BSBSUS501 Develop Workplace Policy and Procedures for Sustainability Learner Guide | Diploma Courses Assignment

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BSB60215 Advanced Diploma of Business
ALTEC College
BSBSUS501 Develop Workplace Policy and Procedures for Sustainability
LEARNER’S GUIDE
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1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB60215 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

• Provide you with information on delivery schedule and plan of this unit
• Ensure the you understand how students will be assessed in this unit
• Provide information on assessment methods, strategies, and evidence requirements
• Provide information on learning activities and assessment tasks
• List resources which may assist in student learning and assessment tasks

This unit also incorporates Foundation Skills that are embedded within the competency elements.

2. Unit Overview

This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.

It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

• Develop workplace sustainability policy
• Communicate workplace sustainability policy
• Implement workplace sustainability policy
• Review workplace sustainability policy implementation

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit has a NO prerequisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the

Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB60215 Advanced Diploma of Business.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Advanced Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Advanced Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

• Analyse information to complete a range of activities
• Interpret and transmit solutions to unpredictable and sometimes complex problems
• Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Performance Evidence

Evidence of the ability to:

• Scope and develop organisational policies and procedures that comply with legislative requirements and support the organisation’s sustainability goals covering at a minimum: o Minimising resource use o Resource efficiency o Reducing toxic material and hazardous chemical use o Employing life cycle management approaches
  • Continuous improvement

• Plan and implement sustainability policy and procedures including: o Agreed outcomes o Performance indicators o Activities to be undertaken o Assigned responsibilities
  • Record keeping, review and improvement processes

• Consult and communicate with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement
• Review and improve sustainability policies.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

• Outline the environmental or sustainability legislation, regulations and codes of practice applicable to the organisation identify internal and external sources of information and explain how they can be used to plan and develop the organisation’s sustainability policy
• Explain policy development processes and practices
• Outline organisational systems and procedures that relate to sustainability
• Outline typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

4. Delivery Plan

Delivery is in the form of instructor‐led, classroom‐based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom‐based activities, tasks, lectures and structured lessons. Strategies for classroom‐based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class‐room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class‐room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real‐life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

• Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in‐class activities and tasks are planned
• On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
• This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
• The learners have the responsibility to maintain the required attendance and participate in all the inclass activities and assessment/project tasks to be able to develop the required skills and knowledge.
• The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
• On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit include;

Suggested Learner Resources

Robertson M., 2014, Sustainability Principles and Practice, Routledge

Goldie J., Douglas B., and Furnass B., 2004, In Search of Sustainability, CSIRO Publishing

Thiele L. P., 2013, Sustainability, Polity

Online Resources

Sustainability Victoria:

http://www.sustainability.vic.gov.au/

Sustainable Policy Template:

http://meetgreen.com/free‐info/sustainability‐policy‐template/

Australia.gov:

http://australia.gov.au/topics/environment‐and‐natural‐resources/environmental‐sustainability

A Guide to Developing a Sustainability Strategy and Action Plan:

http://rpd‐mohesr.com/uploads/custompages/Guide_to_sus_strategy.pdf

Relevant Legislations

Environment Protection (Prescribed Waste) Regulations 1998 (Vic)

Environment Protection & Biodiversity Conservation Act 1999 (Comm)

Clean Energy Act 2011 (Comm)

Clean Energy Regulations 2011 (Comm)

Energy Efficiency Opportunities Act 2006 (Comm)

Energy Efficiency Opportunities Regulations 2006 (Comm)

Environment Protection Act 1970 (Vic)

National Greenhouse and Energy Reporting Act 2007 (Comm)

National Greenhouse and Energy Reporting Regulations 2008 (Comm)

National Greenhouse and Energy Reporting (Measurement) Determination 2008 (Comm)

Water Act 1989 (Vic)

Water (Resource Management) Amendment Regulations 2012 (Vic)

Misc. Videos and Online Channels

Referencing Guide

Harvard Referencing Generator:

http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing‐generator/harvard

5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

• To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
• To provide feedback to the learners/trainees indicating the areas of improvement and professional development
• To measure the effectiveness of the delivery plan and evaluate the learning outcomes

The required assessment criteria are provided in each assessment task for learner’s information.

Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

• Written Assessment Tasks
• Practical/Analytical Tasks
• Test/Examinations
• Projects
• Observation
• Integrated Assessment

The WrittenAssessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in‐class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

• Workplace Verification through RPL application
• Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6. Assessment Tasks

Assessment Task 1:

Description:

Tata Steel is the second largest steel producer in Europe and has its main steelmaking plants in the UK and Holland. It supplies steel and related services to major industries, such as construction, vehicle production and packaging.

Tata Steel is committed to tackling the challenges of sustainability. This means that it takes its responsibility towards both the environment and its communities seriously, balancing these against the need to make a profit. It has put systems in place to meet international standards for environmental management such as ISO14001.

This case study shows how Tata Steel can tackle the relevant sustainability challenges and in particular satisfy all its relevant stakeholders. Analyse the given case study in your own words and answers the following questions;

1. Explain how Tata Steel’s approaches to CSR and its priorities that help the company make ethical and sustainable decisions
2. Based on this case, explain how sustainable practice can help a business to compete
3. Analyse why LCA is a more accurate type of analysis than just looking at the carbon footprint of the ‘usephase’ of a material
4. Evaluate the contribution of Tata Steel to sustainable and ethical business practices

You may research company’s website and collect more data about the relevant, and updated, sustainability principles, policies and practices of the company.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

• Responses to the case study shows case comprehension and an understanding of sustainability principles and practices
• Answers are within the context of the given case and drawn from the given case contents and the

organisation (e.g. website)

• Described how the sustainability policy helps the company achieve its legislative and ethical responsibilities
• Outlined key priorities that underpin company’s vision with regards to climate change
• Analysed the Life cycle assessment process through examples
• Analysed the automotive industry case study given by the company to underpin the use of LCA an accurate type of analysis
• Explained the concept of sustainability as a competitive advantage through the analysis of the packaging industry as used in the case
• Described how ethical and sustainable approaches help the company to leverage its position and encourage sustainable decisions in others
• Summarised company’s commitment to sustainable and environmental practices
• Explained how company’s ethical principles and core values help it tackle the challenges of sustainability
• The case analysis is structured and integrates a number of external sources and analyses with the case study
• Cited external sources using an appropriate referencing system

Submission Guidelines

This task must be prepared and submitted in a word‐processed layout. However, neatly handwritten documents can be accepted for this task.

Submit:

• Completed case study analysis

This assessment task must be completed in a designated session in presence of a trainer/assessor.

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Assessment Task 2:

Description:

A Sustainability Policy is a ‘Statement of Intent’ that can be used to communicate to staff and customers a commitment to improving environmental and social sustainability over time (Tourism Queensland, 2013).

In this assessment task, you will be required to review and analyse a sample sustainability policy. One of the sample policies used is of Fujitsu Australia, a leading service provider of business, information technology and communications solutions; and the third largest ICT Company in the Australian and New Zealand marketplace. Your trainer/assessor may also provide you with other/different policy documents for analysis.

Analyse the given policy based on;

• Purpose and scope of the policy
• Key stakeholders identified in the policy document
• Relevant legislations and standards covered in the policy document
• Sustainability goals and expected outcomes
• Mechanisms for realising sustainability goals including roles of key stakeholders
• Factors that drive company’s sustainability strategy
• Link to other policies

Note, an analysis is NOT a summary of contents. An analysis typically implies a breakdown of texts/contents into parts or ideas; and examining the details and structure of these texts/contents. Simply summarising the same contents will not be considered an analysis. You will be required to explain the above policy components from your own point of view.

You may also have to research company’s website or review theoretical concepts through online research to gather more information for your analysis and support your viewpoint.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

• Used an appropriate policy document for the task
• Analysis is developed through own view points of key policy aspects
• Identified key points and issues from the policy
• Described how the company develops and implements the policy through various methods
• Analysed how various stakeholders contribute towards implementation of the policy
• Analysed how the company is able to realise its sustainability goals through policy implementation
• Gathered and used the required details from given document, company’s website, and other sources to support own viewpoints
• Analysis is focussed on key aspects of the policy, succinct, and supported by analytical evaluations (not descriptive)
• The analysis is structured and integrates a number of external sources and analyses with the case study
• Cited external sources using an appropriate referencing system

Submission Guidelines

This task must be prepared and submitted in a word‐processed layout. However, neatly handwritten documents can be accepted for this task.

Submit:

• Completed policy analysis document

This assessment task must be completed in a designated session in presence of a trainer/assessor.

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Assessment Task 3:

Description:

Writing a sustainability policy requires a clear and through understanding of business activities, environmental impact of business activities, requirements of respective laws and standards, and sustainability outcomes of an organisation. Sustainability goals are an integral part of an organisation’s strategic and business plans.

In this assessment task, you will be required to develop (write) and present a Sustainability Policy for an organisation your choice. Organisation can be your past or present organisation. Alternatively, you may use any organisation with a likely/expected environmental footprint. In today’s technology‐enhanced business environment, sustainability issues impact almost every organisation.

UTMOST care should be taken to avoid plagiarism – especially in lifting and using policy contents or documents from the internet.

Based on your selected organisational profile, develop;

• A brief summary of the organisation and its business activities
• Why sustainability is important for the organisation
• Specific business area/function where sustainable practices are critical
• Key sustainability principles and/or philosophy
• Policy goals and objectives
• Scope of the policy
• Key stakeholders and their roles and responsibilities
• Relevant laws and standards, including equal employment opportunity, equity and diversity principles and OHS implications of policy being developed
• Industry best practice (e.g. examples of what other similar organisations are doing in this area – at least two such organisations)
• Expected outcomes
• Methods for implementation (your recommendations)

You may use examples of policy document structures from the sample documents provided. All external sources must be cited using an appropriate referencing system.

Presentation:

When developed, present the policy to the class audience, assuming the class audience as organisational stakeholders. For the purpose of simulation, your trainer/assessor will play the role of your manager/supervisor and also provide feedback on you policy contents from strategic point of view.

Presentation time: 10 minutes

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

• Selected and used an appropriate organisational profile/example for this task
• Outlined key business activities and their likely impact (ecological footprint) on the environment
• Sustainability principles and approaches are consistent with industry best practices and relevant laws and standards
• Policy scope defines specific business areas for sustainability initiatives, including environmental, economic and social aspects (as applicable based on the organisation type)
• The policy document is appropriate structured and presented as a formal business document
• Policy layout and contents are consistent and cover all the required policy areas
• Reference to relevant laws, standards, guidelines and approaches reflect the planned/anticipated sustainability initiatives and approaches
• Policy purpose and goals are clearly set out and reflect their relationship to company’s overall strategic priorities
• Key stakeholders are identified and their roles and responsibilities are outlined in relation to implementation and management of the policy
• Policy statement is consistent with overall sustainability goals and provides a cohesive framework for managing sustainability with the organisation
• Methods for implementation are outlined as policy options based on likely effectiveness, timeframes and cost
• Relevant laws and standards are identified and listed with appropriate links and/or references
• Policy measures are enhanced by the use of industry best practices and/or benchmarks with at least two examples
• Presentation was structured, concise and aimed at promoting the policy to the stakeholders
• Presentation covered information relevant to the stakeholders including outcomes expected, activities to be undertaken and responsibilities assigned
• Maintained positive body language, audience contact and interest
• Answered audience questions and gathered feedback

Assessment Task 4:

In this team project, your team (maximum 4 members) will be required to develop implementation strategies for the policy document development in Assessment Task3. Essentially, you will focus on implementing the sustainability initiatives (policy) with a view to achieve stated sustainability goals.

Team should be formed at the beginning of the term and delegate project tasks to members based on their assigned role and responsibilities.

Strategies may include (but are not limited to);

• Promotional activities
• Raising awareness among stakeholders
• Training staff in sustainability principles and techniques

Assume that your team has been given the responsibility to implement and promote the Sustainability Policy across the organisation. As your team will have access of all the policy documents developed by team members in the previous task, only ONE of the policy must be selected for this task.

Develop a comprehensive document the covers;

1. Purpose
2. Strategies for minimising resource use
3. Strategies for reducing toxic material and hazardous chemical use
4. Benefits of employing life cycle management approaches
5. Communication plan for involving all stakeholders in the implementation process
6. Procedures for implementing policy initiatives (a brief procedure for each policy initiative)
7. Measures or benchmark indicators to identify the outcomes achieved (e.g. how will we know if a particular goal has been achieved)
8. Key responsibilities
9. Processes to collect and analyse feedback once the policy has been implemented
10. Plan for continuous improvement using Deming’s PDCA cycle

You team will be expected to undertake the project work during assigned project time in training sessions. Teams will be expected to delegate roles, responsibilities, and tasks; and maintain team communication throughout.

In additional the above, teams will need to provide a team statement highlighting roles and responsibilities of team members, and a summary of contribution from each member.

The suggested strategies should be enhanced by the use of charts (e.g. likely resource consumption), flowcharts, and graphs as needed.

The final document should be word processed and structured as a formal business document reflecting a reallife approach.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Note to Assessors: Equal contribution from team members must be ensure to maintain equity and fairness in marking/grading. Groups should be encouraged to set rules on non‐attendance and under‐performing members and report any problems to the assessor at the earliest.

• Formed a team and delegated the required roles, responsibilities, and tasks
• Maintained effective team communication and participated in in‐class project work when assigned
• Team statement demonstrates cohesive and collaborative team culture; and an effective organisation of work
• Developed strategies for addressing a range of sustainability and environment issues relevant to business activities
• Life Cycle approach is highlighted with articulation of the concept supported by examples
• Described how life cycle management approach provides a more sustainable outcome as opposed to analysis of a use‐phase
• Key stakeholders are identified and their roles and responsibilities are outlined in relation to implementation and management of the policy
• Communication plan outlines a range of communication methods to engage the key stakeholders across the organisation
• Developed procedures for implementing sustainability initiatives
• Procedures provide an appropriate mechanism for implementing policy initiatives
• Individual procedures are developed for each policy measure
• Policy outcomes are evaluated against set measures or benchmarks consistent with industry best practices
• Policy implementation measures are developed with a continuous improvement focus and provide a cohesive approach towards achieving sustainability goals
• Feedback mechanisms and a plan to use the feedback data is developed with a view to monitor and continuously improve the process
• Plan for continuous monitoring and improvement of policy measures is developed using Deming’s PDCA model
• The continuous improvement process, and use of feedback back data is outlined through the PDCA model
• Used a range of visual data including charts and graphs to emphasise key details/data
• The document is appropriately structured and prepared using a Word processing or any other suitable software
• Documentation includes profiles of team members and their specific contribution to the project
• Team statement describes key team processes including team meetings
• Project tasks were identified and delegated to team members with specific responsibilities

Submission Guidelines

This task must be prepared and submitted in a word‐processed layout. Handwritten documents cannot be accepted for this task

Submit:

• A hard copy of the policy document with appropriate assessment cover sheet
• Copies of presentation slides
• Copies of presentation notes of any reference materials used

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

7. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

• Language, literacy and numeracy (LLN)
• Assistive technology
• Additional materials or tutorials
• Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

• Personal support services, e.g. a reader, Auslan interpreter, a scribe
• assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
• modifying the presentation method, e.g. visual, oral, print, electronic
• adjustments to timeframes, e.g. providing materials prior to class, extended time limits
• adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

• Formal training (conducted by industry or educational institutions in Australia or overseas)
• Work experience
• Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement; and/or
2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

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