The phone number should be one that students or employers can ring if an issue or question arises. It must be a number that can be called at any time during the placement to speak to the contact person at the school. It is not acceptable for the phone number to reach an answering machine as it could be a serious incident that is being reported. Some schools use a mobile phone that is dedicated for this purpose and it is passed onto another staff member if the contact person may be unavailable.
The home school, or the school that the student usually attends, is responsible for ensuring that all requirements are met. This includes the completion of forms, program of workplace preparation, risk assessment, monitoring and supervision of the student placement.
The school is responsible to ensure that all students planning a work experience or structured work placement is adequately prepared. This means that all students must complete a minimum 5 hours program of workplace preparation.
A student may complete some of this in their VET course, but the school must ensure that any gaps are filled in e.g. they may do some WHS training but not child protection or equal opportunity.
Some schools plan the program of workplace preparation for all VET students at the start of the year before they go on placement, others may complete this in a SACE subject such as Workplace Practices.
Does the program of workplace preparation apply to VET students as well as work experience students? Would the content already be covered in their courses by the RTO?
The school is responsible to ensure that all students planning a work experience or structured work placement is adequately prepared. This means that all students must complete a minimum 5 hours program of workplace preparation.
A student may complete some of this in their VET course, but the school must ensure that any gaps are filled in e.g. they may do some WHS training but not child protection or equal opportunity.
Some schools plan the program of workplace preparation for all VET students at the start of the year before they go on placement, others may complete this in a SACE subject such as Workplace Practices.
Are the students required to complete the entire program of workplace preparation before they send their work placement paperwork to work placement providers?
No. All requirements need to be completed before the actual placement – rather than when the forms are distributed. This should allow more time to complete the program of workplace preparation.
The phone number should be one that students or employers can ring if an issue or question arises. It must be a number that can be called at any time during the placement to speak to the contact person at the school. It is not acceptable for the phone number to reach an answering machine as it could be a serious incident that is being reported. Some schools use a mobile phone that is dedicated for this purpose and it is passed onto another staff member if the contact person may be unavailable.
The home school, or the school that the student usually attends, is responsible for ensuring that all requirements are met. This includes the completion of forms, program of workplace preparation, risk assessment, monitoring and supervision of the student placement.
The school is responsible to ensure that all students planning a work experience or structured work placement is adequately prepared. This means that all students must complete a minimum 5 hours program of workplace preparation.
A student may complete some of this in their VET course, but the school must ensure that any gaps are filled in e.g. they may do some WHS training but not child protection or equal opportunity.
Some schools plan the program of workplace preparation for all VET students at the start of the year before they go on placement, others may complete this in a SACE subject such as Workplace Practices.
No. All requirements need to be completed before the actual placement – rather than when the forms are distributed. This should allow more time to complete the program of workplace preparation.
Volunteering at aged care facilities or charitable organisations is generally not classified as work experience. Section 1.1 of the Workplace Learning Procedures defines work experience as:
“Work experience is the involvement of school students in a short-term industry placement, which enhances their experience in and understanding of the work environment, informing career development. This includes work shadowing and work observation.
All work experience must involve:
in the activities of a place of work or a non-profit organisation
for limited periods, as outlined in Section 1.2
The principal endorses the school work placement program, including approval of the principal’s delegate who may sign many of the Workplace Learning Agreement Forms. However, there are some exceptions where the principal must sign the form themselves eg under 15 y.o.a., maritime, higher risk placements etc. In cases where the principal must sign the form and is away on leave, the acting principal would be the most appropriate person to sign. If an acting principal has not been appointed then the deputy principal could be approached.
No. The Workplace Learning Agreement Form is only for work experience or structured work placements. Volunteer work is covered as part of the camps & excursions policy and the relevant procedure should be followed. This may need to be explained to employers who are involved in both types of placements to avoid confusion or misunderstanding.
Yes. As per the Workplace Learning Procedures, the risk assessment process must be completed and documented for each student placement.
All reasonable care must be taken to ensure that the employer is able to provide a safe environment appropriate to the learning needs of the student. This includes contacting employers prior to work experience as part of the risk assessment process (section 3.2). Sites must be visited for placements with higher risk activities such as construction and manufacturing. Contact via phone call is generally sufficient for others.
Site visits during work experience are strongly encouraged as they have benefits for the student as well as for building positive school-industry partnerships. For higher risk activities, visits to the workplace must be a priority. For lower risk placements, a phone call may be sufficient. All communication with student and employer should be recorded.
Students with a disability have the same need to explore their post-school options as other students. In addition, staff working with these students will need to look at what supports or adaptations may be required in the workplace and the nature of additional preparation is required. Working directly with employers is important. Work placements may also include work observation, mentoring, shadowing and community projects. Matching students to their work placement is very important – keeping their options open and making sure they are in a placement that works for them. Be positive and optimistic about overcoming barriers – consider ways to modify job tasks or equipment so the student can successfully undertake the job. If it looks like the student is unable to undertake their chosen job, is there another role within the organisation they can do? A trial may be useful in helping to determine student and employer needs.
Students with disabilities may require more intensive preparation including:
Many employers see value in participating in schools’ work placement programs. Building a database of preferred employers can be a way of developing close relationships with industry. Databases of school families and alumni can provide useful contacts, in addition to previous work experience employers. A ‘marketing campaign’ is one way to promote the work experience program including newsletter articles, letters and emails to school families, contacting local employer networks and local community groups such as Rotary, Lions etc. Marketing can include the opportunities local enterprises and industry partners have to:
Work placements can often be offered by the student’s family members. Whilst the Workplace Learning Procedures don’t prohibit placements with family members, they are not recommended if the student would be supervised by a direct family member. This is so the student can gain a real experience of being in a workplace environment. It may be possible that accommodations can be made whereby the student is supervised by a non-family member or works in a different department. The suitability of this scenario can be determined by the school.
The Workplace Learning Agreement Form is completed in the following order:
Students who have part-time or casual jobs are most likely not working in the area of their career interest. Work experience provides opportunities for students to learn about different careers and gain valuable experience in the workplace. Work experience also provides opportunities for students to develop important contacts with employers that may be useful throughout their career development journey.
Developing and implementing a career education plan requires a shared understanding of terminology. Below is a selection of career-related terms that are commonly used, as defined in the Career Industry Council of Australia’s (CICA) Professional Standards for Career Development Practitioners. These definitions are consistent with the Preparing Secondary Students for Work framework.
Career Development
The lifelong process of managing learning, work, leisure and transitions in order to move towards a personally determined and evolving future. Career development may be defined as the complex process of managing life, learning, and work over the lifespan.
Career Development Services
A wide range of programs and services provided in many different jurisdictions and delivery settings. Their objective is to assist individuals to gain the knowledge, skills, attitudes and behaviours to manage their life, learning and work in self-directed ways.
Career Development Practitioner
An umbrella term that refers to any direct service provider in the career development field. Any direct service provider who plays a part in facilitating learning that fosters career development.
Career Education
The development of knowledge, skills and attitudes through a planned program of learning experiences in education and training settings which will assist students to make informed decisions about their study and/or work options and enable effective participation in working life.
Careers Adviser
Careers advisers provide a service that facilitates career decision-making. In addition they provide timely and authoritative advice and information to students, colleagues and parents for use in school programs.
Career Counselling
An individual or group process which emphasises self-awareness and understanding, and facilitates people to develop a satisfying and meaningful life/work direction as a basis to guide learning, work and transition decisions, as well as manage responses to changing work and learning environments over the lifespan.
Career Guidance
Services intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers. A range of interventions including career education and counselling, that help people to move from a general understanding of life and work to a specific understanding of the realistic learning and work options that are open to them.
Career Information
Information (print, electronic, personal contacts and other resources) that assists the process of career development. Career information includes occupational and industry information, education and training information and social information related to the world of work.
