Kelvin Grove State College

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Kelvin Grove State College

• Student VET Induction
• 2007

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AQTF Student Induction

• AQTF Australian Quality Training Framework
• VET is a national issue

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PURPOSE OF INDUCTION

• To provide VET students with important
  information about the VET programs offered by
  Kelvin Grove State College
• To provide information about your rights and
  responsibilities as a VET student.
• You should access the Student VET Handbook for
  reference throughout your enrolment.
• You should also know that the content of the
  handbook in many instances represents the key
  points of various VET Policies and Procedures
  developed by this college. You can access full
  copies of all policies and procedures by
  approaching the HOD Senior School.

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The Australian Qualifications Framework

• All of the VET programs offered by KGSC can lead
  to nationally recognised qualifications
• In Australia we now have a national
  qualifications framework called the Australian
  Qualifications Framework (AQF). There are 12
  different types of qualifications you can obtain.

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12 Standards

• Systems for Quality Training and Assessment
• Compliance with Commonwealth, State/Territory
  Legislation and Regulatory Requirements
• Effective Financial Management
• Effective Administrative and Records Management
• Recognition of Qualifications issued by other
  RTOs
• Access and Equity and Client Service
• The Competence of RTO Staff
• RTO Assessments
• Learning and Assessment Strategies
• Issuing AQF Qualifications and Statements of
  Attainment
• Use of National and State/Territory Logos
• Ethical Marketing and Advertising

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Student VET Handbook

• Student selection, enrolment and
  induction/orientation procedures
• Course information, including content and
  vocational outcomes
• Student support, welfare and guidance services
• Disciplinary procedures
• Flexible learning and assessment procedures
• Assessment policy procedures
• Recognition (including recognition of prior
  learning rpl)
• Complaints/appeals
• Access and equity
• Workplace health and safety
• Access to records
• Student/parent consent/ acknowledgement form
• Refund policies

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Student support, welfare and guidance services

• HoD/Principal Senior School
• Futures Coordinator
• Guidance Officer
• CEC
• VET HoDs
• VET Teachers
• Outside Agencies such as Worklinks

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Competency Based Assessment

• What does it mean to be competent?
• People are considered to be competent when they
  are able to apply their knowledge and skills to
  successfully complete work activities in a range
  of situations and environments, in accordance
  with the standard of performance expected in the
  workplace.

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• There are four parts to being competent. They
  are
• 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.
• 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.

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Assessment Policy Principles

• Students will be given clear and timely
  information on assessment.
• Information given to students, including on the
  assessment criteria sheet, will include
• advice about the assessment methods
• assessment procedures
• the criteria against which they will be assessed
• when and how they will receive feedback
• the mechanism for appeal.
• Students will be made aware of their
  responsibilities in regard to assessment.
• The assessment approach chosen will cater for the
  language, literacy and numeracy needs of
  students.
• Any special geographic, financial or social needs
  of students will be considered in the development
  and conduct of the assessment.
• Reasonable adjustment will be made to the
  assessment strategy to ensure equity for all
  students, while maintaining the integrity of the
  assessment outcomes.
• Opportunities for feedback and review of all
  aspects of assessment will be provided to
  students.
• Clearly documented mechanisms for appeal against
  assessment processes and decisions will be
  available to students.

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RECOGNITION

• You could apply for what is called RECOGNITION
  for those specific units of competency or modules
  you can already do and would be competent at.
• If you do, you will need to provide evidence that
  you can in fact already do these particular
  tasks. Evidence might include
• letters or testimonials from employers
• samples of work
• certificates, etc.

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COMPLAINTS/APPEALS

• If you are unhappy about any aspect of your VET
  program or about
• an administrative matter such as, for example,
  the non-issue of qualifications/statements within
  the prescribed timeline or a financial matter
  such as non-refund of VET curriculum/subject
  levies, etc
• another person in the school (student or
  teacher)
• a person outside the school (e.g. a person at
  your work experience placement organisation or
  your school-based traineeship/apprenticeship
  organisation) or
• a complaint about the results of an assessment or
  about the way the assessment was undertaken
• You may make an appeal or complaint

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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.

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WORKPLACE HEALTH AND SAFETY

• Student Responsibilities
• Use and take reasonable care of any protective
  equipment that is provided
• Obey any reasonable instructions in relation to
  health and safety
• Not interfere with or remove any safety devices
  from machinery
• Ensure that you do not endanger your own or
  others safety by the consumption of alcohol or
  drugs
• Report unsafe acts or equipment to a
  teacher/trainer and observe good housekeeping
  practices
• Report all injuries or near misses to a
  teacher/trainer
• Ensure that your conduct does not interfere with
• school property
• school staff safety or welfare, or with their
  ability to perform their duties
• student safety or welfare, or their ability to
  participate in and benefit from instruction.

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ACCESS TO RECORDS STUDENT/PARENT CONSENT/
ACKNOWLEDGEMENT FORM

• No staff member of this school can provide
  information about you to a third party without
  your written permission.
• You can have access to your own personal records
  at any time, by approaching the Head of
  Department or Subject Coordinator for the subject
  area in which you wish to check your information.

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FUTURES COORDINATOR

• Ms Lynne Beasley
• Lynnes Role

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Structured Work Placement

• Linked to a VET course
• Compulsory for all Stand-alone VET subjects
• Main Aims
• Add value to the school VET course
• Provide a real life work environment
• Allow a student to taste an industry area
• Provide an opportunity to attain a
• school based traineeship/apprenticeship

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When

• WHS Inductions Dates
• Wednesday 29/8/07
• Year 11 CBS, CIT, CMM
• Work Placement Dates
• 3/9/07 to 7/9/07 - CBS, CIT, CMM

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Student Requirements

• Pay Workplacement fee 55.00 to Subshop ASAP but
  before a placement is made
• Participate in a ½ day Work placement induction
• Complete KGSC Code of Conduct and return ASAP
• Complete Worklinks preference form
• Participate in an interview with Worklinks staff
• Once placement is confirmed, complete work
  experience agreement form, take to the employer
  for signature and return to KGSC within 2 days of
  issue, complete negotiation slips, contact
  employer to check start/finish times, dress
  requirements etc
• Whilst on placement attend each day, complete
  log book