man for all seasons eulogy

Sarina State High School

(Registered Training Organisation Provider – No. 30433)

VOCATIONAL EDUCATION & TRAINING

STUDENT INFORMATION HANDBOOK

2014

Introduction

Purpose of this handbook

Congratulations on your decision to complete a nationally recognised vocational course. This handbook has been written to provide students with important information about the VET programs offered at Sarina State High School as well as your rights and responsibilities as a VET student.

You will be asked to sign that you have read this handbook, so please take the time to study it carefully and to ask your VET teachers about anything which you are unsure. This handbook is located on the school’s student curriculum drive under VET and should be used as a reference throughout your VET qualification. You should also know that the contents of this handbook, in many instances represent the key points of various VET Policies and Procedures developed by this School.

Legislative Requirements

Sarina State High School will meet all legislative requirements of the State and Federal governments. In particular, Workplace Health and Safety, Workplace Relations, Vocational Placement and Copyright Standards will be met at all times.

Access and Equity

Discrimination occurs if a person treats someone differently on the basis of an attribute or characteristic such as gender, sexuality, race, pregnancy, physical or intellectual impairment, age, etc. This School strives to meet the needs of each student through incorporating access and equity principles and practices in line with Education Queensland Policy which acknowledge the right of all students to equality of opportunity without discrimination.

All students will be informed of the requirements of the curriculum or National Training Packages. Our Access and Equity Policy ensures that student selection decisions comply with equal opportunity legislation. Appropriately qualified staff will assess the extent to which the student is likely to achieve the stated competency standards and outcomes of the course, based on his/her qualifications and experience.

Quality Management Focus

Sarina State High School has a commitment to providing a quality service and a focus on continuous improvement. It values feedback from students, staff and industry representatives for incorporation into future programs. This includes data collection through the SMART learner surveys and individual faculty assessment feedback.

Client Service

The school has sound management practices to ensure effective service to students. In particular, service standards ensure timely issue of student assessment results and qualifications. These will be appropriate to competencies achieved and issued in accordance with national guidelines. The school’s quality focus includes a Recognition of Prior Learning Policy, a fair and equitable Refund Policy, Complaints and Appeals Policy, an Access and Equity policy and student welfare and guidance services. Where necessary, appropriate programs will be developed for those students requiring literacy and/or numeracy support programs. Every opportunity will be taken to ensure that such programs are disseminated, understood and valued by staff, students and parents. Information relating to all fees and charges, course content, assessment procedures and vocational outcomes will be outlined prior to enrolment.

Internal Review

At Sarina State High School, each Head of Department in partnership with the DP and the VET Co-Ordinator, will facilitate a system of annual internal review. Meetings will be held with representatives from the relevant industry areas (where applicable) and staff. The internal review process assists in the development of quality training and assessment.
External Review

Sarina State High School has agreed to participate in external monitoring and audit processes required by Australian Skills Quality Authority.

Management and Administration

Sarina State High School has policies and management strategies which ensure sound financial and administrative practices. Management guarantees the organisation’s sound financial position. Student records are managed securely and confidently and are available for student perusal on request. Sarina State High School has adequate insurance policies.

Marketing and Advertising

Sarina State High School markets vocational education and training products with integrity, accuracy and professionalism, avoiding vague and ambiguous statements. In the provision of information, no false or misleading comparisons are drawn with any other training organisation or training product. Sarina State High School provides students with a sound subject selection process aimed at helping students select a course of study best suited to their needs.

Training and Assessment Standards

Sarina State High School has personnel with appropriate qualifications and experience to deliver the training and facilitate the assessment relevant to the training products offered. Assessment will meet the National Assessment Principles (including Recognition of Prior Learning and Credit Transfer). Adequate facilities, equipment and training materials will be utilised to ensure the learning environment is conducive to the success of students.

Sanctions

Sarina State High School will honour all guarantees outlined in this Code of Practice. It is understand that if Sarina State High School does not meet the obligations of this Code or supporting regulatory requirements, Sarina State High School may have our registration as a Registered Training Organisation withdrawn.

Recognition of Qualifications issued by another RTO

Sarina State High School will recognise all AQF qualifications issued by any other RTOs. The School will seek verification of the Certification from the relevant RTO where there is any ambiguity:

a) The student will present a copy of their Qualification or Statement of Attainment to the relevant Head of Department, who will bring this to the attention of the HOD SPL, for verification of authenticity. The verified copy of the qualification is placed in the student’s file and the qualification is recorded on the Senior Data Capture System for possible use by the School (or QSA/DET where applicable) in issuing QCE.

b) Once the qualification is verified, the HOD will give the student exemption for the units of competency or modules identified in the qualification and update the student’s records accordingly. The relevant VET staff will be notified of this update.

The VET Quality Framework (VQF)

All of the VET programmes offered by this school can lead to nationally recognised qualifications – a
Certificate if all of the requirements of the qualification are completed or a Statement of Attainment for those parts that are successfully completed (if the full qualification is not completed). This
Certificate/Statement of Attainment will be recognised in all eight States/Territories in Australia.

AQF Qualifications by Educational Sector

Schools Sector Accreditation
Vocational Education and Training Sector Accreditation
Higher Education Sector Accreditation

Senior Secondary Certificate of Education (QCE)

Certificate IV
Certificate III
Certificate II
Certificate I

Advanced Diploma
Diploma
Certificate IV
Certificate III
Certificate II
Certificate I
Doctoral Degree
Masters Degree
Graduate Diploma
Graduate Certificate
Bachelor Degree
Advanced Diploma
Diploma

It is possible to progress from one qualification level to another within a particular sector (e.g.
Certificate IV to Diploma at TAFE) or from one sector to another (e.g. Diploma at TAFE to a Bachelor
Degree at University) depending on results and institutional policies. The progression from one level to another is called articulation. Depending on the qualification and field of study, students may gain credit (also called advanced standing) based on their previous course for part of their next course.

Your VET teacher will provide you with full information about the VET qualification/s you are aiming for at this School, including an overview of the specific units of competency/modules in each, assessment requirements, vocational outcomes, etc.

Credit Transfer

All qualifications issued by Registered Training Organisations throughout Australia will be recognised by Sarina State High School.
Students are required to bring in the relevant documentation to assist in credit transfer of other qualifications (see RTO Coordinator for assistance).
Teachers will make a copy and attach to student profile.
Students are to contact the school immediately if other Training Providers do not accept their qualifications or contact the ANTA – Australian National Training Authority.

Competency Based Training (CBT)

Most vocational education and training is competency based. CBT is all about what a person knows and what he/she can do, regardless of how the training is obtained.

Competency based assessment is a system for assessing a person’s knowledge and skills. Assessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. This is different from some other assessment systems which only measure knowledge and not the application of that knowledge. Competency based assessment is also a system for providing portable qualifications and Statements of Attainment against nationally recognised competency standards. In a competency based assessment system, it is recognised that learning can come from a variety of sources, both on the job and off the job, formal and informal. Recognition is given for prior learning and for skills and knowledge which can already be shown.

Assessment may take the form of observation, written responses, project/folio work, third party reports or questioning. Competency Based Assessment requires a 100% pass rate. That is, you can either do it or you can’t, you either know it all or you don’t!!!

What if I can’t get it 100% correct the first time?
You will be given extra instruction or an opportunity to gather the correct information yourself, to enable you to redo that assessment item. However, it is definitely to your advantage to try to get it right the first time!

Additional attempts will be managed by and at the discretion of your teacher. You should ask to see your competency profile regularly, and be aware of what you have and have not achieved. Particular attention must be given to whether or not there are prerequisites for individual modules, as no credit will be given for a module if the corresponding prerequisite module is not completed also.

Competencies can be recorded on a training record and can lead to an AQF qualification.

They can be obtained through:

• vocational education subjects
• some Authority and Authority-registered subjects
• structured work placement/industry placement
• School Based Apprenticeships and Traineeships
• courses at institutes of TAFE or other registered training organisations (RTOs)
• paid or unpaid work
• life experiences
• a combination of the above.

The process used to assess the competencies a person has gained from past experience and training is called recognition of prior learning (RPL). The school will recognise all qualifications issued by any other RTO. The school will seek clarification of the certification from the relevant RTO where there is some ambiguity.

The following resources are available in schools and give information on subjects and courses needed for careers:

• The Job Guide (QLD) provides information on occupations and subjects needed for particular occupations and courses.
• Other career information, such as brochures from industry groups, shows the various pathways to jobs within these industries.
• The QTAC Guide is useful for information on university courses and full-time diploma level TAFE courses.
• Tertiary Prerequisites, provided by QTAC, provide information on subjects required for entry to university and full-time TAFE advanced diploma and diploma courses.
• Pathways to Further Education and Training is a Careers and Guidance handout which provides general information about the Australian Qualifications Framework.
• Tertiary Entrance: Senior students without OPs (available from QTAC) explains how students who are not eligible for an OP can gain entry to tertiary courses, especially advanced diploma and diploma courses.

Benefits Of Vocational Education And Training (VET)

All students, including OP-eligible students, can benefit from undertaking VET courses.
Benefits of VET include: involvement in learning that is enjoyable and relevant to individual students and their goals increased self-esteem through achievement of employment competencies more insight into possible career paths and further education pathways improved employment opportunities and broader career opportunities job security through the commencement of employment whilst still at school as a school-based apprentice or trainee achievement of national qualifications or units of competency recognised by industry and other registered training organisations throughout Australia credit for qualifications and units of competency which may reduce study time and related costs in the future possible improvement of non OP-eligible students’ QTAC selection ranks (for tertiary entrance) depending on the levels of qualification and Queensland Core Skills Test results achieved

Commencing Courses

Before commencing your VET studies you will need to participate in an induction process. Your VET Teacher will conduct induction sessions which will cover the following information:

Enrolment Procedures
Fees and Refund Policy
Learning support
Flexible learning and assessment procedures
Welfare and guidance services
Appeals and complaints procedures
Disciplinary procedures
Staff responsibilities for access and equity
RPL arrangements
Recognition
Language, Literacy and Numeracy Testing
Issuance of Certificates & Statements of attainments

N.B. This is your opportunity to raise any issues, questions or concerns you may have about the training you are undertaking.

Enrolment Procedures/Induction Procedures

VET enrolment is open to all students in Years 10, 11 and 12 at Sarina State High School State High School. VET Students follow the same enrolment procedures as other students at the school and this enrolment occurs through the SET planning process, involving Students, Parents, Guidance, Teachers and Administration. If numbers for a particular VET subject are limited, selection may be made on the basis of interview and/or on the order enrolments were received. Sarina State High School sets maximum/minimum class numbers based on facilities, resources, WPHS and quality learning outcomes. If minimum numbers are not reached for VET offerings, the program may be cancelled.

Please note that the school must have certain teachers and equipment to run this course. If the school loses access to these resources, the school will provide students with alternative opportunities to complete the course and the related qualification. If another RTO is engaged on behalf of the school to complete the course, students may incur additional costs.

N.B
Students are to ensure their address and contact details are current at all times.
Students must purchase the correct materials and equipment for the proposed Training area.
Students are reminded that work placement may be part of the course.
If students change subjects they may have to undertake a bridging course or begin the course at year 11 if in year 12.
Students are responsible for following up their certification if they change subjects, schools, or leave school.
Students should read materials provided regarding course details and policy and procedures and ensure they understand them.

Service Agreement

The RTO guarantees that the student will be provided with every opportunity to complete the certificate that they are enrolled in as per the rights and obligations outlined in the enrolment process and information handbooks provided on line. Students successfully achieving all qualification requirements will be provided with a Qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment.

N.B. If current staff leaves the school before completion of a Certificate course students need to be aware that a fee may be charged to complete the certificate course. This fee will be set by the private provider that will need to be employed for certificate completion. Please see Heads of Departments for specific program details.

Fees and Refund Policy

Some of the VET subjects attract a fee to cover costs of materials such as consumables. The student resources scheme indicates the fees for each subject. Students must ensure all VET fees are paid prior to commencement in the selected VET course.

Once the VET course has commenced, no refunds of levies will be made for that particular term, however, a pro rata refund system will apply for terms in which students have not commenced.

N.B
Students should pay all monies and fees by the due date as set by Administration/BSM.
Refunds for subjects are dependent on the type of course, date of completion/ceasing course and the type of change in student enrolment.
More information can be obtained from Administration/BSM, VET coordinator or VET teacher regarding these matters.

Reprinting of Certificates

On completing an application form for reprinting and paying $10.00 the request will be verified and printing will occurring within 21 days.

Course Information, Including Content and Vocational Outcomes

The list below indicates the VET courses, qualifications and course offered at Sarina State High
School in 2014

Qualification Code
Qualification Title
Credit Points (QCE)
BSB10112
Certificate I in Business
2
BSB20112
Certificate II in Business
4
ICA10111
Certificate I in Information, Digital Media and Technology
2
ICA20111
Certificate II in Information, Digital Media and Technology
4
30981QLD
Certificate II in Workplace Practices
4
CUV10111
Certificate I in Visual Arts
2
CUV20111
Certificate II in Visual Arts
4
SIS10110
Certificate I in Sport and Recreation
2
SIS20310
Certificate II in Sport and Recreation
4
SIS20210
Certificate II in Outdoor Recreation
4
SIS20510
Certificate II in Sport Coaching
4
CPC10111
Certificate I in Construction
3
MEM10105
Certificate I in Engineering
2
MEM20105
Certificate II in Engineering
4
MSA10107
Certificate I in Manufacturing (Pathways)
2
AHC10210
Certificate I in AgriFood Operations
2
AHC21210
Certificate II in Rural Operations
4
ACM10110
Certificate I in Animal Studies
2
AHC20110
Certificate II in Agriculture
4
SIT10212
Certificate I in Hospitality
2
SIT20212
Certificate II in Hospitality
4
Provided by External Providers
Qualification Code
Qualification Title
Credit Points (QCE)
CHC30712
Certificate III in Children Services
8

Certificate III in Agriculture (Skills Set)
Depends on prior qualifications
See HOD of Agriculture
BSB30112
Certificate III in Business
8
SIS30313
Certificate III in Fitness
8

NOTE: At the time of publication, Sarina State High School (as the Registered Training Organisation – National Provider No. 30433) offered these Certificates - (Scope of Registration 11 October 2013).

Further information regarding each course and competencies can be found in the Subject Selection Handbook and from the course teacher.
Partly completed VET qualifications may contribute credits towards a QCE. The number of credits depends on the number of competencies completed. Refer to QCE Handbook for further details (http://www.qsa.qld.edu.au/downloads/senior/qce_handbook.pdf)

Types of VET Programs Available at Sarina State High School

The school is committed to the principles of access and equity. It offers all students a variety of vocational programs regardless of sex, race or impairment including:
1. QSA Stand Alone Vocational Education Programs

These are vocational courses that are registered by the Queensland Studies Authority that contain nationally recognised vocational units of competency, but do not contribute to a student’s OP. Students may have these units of competency and qualifications they have achieved recorded on their QCE, once they have been achieved.
2. School-Based Apprenticeships and Traineeships (SATS)

School-based apprenticeships and traineeships (SATs) involve students undertaking senior studies at the same time as a part-time apprenticeship or traineeship (which includes both paid work and off-the-job training e.g. at TAFE).

The aims of school-based traineeships and apprenticeships are to:

provide students with the opportunity to develop real employment skills and knowledge allow students to start, and in some cases complete, a vocational qualification whilst still at school improve post-schooling employment and training opportunities for students.

Year 10 students may undertake a SAT if they meet certain requirements. These usually include the completion of SAT application/questionnaire forms, an appointment with the Guidance Officer, 80 hours of work experience in their SAT industry area and having an employer willing to sign them on as a trainee/apprentice.

SATs are aimed at motivated, independent students who already know their career goals and wish to obtain a QCE but also commence their chosen vocational career path. Students unsure of their career goals are generally advised not to undertake a SAT. Those wishing to clarify career goals should try school VET subjects or work experience instead.
School-based apprentices or trainees must have some alteration made to their school timetable to allow time to attend their SAT work or off-the-job training. Each student’s SAT is negotiated by the student, parent, employer, RTO and school on an individual basis. Some students may attend work in their own time, including school holidays and weekends, and attend off-the-job training in school time. Others may only work in school time one day a week and attend off-the-job training in blocks throughout the year. There are many possibilities. Students wishing to do a SAT must speak to the Senior Phase Community Support Officer Mrs Windsor, to obtain sufficient information about the procedure to make an informed decision before signing any training agreement. In addition, parents are also asked to speak to Senior Phase Community Support Officer Mrs Windsor before endorsing their sons’ or daughters’ application.

Students must also see the Guidance Officer to determine the suitability of a SAT for achieving their career goals, the impact of undertaking a SAT on their senior studies and which part of their timetable should be altered to cater for their SAT work or off-the-job training.

Students and/or Parents/Guardians must not sign a Training Agreement for a school-based apprenticeship or traineeship before the above procedures are carried out and the school endorses the SAT.

The school won’t necessarily endorse all SATs, as it has a duty of care to ensure the SAT is in the best interests of the student involved. Ultimately, it is up to the Principal to agree to a student undertaking a school-based apprenticeship or traineeship. His decision will be based on the recommendations of the Senior Phase Community Support Officer and Guidance Officer. School endorsement of a SAT requires the completion of an Education, Training and Employment Schedule (ETES) form.
3. Work Experience

Sarina State High School offers work experience to students who are over the age of 14 years 9 months.

Although not compulsory, students are encouraged to participate.

The aim of our work experience program is to:

prepare students for the demands and expectations of the working world help students make informed career decisions provide students with an opportunity to relate school studies to the workplace. Work experience may also be offered to students at other times throughout the year in special circumstances e.g. to assist students with special needs and when organisations (e.g. RAAF) only offer work experience on specific dates.

Students applying to do work experience must meet the following requirements to be accepted into the program:

handed in completed departmental agreement form by due date handed in completed permission/preference form by due date handed in high quality portfolio including word processed résumé by due date undergone preparatory inductions including harassment and workplace health and safety inductions demonstrated the necessary attitudes and behaviours to make the program a worthwhile experience.

Also, students can only undertake work experience if the employer has signed and returned the agreement form and provides a safe work experience environment.

All enquiries about work experience should be made to the Senior Phase Community Support Officer.

VET Course Delivery

Individual teachers will provide students with specific information about each VET subject they undertake, including specific units of competency of subjects and how the courses will be delivered.

The school offers flexible learning methods, particularly for students with special needs. Any enquiries regarding special needs should be directed to the class teacher and the HOSES (Head of Special Education Services).

VET Assessment Policies and Procedures

Assessment procedures follow VET subject area specification or syllabus assessment guidelines.

Competency-Based Assessment

Vocational education and training assessment is competency-based (compared to academic subject assessment which is criteria-based). ‘Competency’ is simply demonstrating knowledge and skills at the relevant workplace standards. (Competency Based Assessment)

Principles of Validity, Reliability, Flexibility and Fairness

As a registered training organisation, Sarina State High School is committed to using VET assessment instruments and processes that are valid, reliable, flexible and fair. Firstly, this means assessment processes must assess the competencies they set out to, and also be based on workplace standards of performance.

Secondly, assessment must be reliable in that it allows students to produce consistent results. Sufficient evidence will be gathered to make a fair and accurate judgement of a student’s competence.

Thirdly, the assessment should be flexible. Where possible, students will be included in discussions on the choice of assessment methods and timing.

Finally, consideration will be given to the principles of access and equity when planning assessment tasks, including geographic, financial, social, numeracy and literacy needs of students. Reasonable adjustments will be made for people with special needs whilst maintaining the validity of assessment outcomes. Students with special needs should approach their class teacher and the Head of Special Education Services (HOSES), to discuss special assessment requirements.

Assessment Information

Students will be informed by subject teachers of the context, purpose and process of assessment before assessment takes place. This will include the elements or units of competency to be assessed, the standards required to achieve competency, the assessment instruments used and due dates.

Student Records

Records will be kept of all student results in student profiles or assessment booklets/logbooks, including elements of competency, units of competency and any qualifications achieved. Overall student results are also entered into the Student Data Capture System. The Queensland Studies Authority keeps these records for issuing the QCE.

Assessment Feedback

Students will be given timely and appropriate feedback on assessment as well as opportunities to resolve any disagreements (refer to Assessment Appeals Process).

Issuing of Statements of Attainment and Certificates

The school issues Statements of Attainment and qualifications for the vocational programs it is registered to deliver.

Students who complete some, but not all, units of competency for a qualification are awarded a Statement of Attainment. This lists all the units of competency they have achieved for a specific qualification. Please note that all performance criteria need to be met to demonstrate the achievement of an element of competency, and all elements of competency must be achieved in order to demonstrate the achievement of a unit of competency.

Students who achieve all the units of competency required for a qualification are awarded that qualification. This states the name of the qualification (e.g. Certificate II in Business) as well as a list of the units of competency achieved.

Information for the issuing of statements and qualifications is gathered electronically from the Student Data Capture System. It is therefore extremely important that all students check such information very carefully when asked to do so.

In addition to Statements of Attainment and qualifications, the majority of students’ VET results are also recorded on their QCE.

Recognition of Prior Learning (RPL) Process

The process of Recognition of Prior Learning (RPL) is determining the knowledge or skills a person has achieved competency in through previous formal or informal training, work experience or life experience. Please note however, to be eligible for RPL, students must still be able to demonstrate the skills or recall the knowledge to industry standard.

The RPL process is carried out through the following six stages.

Stage 1: Information

The first stage of the RPL process is to ensure all students know that RPL is available and to briefly outline the process. Students wishing to know more about the RPL process than the information contained in these pages can speak to their VET subject teacher, subject HOD or HOD SPL.

Students to complete RECOGNITION OF PRIOR LEARNING STUDENT APPLICATION FORM – SELF ASSESSMENT (Appendix B).

Stage 2: Support and Counselling

The second stage of the RPL process involves subject teachers or Heads of Department assisting students to decide whether to apply for RPL or choose other options. Staff will fully explain the RPL process and suggest sources of evidence required to support students’ applications.

Stage 3: Application

During the third stage of the RPL process, subject teachers or Heads of Department will assist students to complete an RPL application form and present supporting evidence.

Students to complete RECOGNITION OF PRIOR LEARNING (RPL) APPLICATION (Appendix C).

Stage 4: Assessment of the Application

The fourth stage of the RPL process is where a qualified teacher or HOD assesses RPL applications. The RPL assessor (normally the class teacher) is required to have knowledge of relevant assessment techniques, understanding of the RPL process and knowledge of the VET subject and the competencies to be demonstrated.

Stage 5: Notification and Post Assessment Guidance

During the fifth stage of the RPL process the assessor will provide clear, prompt, constructive feedback to the applicant regarding the outcome of the RPL application.

Stage 6: Record Keeping

The sixth stage of the RPL process requires the school to record results of all RPL applications, including recording any competencies achieved in students’ profiles or record books and filing all RPL application and result forms in students’ files.

The student will be notified of the outcome within 15 days after receiving the written application. The student will also be made aware of the appeals procedure if they are not satisfied with the decision of their RPL application.

Appeal RPL Decision

A student dissatisfied with the response to the RPL application may initiate an appeal.

The Sarina State High School – Complaints and Appeals - VET Policies and Procedures will be followed.

Assessment Appeals Process

Students have access to an appeals process if they feel in any way dissatisfied with the assessment process. The following outlines the general appeals process.

1 Informal Appeal

Assessment difficulties should initially be approached informally to try to resolve them through discussion between the student and the class teacher. Both sides of the story can be shared and any misunderstandings clarified. If this informal approach fails to resolve the concerns, a formal process can be initiated.

2 Formal Appeal

Formal appeals are based on identified problems with the assessment process rather than dissatisfaction with an assessment result.

Grounds for appeal include:

the assessment process did not provide students with a fair and reasonable opportunity to demonstrate their competence students were not informed in advance of the conditions and methods of assessment the assessment process was discriminatory in some way students were ill at the time of assessment.

a) Lodgement of Appeal

The student lodges a formal appeal, in writing, to the subject Head of Department, clearly stating the grounds for appeal. This must be lodged as soon as possible but no later than one week after the date of receiving the assessment result.

b) Review of Appeal/Decision

Appeal submissions are recorded by the Head of Department who then reviews the assessment process to confirm whether there are justifiable grounds for appeal. This will involve interviewing both the student and teacher before reaching a decision, and must be dealt with within two weeks of the registered date of receipt of the appeal. The Head of Department will accurately document all appeals procedures and outcomes and provide students with copies.

c) Subsequent Action

If a student’s appeal is upheld, the Head of Department arranges a re-assessment process with the student, to be completed within a reasonable set time limit decided by the Head of Department.

If the appeal is rejected, the student has the right to lodge a further appeal through the Principal within one week of notification of the rejection. When this next course of action is taken, all assessment records and details of the appeal process must be made available to the Principal. The Principal’s decision is final.

General Complaints Procedure

Persons with a general complaint concerning the manner, in which the school conducts its responsibilities as an RTO, have access to the following procedure:

Informal Complaint:

a. the initial stage of any complaint shall be for the person making the complaint to communicate directly with the operational representative of the school (e.g. the teacher) who will make a decision and record the outcome of the complaint
b. person(s) dissatisfied with the outcome of the complaint to the teacher may then complain to the relevant Head of Department (HOD) or equivalent, who will make a decision and record the outcome of the complaint
c. person(s) dissatisfied with the outcome of the complaint made to the relevant HOD may initiate a ‘formal complaint’.

Formal Complaint:

a. formal complaints may only proceed after the informal complaint procedure has been finalised
b. the complaint shall be recorded in writing
c. on receipt of a formal complaint the Principal shall hear the complaint
d. the person making the complaint shall be given an opportunity to present his/her case to the Principal and may be accompanied by one other person for support or representation
e. the relevant staff member shall be given an opportunity to present his/her case to the Principal and may be accompanied by one other person for support or representation
f. the Principal will make a decision on the complaint
g. the Principal will communicate his/her decision on the complaint to all parties in writing within 5 working days of making the decision
h. substantiated complaints need to be acted upon as part of the continuous improvement process
i. feedback from substantiated complaints will be part of the internal review and internal audits.

Student Support, Welfare and Guidance Services

Literacy and Numeracy Support

Basic literacy and numeracy elements have been incorporated into all VET subjects. In addition, most students undertake an English/literacy and Maths/numeracy subject.

Students requiring additional literacy or numeracy support may approach the HOSE for assistance. Support for students is determined on an individual basis and may include individual education programs, special classes, in-class support, alterations to the delivery of courses and alterations to assessment.

Individual Subject Support

Students experiencing difficulties with individual subjects may obtain support from the class teacher, subject Head of Department, Guidance Officer, Head of Special Education Services or relevant Deputy Principal.

Career Counselling

The Guidance Officer is available to provide students with information and advice regarding subjects, Overall Positions (OPs), the Queensland Core Skills (QCS) Test, Queensland Tertiary Admissions Centre (QTAC) procedures, school-based apprenticeships and traineeships (SATs), general TAFE and private provider courses, careers, pathways. The Senior Phase Community Support Officer is able to provide students with information regarding school-based apprenticeships and traineeships, and work experience.

Physical, Mental, Emotional and Spiritual Support

The Guidance Officer provides a confidential service to all students and parents requiring counselling or support of a physical, mental or emotional nature. The Guidance Officer can also refer students and parents to other relevant government, private and community service organisations. The school nurse is able to provide students with confidential information and support in relation to any health concern as well as referrals to other health service organisations if required. Students can make an appointment to see the school nurse at the Main Administration Office or at Student Services.

The school Chaplain is able to provide all students, regardless of religious faith, with emotional, spiritual, ethical and religious counselling and support as well as pastoral care. Students wishing to see the school Chaplain can see him/her or make an appointment to see him/her at Student Services. Alternatively, students can obtain his/her phone number from the school main office in case of emergencies on days he/she isn’t at school.

Access to Student Records

Students and their legal guardians have access to students’ records by approaching the relevant subject teacher, Head of Department or Administration.

No school staff member can provide information about students to a third party without the written consent of the student (and the permission of the parent/guardian if the student is less than 18 years of age), except as required by law or as required under the standards for registered training organisations.

Continuous Improvement Policy

As a registered training organisation, the school is committed to continuously improving its policies and procedures for the delivery and assessment of vocational courses.

Part of this improvement process requires feedback from students. Constructive feedback is welcome at any time by class teachers, subject HODs, HOD SPL and other staff. Student feedback is also gathered on a more formal basis annually. Any student particularly interested in joining specific subject area committees should approach the relevant Head of Department.

Compliance with Legislation and Regulations

Sarina State High School must ensure it complies with Commonwealth and State legislation and regulatory requirements relevant to its operations, including:

Anti-Discrimination Act 1991
This Act was established to promote equality of opportunity for everyone by protecting them from unfair discrimination, sexual harassment and associated objectionable conduct.
This Act prohibits discriminatory acts (racial vilification, sexual harassment, disability discrimination, workplace harassment, victimisation and bullying), allows complaints to be made against people who have unlawfully discriminated and provides agencies and procedures to deal with complaints.

Child Protection Act 1999
The principles of this Act are that every child has the right to protection from harm and that the welfare and best interests of the child are of paramount importance.

Commission for Children and Young People Act 2000
The purpose of this Act was to establish a Commission for Children and Young People to promote and protect the rights, interests and well-being of children in Queensland.

Disability Services Act 1992
The purposes of this Act are to ensure that people with disabilities have the same rights as other members of society and to encourage innovative programs and services for people with disabilities.

Education (General Provisions) Act 1989
The Education (General Provisions) Act 1989 is the overarching legislation governing the provision of education in Queensland. It sets out the requirements for compulsory schooling, the establishment and operations of state and non-state schools, the powers of the Minister for Education, school attendance, Parents and Citizens Associations, University and Higher Education and so on.

Education (General Provisions) Regulation 2000
This regulation was reprinted on 11 January 2002. The reprint shows the law as amended by all amendments that commenced on or before that day (Reprints Act 1992 s 5(c)).

Education (Overseas Students) Act 1996
This Act provides for the registration of establishments providing courses to overseas students and seeks to ensure that such education and training is provided in an orderly and appropriate way.

Education (Work Experience) Act 1996
This Act regulates work experience provided to students as part of their education, stating the conditions for all work experience arrangements. Work experience arrangements must be in writing and have the school Principal’s approval.

Freedom of Information Act 1992
This Act requires information concerning documents held by government to be made available to members of the community and enables members of the community to ensure documents concerning their personal affairs are accurate, complete, up-to-date and not misleading.

Privacy Act
The Privacy Act provides for the rights of individuals to ensure that their personal details held by other persons or organisations are not to be released without their prior knowledge. It also allows for individuals to access the information held by other persons or organisations. Information held by other person or organisations must be secure and individuals should be advised how such information will be used.

Training and Employment Act 2000
The objectives of this Act are to ensure effective and efficient provision of high quality vocational education and training to meet the current and future needs of industry and the community. It provides mechanisms for employees, employers and community to advise government on vocational education and training needs and priorities.

It is also meant to support continued development of vocational training relevant to industry and community needs and encourage employment opportunities, regulate the registration of training organisations and meet obligations under the national training framework.

Vocational Education and Training (Industry Placement) Act 1992
The object of this Act is to provide for industry placement of students in structured vocational education and training programs.

Workplace Health and Safety Act 1995
This Act aims to protect workplace personnel and clients from disease or injury. The Workplace Health & Safety Act sets standards of conduct and clearly describes the health and safety rights and responsibilities of all parties in the workplace.

Further information on legislation is available on the following web sites: www.legislation.qld.gov.au and http://education.qld.gov.au/corporate/doem/

Appendices

Appendix A
Sarina State High School
VOCATIONAL EDUCATION & TRAINING ACKNOWLEDGEMENT OF RECEIPT OF INFORMATION

of Sarina State High School
(FULL NAME)

I acknowledge that prior to commencement in my VET programme at this school, I have been provided with a VET Student Information Handbook, which contains information on the topics listed below. I acknowledge that I have read this Handbook and understand that I can access further information on some of these topics should I wish to do so.

Student selection, enrolment and induction/orientation procedures
Course information, including content and vocational outcomes
Fees and charges, including refund policy and exemptions
Provision for language, literacy and numeracy assistance
Student support, welfare and guidance services
Flexible learning and assessment procedures
Complaints and appeal procedures
Disciplinary procedures
Staff responsibilities for access and equity
Training and Assessment arrangements
Recognition of Prior learning (RPL) arrangements
Recognition of AQF qualifications and Statements of Attainment issued by another RTO.

Service Agreement

Responsibilities of Sarina State High School, as the Registered Training Organisation (RTO)

 Provide training that responds to the learning needs of all students and is relevant to the training program.

 Provide assessment that is flexible and fair, which meets the assessment criteria of the national training package.

 Identify and provide language, literacy and numeracy support to students as required.

 Recognise qualifications and statements of attainment that a student many present that has been issued by another RTO.

 Provide all training and assessment once a student enrols and commences in their training program.

 Consult with students and employers to gauge their satisfaction with services.

 Uphold our fees and refund policy and all other policies and procedures as outlined in the Policy Manual.

I, the Candidate:

Understand and agree to the training, assessment and services that I am to receive from Sarina State High School as RTO.  Yes  No

Consent to Sarina State High School using the information I provided and they subsequently gather, for the purpose it was collected, to assist in the administration of this program, including reporting of student results to the Department of Education and Training.  Yes  No

Am aware that I can access my own records provided to Sarina State High School at any time by contacting my Teacher/Supervisor.  Yes  No

Acknowledge the information I have provided on this page is correct.  Yes  No

Signature: ________________________________________ Date: _________________________

Appendix B

Sarina State High School

RECOGNITION OF PRIOR LEARNING STUDENT APPLICATION FORM – SELF ASSESSMENT

STUDENT NAME:
CERTIFICATE NAME (Code and Title):
UNITS OF COMPETENCY RECOGNITION

Code
Unit title

Self-assessment questions:
Responses:

1. Can I do all the work tasks and activities that are covered by the units of competency?

2. if not, what parts do I have difficulty with and would benefit from further training?

3. Do I know and understand all of the things I need to carry out the workplace activities?

4. Are there any gaps in my knowledge and understanding where I would benefit from some additional training?

5. What evidence do I have to support my application for RECOGNITION?

Appendix C
SARINA STATE HIGH SCHOOL
RECOGNITION OF PRIOR LEARNING (RPL) APPLICATION
Part A – Completed by Student
STUDENT’S NAME: _______________________________________ DATE: ____________
FORM CLASS: ____________ ROOM: ___________
CERTIFICATE: CODE: _________ NAME: __________________________________
CLASS TEACHER: ________________________________________
COMPETENCIES FOR WHICH RECOGNITION IS SOUGHT:
Units of Competency

(FOR OFFICE USE)
Code
Name
Details of relevant previous experience including formal training, work experience and life experience (Interests, skills etc)
Assessor’s Comments and Recommendations
Comp
NYC

STUDENT’S SIGNATURE: _______________________ DATE: _______
INFORMATION TO SUPPORT APPLICATION FOR RPL
A. Work Experience
Business Name: ___________________________________________________
Contact Person: ___________________________________________________
Contact’s Position: ___________________________________________________
Address: ___________________________________________________
Phone: ___________________________________________________
Fax: ___________________________________________________
Period of Employment: ______________________________________________
Job Description: ___________________________________________________
Units of Competencies Achieved: ________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
B. Other Experiences
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
N.B. Attach original documentary evidence or certified copies for the above e.g. proof of employment, certificates.
PART B – Completion by Assessor and signature of student

NOTE: While it is not necessary to keep all evidence collected to confirm competence, assessors are required to keep enough information to show what judgement was made and the reasons why.

Appendix D
SARINA STATE HIGH SCHOOL
STUDENT RECO GNITIO N OF PRIO R LEARNI NG APPEALS FORM
Appendix E
SARINA STATE HIGH SCHOOL
VET ASSESSMENT APPEAL SUBMISSION
(To be completed and submitted to the subject Head of Department within one week of receiving assessment result.)

Student’s Name: __________________________________ Form Class: _____
Appeal Lodgement Date: _____________________________________________
Subject: ___________________________________________________
Teacher: ___________________________________________________
Subject HOD: ___________________________________________________
Assessment Item: ___________________________________________________
Date Assessed: ___________________________________________________
Date Assessment Result Provided: ___________________________________
Grounds for Appeal (if insufficient space, attach additional sheet/s, sign and date):
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student’s Signature: ____________________________ Date: ________
Parent’s Signature: ____________________________ Date: ________

(OFFICE USE ONLY)
Date received: __________ Received by: _______________________
Date reviewed: __________ Decision: Upheld / Rejected
SARINA STATE HIGH SCHOOL
VET ASSESSMENT APPEAL REVIEW
(To be completed by the subject Head of Department within two weeks of receiving appeal submission, attached to the submission and a copy given to the student.)
Student’s Name: _____________________________ Form Class: _____
Decision:  Appeal Upheld – Date of Re-assessment: ___________  Appeal Rejected
Comments on Student Interview held on _____________:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Comments on Teacher Interview held on _____________:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Conclusion:
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HOD’s Signature: _________________________________ Date: _____________
Student’s Signature: _______________________________ Date: ____________
Parent’s Signature: _______________________________ Date: ____________

Appendix F

SARINA STATE HIGH SCHOOL RECORD OF COMPLAINT
(Copies to be given to student, teacher & subject Head of Department. Original to be filed in central Office student files. Complaint to be recorded in Register of Complaints and stored in central subject department files.)

Student’s Name: ____________________________________ Form Class: _____
Subject: __________________________ Date Complaint Lodged: ______________
Teacher: _________________________ Subject HOD: _______________________

INFORMAL COMPLAINT RECORD (Attach supporting evidence if desired)
1. Student’s Statement
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student’s Signature: _________________________________ Date: ___________
2. Teacher’s Response & Decision
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher’s Signature: _________________________________ Date: ___________
3. Head of Department’s Response & Decision:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HOD’s Signature: ___________________________________ Date: ___________
FORMAL COMPLAINT RECORD
4. Principal’s Response & Decision
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Principal’s Signature: ________________________________ Date: ___________
Student’s Signature: _________________________________ Date: ___________
Head of Department’s Signature: _______________________ Date: ___________
Independent Observer’s Signature: _____________________ Date: ___________
Appendix G
Sarina State High School
Student Feedback Form
Instructions to students

Please fill in this form when you complete a VET course or leave a course without completing it. This form is intended to help the school provide quality VET courses.

Your name:

Course code: Course name:

When did you start this course? When did you complete (or leave) this course?

Below are some statements about your experiences in this course. Please put a tick in the appropriate box to show how much you agree or disagree with each statement.

Strongly agree Agree
Unsure
Disagree
Strongly
disagree

I chose this course because:

1. A teacher or someone else told me I should do it.

2. I was interest in it.

3. I wanted a career in this field.

4. Other _________________________________

Before the course, or early in the course, I was given enough information about:

5. What the course was about.

6. The certification I would receive.

7. How to obtain recognition or prior learning (RPL) in the course.

8. Employment the course would qualify me for.

9. The prospects of obtaining such employment.

10. When different aspects of the course would be taught.

11. What forms of learning assistance were available to me.

12. What counselling services were available to me.

13. What teaching methods would be used.

14. If applicable, work experience requirements.

15. How and when the course would be assessed.

16. The course was taught in a way that suited my needs and my way of learning.

17. The course included a lot of face-to-face teaching.

Please provide any other comments/feedback about your VET program – please include any suggestions about how polices and procedures could be better explained and/or communicated to students.