Review: Jan 2019 Authorisation: Martin Brogan Correct at time of publication but subject to change Page 1 of 34

Vet Student Handbook

Table of Contents Introduction.................................................................................................................................................... 3

VET Quality Framework ............................................................................................................................ 4

Certification and Credit Transfer ........................................................................................................... 6

Unique Student Identifier (USI) .............................................................................................................. 7

Enrolment and Induction Procedures .................................................................................................. 8

Fees and Refund Policy .............................................................................................................................. 8

Resources ........................................................................................................................................................ 8

Course Information ...................................................................................................................................... 9

Student Support and Guidance ............................................................................................................. 12

Access and Equity ....................................................................................................................................... 12

Language, Literacy and Numeracy....................................................................................................... 13

ACSF – Australian Core Skills Framework ................................................................................. 13

Behaviour Management Policy and Attendance ............................................................................ 14

Flexible Learning and Assessment Procedures .............................................................................. 15

Competency-based Assessment .................................................................................................... 15

Principles of Assessment .................................................................................................................. 16

Flexibility ................................................................................................................................................ 16

Structured Workplace Learning (SWL) and Workplace visits .......................................... 16

Recognition of Prior Learning (RPL) .................................................................................................. 18

Complaints and Appeals .......................................................................................................................... 19

Complaints Procedure ....................................................................................................................... 19

Appeals Procedure .............................................................................................................................. 20

Work Health and Safety ........................................................................................................................... 21

Access to Records ....................................................................................................................................... 21

Appendix 1: Definitions ........................................................................................................................... 22

Appendix 2: Legislation ........................................................................................................................... 23

Student Training Agreement Form .................................................................................................... Appendix 3: Course Outlines .................................................................................................................. 25

Nambour State College as RTO ...................................................................................................... 25

Third Party as RTO ............................................................................................................................ 30

....................................................................................... 30

Appendix 4: RPL Application ................................................................................................................ 33

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Vet Student Handbook

Introduction Welcome to students undertaking a vocational education and training (VET) course this year. The purpose of this handbook is to provide all VET students with information about the VET programs offered. It also outlines your rights and responsibilities as a VET student studying at this School. Take the time to read everything in this handbook as you will be required to sign that you understand its contents. If there is anything that you do not understand, please ask your teacher about it. You may need to refer to this handbook throughout your period of enrolment in your VET course/s. Please note that the Policies and Procedures covered in this handbook are edited to provide you with the key concepts. You can access the full copies of all the policies and procedures at any time by making a request to your RTO Manager.

Nambour State College (Nambour State High School) (RTO – 30084) is a Registered Training Organisation (RTO) and as such, is able to deliver and assess Nationally Recognised Qualifications under the Australian Qualification Framework (AQF). Information about the School as an RTO can be accessed at:

http://training.gov.au/Organisation/Details/30084

You need to be aware that VET qualifications and courses differ from other school courses and criteria-based assessment, by including:

• Work-like activities • Competency-based training and assessment • Competency standards, which are an industry-determined specification of

performance that sets out the skills, knowledge and attitudes required to operate effectively in employment.

Contact Details:

Name: Mr Martin Brogan

Position: RTO Manager

Email: mbrog8@eq.edu.au

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VET Quality Framework The VET Quality Framework (VQF) is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the vocational education and training (VET) sector are enforced.

The VET Quality Framework comprises:

• the Standards for National VET Regulator (NVR) Registered Training Organisations • the Fit and Proper Person Requirements • the Financial Viability Risk Assessment Requirements • the Data Provision Requirements, and • the Australian Qualifications Framework in detail.

The Australian Qualifications Framework (AQF) establishes the quality of Australian qualifications.

The AQF is the national policy for regulated qualifications in the Australian education and training system. It incorporates the quality assured qualifications from each education and training sector into a single comprehensive national qualifications framework.

The vocational education and training sector delivers eight qualifications under this framework – from Certificate 1 to Vocational Graduate Diploma.

The Australian Qualifications Framework

Schools Vocational Education Universities

Doctoral Degree

Masters Degree

Vocational Graduate Diploma Graduate Diploma

Vocational Graduate Certificate Graduate Certificate

Bachelor Degree

Advanced Diploma Associate Degree

Advanced Diploma

Diploma Diploma

Certificate IV

Certificate III Certificate II Certificate II Certificate I Certificate I

Senior Secondary Certificates of Education

© Australian National Training Authority, 2005 ISBN 1 877 05796 7

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Certification and Credit Transfer Recognising the AQF, the school RTO will recognise the qualifications and Statements of Attainment issued by other registered training organisations.

What is Credit Transfer Credit transfer is one of a number of processes for establishing credit. It provides a means for students to gain credit in an AQF qualification on the basis of completed components of another AQF qualification or other formal learning.

The credit transfer process involves:

• mapping, comparing and evaluating the extent to which the learning outcome, discipline content and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes, discipline content and assessment requirements of the individual components of another qualification, and

• making a judgment about the credit to be assigned between the matched components of the two qualifications.

If you have completed a previous qualification or unit of competency you must inform the RTO Manager and your teacher prior to the course starting. As a student who has completed a unit of competency previously, and retains a Statement of Attainment from the Registered Training Organisation (RTO), you can apply for credit transfer of that unit.

Process for Credit Transfer Study completed at another school:

• Notify your teacher and RTO manager • School RTO obtains S1 transfer form • School RTO Student Data Officer enters information into SDCS and provides

detail to teacher for student file • Teacher updates student files and records

Study completed at other RTO

• Provide a certified copy of your qualification / statement of attainment to the office – school RTO Student Data Officer

• School RTO Student Data Officer enters information into SDCS and provides detail to teacher for student file

• Teacher updates student files and records

Certification Students who meet the training and assessment requirements of the training package or VET accredited course, will be awarded a Nationally Recognised Qualification under the Australian Qualification Framework. The RTO Manager will ensure that the student retains a verified USI prior to awarding of the certificate or statement of attainment. All certificates or statements of attainment will be awarded within 30 calendar days of course completion, providing all fees have been paid.

A replacement Qualification Certificate or Statement of Attainment can be requested through the RTO Manager at any time but may incur a fee. You will be required to show proof of identity when requesting replacements.

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Unique Student Identifier (USI) Student Identifiers Act 2014

This new initiative was implemented on the 1st January 2015.

A Unique Student Identifier (USI) is a reference number made up of numbers and letters that gives students access to their USI account. A USI will allow an individual's USI account to be linked to the National Vocational Education and Training (VET) Data Collection allowing an individual to see all of their training results from all providers including all completed training units and qualifications.

The USI will make it easier for students to find and collate their VET achievements into a single authenticated transcript. It will also ensure that students' VET records are not lost.

The USI is available online and at no cost to the student. This USI will stay with the student for life and be recorded with any nationally recognised VET course that is completed from 1st January 2015.

For further information on the USI, to create or retrieve your USI go to:

http://www.usi.gov.au/Pages/default.aspx Process

• Students are responsible for obtaining their USI – you need identification • Once you have your USI provide the details to your VET course teacher • Your teacher then provides class details to the school RTO Student Data Officer • Details are then entered into OneSchool

Enrolment and Induction Procedures 1. Students need to be enrolled at Nambour State College in order to access any VET

course offered by the school RTO. 2. Enrolment at the school RTO is processed through the office. When selecting subjects

students are guided to relevant course of study through the SET plan interview process to ensure that the course is suitable for their requirements.

3. All Year 9 students will receive information about VET courses available at the school RTO during Term 3 as part of the SET Plan process. Information for new enrolments is available on the school website

4. Should any VET Course be over-subscribed, students will be selected, in consultation with staff members, based on the students’ demonstrated interests and aptitudes or an interview process or combination of both.

5. At the beginning of the year, all VET students will receive an induction in the form of direct instruction and online access to a copy of this handbook. VET teachers will also ensure that you are informed about assessment and the specific competencies covered in the first lesson. During this induction, you will be reminded about School Work Health and Safety procedures.

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Late Enrolment Students who transfer from another school, change subjects or enrol after the start of the course need to be aware that you may not be able to complete the qualification.

If you decide to enrol in the course you are agreeing to the following statement - ‘I am aware late enrolment means that my training and assessment agreement is for the negotiated package of units, which will lead to a statement of attainment.’

Fees and Refund Policy The school RTO does not charge fees for the delivery of VET services. Fees are only collected to help cover the cost of consumable materials provided. Details of consumable costs are available in the student Subject Selection Handbook on the school website. Fees paid in advance are held in trust.

The school RTO will refund, on a pro-rata basis, any fees collected for provision of consumables should you leave before completion of the VET course. You need to contact the school RTO Finance Officer to request this refund.

Where the school RTO enters into a partnership agreement with another RTO to offer alternative qualifications or units of competency, and you elect to complete these, any fees must be paid prior to the commencement of the course. Refunds of these third party fees are governed by the policy of the respective RTO.

Resources The school RTO must have specialist teachers and equipment to run VET courses offered. If for whatever reason the school RTO loses access to specialist teachers or resources and are unable to obtain suitable replacements to continue delivery, the school RTO will, if possible, arrange for agreed training and assessment to be completed through another RTO, (fees may be incurred). Students will be formally notified of any changes prior to the transfer.

Information regarding specific resources required for each course can be obtained by speaking to your Trainer and or Assessor.

The School retains the right to cancel the course if it is unable to meet requirements.

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Course Information Below is a current list of VET qualifications offered at Nambour State College. For detailed information on these courses, please refer to Appendix 3: Course Outlines towards the end of this booklet, or the student Subject Selection Handbook on the school RTO’s website.

Courses offered at NSC

VET Qualification (on School’s scope

Links below take you to generic national course Information) Delivery Year

AHC10216 Certificate I in AgriFood Operations 10

BSB10115 Certificate I in Business 10

MSF10113 Certificate I in Furnishing 12

SIT10216 Certificate I in Hospitality 10

CUA10315 Certificate I in Visual Arts SEP, 10

SIT20213 Certificate II in Hospitality 11, 12

BSB20115 Certificate II in Business 11, 12

AHC21216 Certificate II in Rural Operations 11,12

SIT20116 Certificate II in Tourism 11, 12

CUA20715 Certificate II in Visual Arts 11, 12

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Qualifications accessed through external RTO’s RTO Grades

CPC10111 Certificate I in Construction Blue Dog Training Pty Ltd, RTO-31193

11, 12

MEM20413 Certificate II Engineering Pathways Blue Dog Training Pty Ltd, RTO-31193

11, 12

52700WA Certificate II Plumbing TAFE Queensland East Coast

RTO-0418

11,12

AUR21212 Certificate II in Automotive Underbody Technology

Career Employment Australia

http://www.cealtd.org.au

11,12

UEE22011 Certificate II in Electrotechnology (Career Start)

TAFE Queensland East Coast

RTO-0418

11,12

CHC20212 Certificate II in Active Volunteering Volunteering Queensland Inc, RTO-6020

11,12

SITHFAB201 Provide responsible service of alcohol

Smartskill Pty Ltd, RTO-5710

SIT20312 Certificate II Kitchen Operations TAFE Queensland East Coast

RTO-0418

11,12

AHC21210 Certificate II in Rural Operations OnlineHorseCollege.com RTO -31352

11,12

HLT23215 Certificate II Health Support Services Kawana Waters State College

11,12

HLT33112 Certificate III Basic Health Care Kawana Waters State College

11,12

SHB20216

SHB20116

Certificate II Salon Assistant

Certificate II Retail Cosmetics

2 Study RTO 31215

CSaT

RTO 32466

11,12

SIT20416 Certificate II Kitchen Operations TAFE Queensland East Coast

RTO-0418

11,12

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Student Support and Guidance Where possible the school will provide educational or support services, as required.

These may include things like:

a) study support and study skills programs; b) language, literacy and numeracy (LLN) programs or referrals to these programs; c) equipment, resources and/or programs to increase access for learners with disabilities

and other learners in accordance with access and equity; d) learning resource centres; e) mediation services or referrals to these services; f) flexible scheduling and delivery of training and assessment; g) counselling services or referrals to these services; h) information and communications technology (ICT) support; i) learning materials in alternative formats, for example, in large print; j) any other services that the RTO considers necessary to support learners to achieve

competency.

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There are many people on staff who will be able to assist you if you are in need of help. Key people involved in support and guidance services at this school include:

• Head of Department Social Justice • Head of Year (HOY) • Guidance Counsellors • Community Education Counsellor • School Chaplains • Youth Worker • Teacher/Librarian • Learning Support Teachers

Appointments can be arranged through the Student Administration Office or directly with certain personnel.

Other Social Support Where social or personal circumstances may affect a student’s learning experience, Nambour State College will support the student where possible, including referral to the following organisations if appropriate:

Centrelink 131 021 Mission Australia Helpline 1300 886 999 Salvation Army Care Line 3831 9016 Life Line 131 114 Men’s Line Australia 1300 789 978 Kids Helpline 1800 55 1800 Alcoholics Anonymous 3255 9162 Alcohol and Drug Information Service 3236 2414 Pregnancy Helpline 1300 139 313 Drug-Arm 1300 656 800 Interpreting Service 131 450 State wide Sexual Assault Helpline 1800 010 120 Youth Emergency Service (Accommodation) 3357 7655

Access and Equity The school RTO is fully committed to access and equity across the services that it offers within the constraints of work location and available resources and will strive to meet the needs of individuals.

Students are not discriminated against because of gender, pregnancy, race, colour, nationality, ethnic or ethno-religious background, marital status, sexual orientation (male or female, actual or presumed), age (in relation to compulsory retirement).

Social justice outcomes are to be achieved through utilisation of learning and assessment materials that are sensitive to the learning needs of individuals and cultural and linguistic needs.

Students may contact the Deputy Principals or Senior Schooling HOD for information and/or support regarding any issue relating to access and equity

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Language, Literacy and Numeracy Nambour State College is committed to the encouragement and support of training staff that will develop access and maintain a range of quality English language, literacy and numeracy skills that will ensure learner pathways, which will be ongoing throughout the training.

We will assist students whose access to training is limited by language, literacy and numeracy skills and adopt a range of approaches and employ processes to treat each student as an individual e.g. the student who cannot comprehend written questions and would be unable to write an answer may need to be assessed orally.

We are aware that language, literacy and numeracy skills are part of specific training requirements and are necessary to perform certain workplace tasks. They are therefore needed during training and assessment. However, the language, literacy and numeracy demands of the course should not be greater than those required in the workplace.

Your school RTO VET trainers will utilise the following strategies when/if necessary:

• clearly explaining information presented • discussing any information/reading with all students and encouraging student interaction

and communication, and allowing question and answer times to discuss main points • breaking any information/reading into small sections e.g. present/read and discuss one

section, then present/read and discuss the next section • drawing attention to key words • using appropriate visual, audio and digital media tools for training • using PowerPoint slides with the main points, including use of a pointer, animation tools

and similar • using visual as well as oral media for follow up explanation • making time for group work with peer support • tutoring • using case studies and scenarios to illustrate information • making notes available electronically • providing feedback on assessment tasks

ACSF – Australian Core Skills Framework Nambour State College identifies language, literacy and numeracy needs of the individual student through various ways, including evaluation during the enrolment interview and identification by the trainer during the training. The school RTO staff will refer to the Australian Core Skills Framework (ACSF) to identify learning, reading, writing, communication and

The Australian Core Skills Framework (ACSF) provides a rich, detailed picture of real life performance in the five core skills of:

– Learning – Reading – Writing – Oral Communication – Numeracy.

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These skills are essential for individuals to participate effectively in our society. They are inextricably interwoven into all parts of our lives, being directly or indirectly linked to the physical, social and economic wellbeing of individuals, workplace productivity and safety, community interaction and capacity, and ultimately to Australia’s economic and community wellbeing. The ACSF reflects contemporary use of English in Australia, numeracy abilities and needs of each student.

The ACSF is used to: • Benchmark an individual’s core skills performance • Map core skills requirements in education and training • Tailor approaches to teaching and learning

The ACSF describes each of the five core skills across three interactive dimensions:

– Five levels of performance ranging from 1 (low level performance) to 5 (high level performance) – Four performance variables that may influence a person’s performance at any time:

• support • context • text complexity • task complexity.

– Three Domains of Communication, broad contexts within which the core skill may be used:

• personal and community • workplace and employment • education and training.

Behaviour Management Policy and Attendance The schools Responsible Behaviour Plan is relevant to all students including VET students. Please make sure that you read it as its application is also relevant to all School VET programmes. The schools Good Standing Policy, Assessment Policy, Behaviour Expectations Matrix and Senior Secondary Enrolment Agreement are outlined in the enrolment package.

Each of these policies and codes are reinforced in classrooms and in addition available on the school website. (www.namboursc.eq.edu.au) Attendance in VET classes complies with the School’s Attendance policy.

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Flexible Learning and Assessment Procedures At this School, all VET students will be fully informed, by their trainers, of the VET assessment processes and requirements and will have the right to appeal.

The mode of delivery will be specific to each subject area. A combination of the following will occur:

- Face-to-face - Online delivery and/assessment - Blended delivery - Private study - Tutorials, if required

The following information represents some general information about the VET assessment process adopted at this School.

Competency-based Assessment The School will comply with the assessment guidelines from the relevant Training Package or accredited course. Assessment will be competency-based (See Appendix 1: Definitions)

Essentially, students are considered to be competent when they are able to apply their knowledge and skills to successfully complete activities in a range of situations and environments, in accordance with the standard of performance expected in the workplace,

There are four parts to being competent:

1. undertaking a specific workplace task(s) (called ‘task skills’) 2. management skills – managing a number of different tasks to complete a whole work

activity (called ‘task management skills’) 3. responding to problems and irregularities when undertaking a work activity (called ‘contingency management skills’). Examples of problems/irregularities could be:

• breakdowns • changes in routines • unexpected results or outcomes • difficult or dissatisfied clients

4. dealing with the responsibilities and expectations of the work environment when undertaking a work activity (called ‘job/role environment skills’), such as:

• working with others • interacting with clients and suppliers • complying with standard operating procedures • observing enterprise

policy and procedures

This means that when you demonstrate competency you will not just demonstrate you can do a task on its own, but you must be able to demonstrate that you can do it in a range of different circumstances, as outlined above.

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Principles of Assessment The School’s delivery and assessment of VET courses are designed to promote valid, reliable, flexible and fair assessment that is also informative in its context and purpose. These principles comply with the School’s Assessment Policy published in the enrolment package.

This means that:

a) Students will be given clear and timely information on assessment, including:

advice about the assessment methods assessment procedures the performance criteria against which they will be assessed when and how they will receive appropriate feedback the mechanism for appeal.

b) Sufficient evidence will be gathered to enable a fair and accurate judgment of each Student’s competence.

c) The assessment approach chosen will cater for the language, literacy and numeracy needs of students.

d) Reasonable adjustments will be made to the assessment strategy to ensure equity for all students, while maintaining the integrity of the assessment outcomes as stated in the Training Package.

e) Opportunities for feedback and review via surveys of all aspects of assessment will be provided to students.

f) Clearly documented mechanisms for appeal against assessment processes and decisions will be available to students. (See appeals sections of this Handbook)

g) All students have access to reassessment on (informal) appeal.

Flexibility All VET courses are flexible and they are designed to give every student an opportunity to demonstrate competence. This means that if you have an identified need, the conditions of the assessment task that you do may be changed. For example, a learning support aide may read the tasks to you or they may act as a scribe. These conditions for assessment must still comply with training package requirements. Your teacher, together with the Learning Support staff, will decide what adjustment needs to be made. In making an adjustment, the rigor or difficulty level of the task will not change as you will still need to be judged ‘competent’ in order to gain the qualification. The fact that the conditions under which the task was performed has changed will be noted on your assessment task sheet.

Structured Workplace Learning (SWL) and Workplace visits Some VET courses offered by the school RTO require SWL as a core component that contributes toward the successful completion of a qualification. SWL is generally broken into blocks of hours that students must spend in a workplace to demonstrate achievement of learned competencies in an industry context.

In other courses meaningful involvement with industry is essential to achieving the qualification outcome and workplace visits or placement to ensure exposure of learners to realistic workplace conditions and employer expectations is required.

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Student Responsibilities

Students undertake SWL: • in addition to their academic workload • by making use of their own time for all or part of their work placement – SWLs are

completed throughout the year and can be undertaken during holiday periods, WEX weeks or at other times in the school year.

• Students who undertake SWL during the teaching period do so with an awareness of the balancing act of completing assessment and negotiating assessment deadlines with classroom teachers in other subjects to support their vocational studies.

• with the support and encouragement of school RTO teaching staff in order to succeed in their VET studies. SWL placements are recognised as legitimate aspects of the learning process and teachers are responsive to VET students as they undertake SWL placements.

When undertaking a SWL placement, the student is required to notify classroom teachers of an expected absence prior to the completion of an SWL. This gives students and teachers the opportunity to discuss assessment commitments and negotiate these. This is a requirement for students engaged in any specialist program or excursion that will take them from the classroom for an extended period of time.

Within the SWL process, students are required to make contact with the host employer, prior to placement. This provides students with the opportunity to discuss the course they have been studying at the College and also to negotiate the timing for the placement so that both the student and the employer are well-represented. VET teachers support students in this process, but the leg work and contact with employers is the responsibility of the student.

Please note that any Work Experience agreements must be in writing to ensure agreements around insurance are understood and this agreement must have the approval of the principal.

In addition, students should ensure that they have a list of competencies that they should be able to demonstrate during the SWL placement to show the employer. This helps make the SWL placement more meaningful for the student and more interesting, also.

Non completion of any required SWL or Industry exposure may deem you to be Not Competent and therefore not eligible for the qualification.

Concerns regarding SWL SWL placements are meant to be informative and positive experiences for both student and employer. Should a work placement experience prove unsatisfactory the supervising teacher is available for immediate contact by the student and/or employer to discuss concerns or issues that have arisen in the work place. Often a quiet conversation with both student and employer is all that is needed to resolve minor issues.

However, if the situation is more serious, for example an OH&S concern, harassment or abusive situation, the supervising teacher will immediately inform either the RTO Manager or the Principal and they will apply the schools anti-harassment policies and access and equity guidelines to resolve the issue.

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Please note that in the event that a student’s conduct is unsatisfactory during a SWL placement, the school RTO manager will make a decision about terminating the SWL. Unsatisfactory conduct can be harassment, abuse, bullying or failure to consistently follow OH&S requirements, as outlined by the employer and within the context of the industry in which the SWL placement is. Students are encouraged to provide feedback to the classroom teacher or VET Coordinator regarding a work placement, whether it has been satisfactory or unsatisfactory.

Recognition of Prior Learning (RPL) Recognition of Prior Learning means that you may be able to receive recognition for specific competencies that you have acquired knowledge and skills of through other studies, training, and experience at work or from everyday life experiences. If you believe this is the case then you can apply for ‘recognition’ for those specific units of competency.

If you do, you will need to provide evidence to support your belief that you can in fact already do these particular tasks. You may need to perform a ‘skills test’ to support your claim.

RPL may benefit you as you may be able to shorten your course, or substitute the learning of new or more advanced skills for those skills you have already mastered. It also means that you do not have to waste time by repeating the learning of skills that you already have.

Process If you believe that you have sound reasons to apply for RPL ask your teacher to guide you through the process listed below.

1. Discuss the recognition process with your teacher. 2. Retain a copy of the Recognition of Prior Learning Policy from the RTO Manager 3. Ensure that you understand the full recognition application process, including the Appeals

process. 4. Collect evidence of your prior learning from a variety of sources. Evidence can take many

forms, and will usually include such things as: a. letters or testimonials from employers b. photographs, videos, reports c. awards, certificates and qualifications

5. Discuss your self-assessment with your teacher. If there are full units of competency for which you and your teacher feel recognition may be given, you will be encouraged to complete a Recognition of Prior Learning Application Form found at the end of this Handbook or on the school network (accessible by your teacher).

6. Complete and submit the Recognition of Prior Learning Application Form. 7. You will know the outcome of your application within 15 days of application. 8. Should you wish to appeal the decision, complete the Complaints and Appeals Form

obtainable from the RTO manager.

Note: If you have a Statement of Attainment from another Registered Training Organisation for any units of competency which are the same as those in any of the School’s VET programmes, you will be awarded automatic recognition and it will not be necessary for you to apply. You must make the VET teacher aware if this is the case.

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Complaints and Appeals

You may approach the school RTO if you are dissatisfied with any aspect of your VET program. This includes:

• an administrative matter such as, for example, the non-issue of qualifications/ statements within the prescribed timeline;

• another person in the school (student or teacher); • a complaint about any aspect of the course or its delivery; • an appeal about the results of an assessment or about the way the assessment was

undertaken.

Complaints Procedure Persons with a complaint against the school RTO on how it conducts its responsibilities with regard to:

• The school RTO, trainers and assessors or other staff • A third party providing services on the school RTO’s behalf, its trainers and assessors or

other staff or • Another learner of the school RTO

have access to the following procedure: 1. the initial stage of any complaint is for the complainant to communicate the complaint at

the earliest and lowest level first in an attempt to resolve the issue. 2. person(s) dissatisfied with the outcome of the complaint may then apply to the relevant

operational representative (RTO Manager discuss your concerns directly with the teacher (trainer/assessor) of the school RTO, who will make a decision and record the outcome of the complaint

3. the complaint and its outcome shall be recorded in writing on the Complaints and Appeals form.

4. the RTO manager will attempt to resolve any issues with all parties involved. 5. person(s) dissatisfied with the outcome of the complaint, or where you feel that you

cannot discuss the issue with your teacher, may then apply to the relevant Head of Department (HOD) or equivalent, who will make a decision and record the outcome of the complaint

6. person(s) dissatisfied with the outcome may lodge their complaint with to the relevant HOD may initiate a ‘formal complaint’.

Formal complaint:

1. all formal complaints must be in writing and addressed to the principal (, as CEO) of the school RTO.

2. the complainant may put in a formal complaint without going through the informal complaint process if they feel it is warranted

3. on receipt of a formal complaint the principal shall convene an independent panel to hear the complaint; this shall be the ‘complaint and appeal committee’

4. the complaint committee shall not have had previous involvement with the complaint and should/will include representatives of:

a. the principal b. the teaching staff c. an independent third party

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The complainant shall be given an opportunity to present their case to the committee and may be accompanied by one other person as support or as representation

5. the relevant staff member shall be given an opportunity to present their case to the committee and may be accompanied by one other person as support or as representation

6. the complaint committee will make a decision on the complaint 7. the complaint committee will communicate its decision on the complaint to all parties in

writing within 5 working days of making its decision. 8. If the complaint will take more than 60 days to finalise, written notification will be given to

all people involved explaining the delay.

Appeals Procedure Students are informed at their Induction, of their right to request a review of decisions that affect their results and progress. This may include:

• Appeal of an assessment decision made by either the school RTO or a Third Party providing services on behalf of the RTO (if relevant)

If you wish to appeal you have access to the following procedure:

Informal appeal: 1. the initial stage of any appeal shall be for the appellant to communicate the appeal at the

earliest directly with the teacher (trainer/assessor) of the school RTO, who will make a decision and lowest level first in an attempt to resolve the issue.

2. person(s) dissatisfied with the outcome of the appeal may lodge the appeal with the operational representative (RTO Manager) of the school RTO, who will make a record about the nature of the appeal.

3. the appeal and its outcome shall be recorded in writing on the Complaints and Appeals form.

4. the RTO Manager will attempt to resolve any issues with all parties involved. 5. Persons dissatisfied with the outcome may lodge their appeal to the relevant HOD who

may initiate a ‘formal appeal’.

Formal appeal: 1. all formal appeals must be in writing and addressed to the principal (as CEO) of the

school RTO. 2. On the appellant may put in a formal appeal without going through the informal appeal

process if they feel it is warranted 3. on receipt of a formal appeal the principal shall convene an independent panel to hear the

appeal; this shall be the ‘complaint and appeal committee’ 4. the complaint and appeal committee shall not have had previous involvement with the

appeal and should will include representatives of: a. the principal b. the teaching staff c. an independent third party (if relevant)

5. the appellant shall be given an opportunity to present their case to the committee and may be accompanied by one other person as support or as representation

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6. any relevant staff member shall be given an opportunity to present their case to the committee and may be accompanied by one other person as support or as representation

7. the complaint and appeal committee will make a decision on the appeal 8. the complaint and appeal committee will communicate its’ outcome/decision on the appeal

to all parties in writing within 5 working of making its decision. 9. If the appeal will take more than 60 days to finalise, written notification will be given to all

people involved explaining the delay.

Work Health and Safety The safety and wellbeing of the staff and students of this school is one of our greatest responsibilities. All of us, including you, have responsibilities to ensure a safe environment.

You are required to:

• Use and take reasonable care of any equipment that is provided • Obey any reasonable instructions in relation to health and safety • Not interfere with or remove any safety devices from machinery or equipment • Report unsafe acts or equipment to a teacher and observe good housekeeping practices • Report all injuries or near misses to a teacher • Ensure that your conduct does not interfere with:

School property; School staff safety or welfare, or with their ability to perform their duties; or School student safety or welfare, or their ability to benefit from instruction

First Aid is available at the School Administration Office. Students or staff should not handle injuries which involve spilled blood without wearing gloves, and all blood spills must be cleaned appropriately by trained School personnel.

An ambulance will be called in case of an emergency.

Access to Records You can have access to your own personal assessment records whenever necessary, by approaching the VET Teacher concerned. If the matter is not related to any one specific subject you should approach the Head of Department.

No other parties, other than relevant RTO staff, will have access to your records without your prior written permission.

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Appendix 1: Definitions Appeal means an application to the RTO for an explanation or review of a decision including assessment decisions. Assessment means the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course. Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. Complaint means lodging a concern to the RTO regarding the conduct of the school RTO , its trainers, assessors or other school RTO staff, students at the school RTO or any third parties providing services on behalf of the school RTO (if relevant). RTO means a Registered Training Organisation Statement of attainment means a statement issued to a person confirming that the person has satisfied the requirements of the unit/s of competency or accredited short course specified in the statement. Training Package means the components of a training package endorsed by the Industry and Skills Council or its delegate in accordance with the Standards for Training Packages. The endorsed components of a Training Package are: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. The endorsed components form part of the requirements that an RTO must meet under these Standards. A training package also consists of a non-endorsed, quality assured companion volume/s which contains industry advice to RTOs on different aspects of implementation. Unit of competency means the specification of the standards of performance required in the workplace as defined in a training package. USI means Unique Student Identifier – You must retain a USI before gaining your certificate or statement of attainment. These will be held securely by the school RTO. VET means vocational education and training

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Appendix 2: Legislation

Work Health and Safety

Work Health and Safety Act 2011 The Work Health and Safety Act 2011 provides a framework for managing health and safety risks in Queensland workplaces. The objective of the Act is to prevent fatalities, injuries and illnesses caused by a workplace, by workplace activities or by a specified high risk plant.

Workplace Harassment, Victimisation and Bullying

Industrial Relations Act 1999 The principal objective of the Industrial Relations Act 1999 is to provide a framework for industrial relations that supports economic prosperity and social justice.

Anti-Discrimination

Anti-Discrimination Act 1991 The Anti-Discrimination Act 1991 aims to promote equality of opportunity for everyone by protecting them from unfair discrimination in certain areas of activity, including education and training. The services developed by RTOs, including their administrative practices and assessment processes, must take into account the principles established by this legislation.

Privacy

Information Privacy Act 2009 The Information Privacy Act 2009 is an Act to make provision to protect the privacy of individuals, and for related purposes. The Federal Privacy Act contains eleven Information Privacy Principles. It also has ten National Privacy Principles (NPPs).

VET & Apprenticeships/Traineeships

National VET Regulator Act 2011 An Act to establish the National Vocational Education and Training Regulator, and for related purposes

Work Experience

Education (Work Experience) Act 1996 An Act regulating work experience provided to students as part of their education. A work experience arrangement is an arrangement made between a student’s educational establishment and a person (the ‘work experience provider’) under which the person will provide experience (‘work experience’) to the student as part of the student’s education. An educational establishment may make work experience arrangements for its students. The work experience arrangement must be in writing. A work experience arrangement may be made for a student only with the approval of the principal of the student’s educational establishment.

Further information on legislation is available on the State government web site www.legislation.qld.gov.au and the Commonwealth government website: www.comlaw.gov.au

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Appendix 3: Course Outlines

Nambour State College as RTO

Agriculture Faculty Year 10 - Cert I in AgriFood Operations (VAO) Core/Elective AHC10216 Certificate I in AgriFood Operations – 2 QCE points -

Preparatory Name: Students must successfully complete 2 CORE units AHCWHS101 Work safely AHCWRK101 Maintain the workplace Students must successfully complete 4 of the following ELECTIVE units AHCCHM101 Follow basic chemical safety rules AHCIRG101 Support irrigation work AHCLSK102 Support intensive livestock work AHCPHT101 Support horticultural production

Year 11&12 – Cert II in Rural Operations (VRS) Core/Elective AHC21216 Qualification Name:

Certificate II in Rural Operations – 4 QCE points - Enrichment

National Code:

Students must successfully complete 3` CORE units

AHCWRK204 Work effectively in the industry AHCWRK209 Participate in environmentally sustainable work practices AHCWHS201 Participate in work health and safety processes Students must successfully complete 12 of the following 15 ELECTIVE units AHCLSK211 Provide feed for livestock AHCMOM304 Operate machinery and equipment AHCINF202 Install, maintain and repair farm fencing AHCINF201 Carry out basic electric fencing operations MEM18002B Use power tools/hand held operations AHCLSK202 Care for health and welfare of livestock AHCMOM202 Operate tractors AHCCHM201 Apply chemicals under supervision AHCPMG201 Treat weeds AHCSOL201 Determine basic properties of soil and/or growing media AHCMOM204 Undertake operational maintenance of machinery AHCPMG202 Treat plant pests diseases and disorders AHCIRG202A Assist with the operation of pressurised irrigation

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Arts Faculty

CP, Year 10 Visual Arts (VRT) Competencies being undertaken:Core/Elective

CUA10315 Certificate I in Visual Arts – 2 QCE points - Preparatory

Students must successfully complete 3 CORE units BSBWHS201 Contribute to health and safety of others CUAACD101 Use basic drawing skills

CUAPPR101 Use ideas and techniques to develop creative work

Students must successfully complete 3 ELECTIVE units CUAPPR203 Store finished creative work CUADRA201 Develop drawing skills CUAPAI201 Develop painting skills Year 11 & 12 Certificate II in Visual Arts (VVT) Core/Elective CUA20715 Certificate II in Visual Arts - 4 QCE points - Enrichment Students must successfully complete 4 CORE units BSBWHS201 Contribute to health and safety of others CUAACD101 Use basic drawing techniques CUAPPR201 Make simple creative work CUARES202 Source and use information relevant to own arts practice Students must successfully complete 5 of the following ELECTIVE units CUAPPR203 Store finished creative work CUADRA201 Develop drawing skills CUADRA301 Produce drawings CUAPAI201 Develop painting skills CUAPAI301 Produce paintings CUAPRI201 Develop printmaking skills CUAPRI301 Produce prints CUACER201 Develop ceramic skills

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Business Education Faculty

Year 10 Business Studies (VBI) Core/Elective BSB10115 Certificate I in Business – 2 QCE points - Preparatory Students must successfully complete 1 CORE unit BSBWHS201 Contribute to health and safety of self and others Students must successfully complete 5 of the following ELECTIVE units BSBITU201 Produce simple word processed documents BSBIND201 Work effectively in a business environment BSBITU101 Operate a personal computer BSBITU202 Create and use spreadsheets BSBSUS201 Participate in environmentally sustainable work practices

Year 11 and 12 - Business Studies (VBS) Core/Elective BSB20115 Certificate II in Business – 4 QCE points - Enrichment Students must successfully complete 1 CORE unit BSBWHS201 Contribute to health and safety of self and others Students must successfully complete 11 of the following ELECTIVE units BSBSUS201 Participate in environmentally sustainable work practices BSBITU203 Communicate electronically BSBIND201 Work effectively in a business environment BSBITU101 Operate a personal computer BSBWOR202 Organise and complete daily work activities BSBITU201 Produce simple word processed documents BSBCMM201 Communicate in the workplace BSBWOR204 Use business technology BSBITU202 Create and use spreadsheets BSBCUS201 Deliver a service to customers BSBITU302 Create electronic presentations

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Year 11 and 12 Tourism (VTU) Core/Elective SIT20116 Certificate II in Tourism – 4 QCE points - Enrichment Students must successfully complete 4 CORE units SITTIND001 Source and use information on the tourism and travel

industry SITXCCS003 Interact with customers SITXCOM002 Show social and cultural sensitivity SITXWHS001 Participate in safe work practices Students must successfully complete 7 of the following ELECTIVE units BSBITU201 Produce simple word processed documents BSBWOR204 Use business technology SITXCOM003 Provide a briefing or scripted commentary SITXCCS002 Provide visitor information SITXCOM001 Source and present information BSBCMM201 Communicate in the workplace BSBSUS201 Participate in environmentally sustainable work practices Home Economics Faculty Year 11, 12 - Hospitality (VHB) Core/Elective SIT20316 Certificate II in Hospitality - 4 QCE points - Enrichment Students must successfully complete 6 CORE units BSBWOR203 Work effectively with others SITHIND002 Source and use information on the hospitality industry SITXCCS003 Interact with customers SITXWHS001 Participate in safe work practices SITXCOM002 Show social and cultural sensitivity SITHIND003 Use hospitality skills effectively Students must successfully complete 6 of the following ELECTIVE units SITXFSA001 Use hygienic practices for food safety SITHFAB005 Prepare and serve espresso coffee SITXFIN001 Process financial transactions SITHFAB007 Serve food and beverage SITHFAB004 Prepare and serve non-alcoholic beverages SITHFAB002 Provide responsible service of alcohol NOTE

1. The unit “Provide responsible service of alcohol” will be delivered through an outside provider. There is a levy to cover the cost of this.

2. The unit “Use hospitality skills effectively” requires the student to successfully complete a minimum of 12 industry placement sessions in a local restaurant. The industry placement sessions will occur over the two year program, in the students own time.

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Year 10, 11- Hospitality (VHA) Core/Elective SIT10216 Certificate I in Hospitality - 2 QCE points - Preparatory Students must successfully complete 3 CORE units BSBWOR203 Work effectively with others SITXCCS001 Provide information and assistance SITXWHS001 Participate in safe work practices Students must successfully complete 3 of the following ELECTIVE units SITHFAB007 Serve food and beverage SITHFAB004 Prepare and serve non-alcoholic beverages SITXFSA001 Use hygienic practices for food safety

Home Economics Faculty One aspect of this course is delivered by a third Party – SmartSkill – RTO 5710. Year 11, 12 - Hospitality Core/Elective SIT20213 Certificate II in Hospitality - 4 QCE points - Enrichment Students must successfully complete 6 CORE units See Outline in previous section Students must successfully complete 6 of the following ELECTIVE units SITHFAB201 Provide responsible service of alcohol NOTE

1. The unit “Provide responsible service of alcohol” will be delivered through an outside provider. There is a levy to cover the cost of this.

Industrial Technology and Design Faculty Year 12 Certificate I in Furnishing (VFN) Core/Elective MSF10113 Certificate I in Furnishing – 2 QCE points - Preparatory Students must successfully complete 5 CORE units MSMENV272 Participate in environmentally sustainable work practices MSMWHS100 Follow WHS procedures MSMSUP102 Work in a team MSMOPS101 Make measurements MSMSUP102 Communicate in the workplace Students must successfully complete 3 of the following ELECTIVE units MSFFM2002 Assemble furnishing components MSFFM1001 Construct a basic timber furnishing product MSFFM1002 Operate basic woodworking machines

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Third Party as RTO

At this School, all VET students will be fully informed, by their trainers, of the VET assessment processes and requirements and will have the right to appeal.

Industrial Technology and Design Faculty

Year 11 /12 Certificate I in Construction – VCO (Blue Dog Training is RTO 31193) Core/Elective CPC10111 Certificate I in Construction – 3 QCE points - Preparatory Students must successfully complete 8 CORE units CPCCOHS1001A Work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CPCCCM1012A Work effectively and sustainably in the construction industry CPCCCM1014A Conduct workplace communication CPCCCM1013A Plan and organise work CPCCCM2005B Use construction tools and equipment CPCCCM2001A Read and interpret plans and specifications CPCCVE1011A Undertake a basic construction project Students must successfully complete 3 of the following ELECTIVE units CPCCCM2004A Handle construction materials CPCCCM1015A Carry out measurements and calculations CPCCCM1011A Undertake basic estimation and costing This is a VETiS course with our staff delivering the majority of the course and Blue Dog staff carrying out some of the assessment and delivery

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Year 11 /12 Certificate II in Engineering Pathways – VCO (Blue Dog Training is RTO 31193) Core/Elective MEM20413 Certificate II in Engineering Pathways Students must successfully complete 4 CORE units MEM13014A Apply principles of OHS in the workplace MSMENV272 Participate in environmentally sustainable work practices

MEMPE005A Develop a career plan for the engineering and manufacturing industry

MEMPE006A Undertake a basic engineering project Students must successfully complete the following ELECTIVE units MEM16008A Interact with computer technology MEM16006A Organise and communicate information MEMPE003A Use oxy-acetylene and soldering equipment MEMPE007A Pull apart and reassemble engineering mechanisms MEMPE002A Use electric welding machines MEMPE001A Use engineering workshop machines MSAPMSUP!A Work in a team MEM18001C Use hand tools MEM18002B Use power tools/hand held operations This is a VETiS course with our staff delivering the majority of the course and Blue Dog staff carrying out some of the assessment and delivery Year 11 /12 Certificate II in Rural Operations– OnlineHorseCollege.com (RTO 31352) Core/Elective AHC21210 Certificate II in Rural Operations – 4 QCE points Students must successfully complete 2 CORE units AHCOHS201A Participate in OHS processes AHCWRK209A Participate in environmentally sustainable work practices Students must successfully complete 13 ELECTIVE units AHCHBR201A Monitor horse health and welfare AHCHBR203A Provide daily care for horses AHCLSK208A Monitor livestock to parturition AHCLSK211A Provide feed for livestock AHCWRK204A Work effectively in the industry AHCWRK205A Participate in Workplace Communications AHCWRK208A Provide Information on Products and Services BSBIND201 Work effectively in a business environment BSBITU203A Communicate electronically BSBWHS201A Contribute to health and safety of self and others BSBWOR202A Organise and complete daily work activities RGRPSH201A Handle horses RGRPSH207A Perform stable duties

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What is VETiS? Vocational Education and Training (VET) in Schools provides students who want to get a head start in industry with valuable skills and qualifications to help them transition from school to work. Competencies attained at school are recognised in industry and go toward a student gaining a full trade qualification. Blue Dog Training will be working with school students who are keen to move into an apprenticeship after school. About Blue Dog Training Blue Dog Training is Australia’s leading provider of construction induction training and one of Queensland’s largest providers of training for apprentices in Construction and Engineering. We have won multiple awards for our innovative and quality training methods, and we have been working with schools for over 5 years. Funding and Eligibility Students who are eligible for funding and are undertaking their first funded qualification under the VET investment budget will be fully funded and will not incur costs. Students and Parents need to be aware that they are undertaking subsidised training within the VETiS program and will not be eligible for further VETiS funding once they have completed a qualification targeted through the VETiS program. Students will be eligible for further fee – free funding once they have completed year 12 under the Certificate III Guarantee program. Please take the time to check your eligibility and program details at the Queensland Skills Gateway website http://www.skillsgateway.training.qld.gov.au Student Obligations As a student undertaking a qualification funded by the Queensland Government, you will need to take your training seriously. Blue Dog Training has the responsibility of monitoring students’ progress through their training. Students will need to progress at a reasonable rate and make all efforts to complete the tasks associated with training. Students who are not progressing will be provided time to catch up but Blue Dog Training will not pass students who are not making reasonable efforts. Students are also required to complete a survey of their experiences in training within 3 months of completing or withdrawing from the training. We would encourage you to visit the Blue Dog Training website where you can access information about the qualification you are completing and the student information handbook. https://bluedogtraining.com.au

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Appendix 4: RPL Application Please complete this form to apply for recognition of prior learning to gain credit towards part of your VET Qualification. A separate form is to be completed for each Unit of Competency. Once completed you need to print this form, sign and submit it to your teacher.

Student Name: Form: Date:

Evidence and details of relevant previous experience including formal training, work experience and life experience (interests, skills etc.) letters or testimonials from employers, photographs, videos, reports, awards, certificates and qualifications

Attach copies of relevant evidence with your completed application.

FOR OFFICE USE

Summary – How does your evidence match the Unit of Competency? Provide details Assessor’s comments and recommendations C NYC

Version: Acknowledgement: ViSE Review: Authorisation: Correct at time of publication but subject to change

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Teacher: VET Qualification:

Unit of Competency:

I understand that the information in this application will only be used for assessment purposes and I confirm it is my own work.

Student Signature:

Competency has been determined as shown. (Indicate above) Teacher Signature:

Date:

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