Hello & Welcome!
Hello Learner!
It is with great pleasure that, on behalf of the Learning Coach team, we welcome you to Learning Coach College. Learning Coach will make all efforts to provide its assessment services in a spirit of cooperation, mutual respect, and long-term sustainability.
We are providing this playbook to help you understand how our organization operates and to maximize your experience during the qualification process. This booklet addresses any questions you may have about working with us.
As you embark on a qualification quest through an accelerated program or recognition of prior learning, please take the time to read this guide in its entirety.
If you still have questions after reading this, please feel free to reach out to our friendly team or your dedicated Skills Trainer and or Assessor.
Skills Trainers and Assessors are responsible for keeping all learners and clients informed about any changes to legislation or Learning Coach College policies and procedures.
Any changes that might affect your studies or learning environment will be communicated via email to all currently enrolled learners and clients. Please ensure that Learning Coach College is informed of any changes to your email address by completing the Change of Address Notification Form (Appendix D).
All team members are here to assist you in learning as quickly as possible, and we encourage you to talk to us anytime if you have any concerns.
We hope that your time with Learning Coach is enjoyable and that the skills you acquire here will be valuable in your chosen career.Warmest regards
Danielle Duncan
Chief Executive Officer
Learnivation trading as Learning Coach College
About Learning Coach College
Learning Coach College, a Registered Training Organisation (RTO 45570), is an independent business that offers educational coaching experiences. We help individuals formalise their existing skills and knowledge through the attainment of Nationally Recognised qualifications, utilizing accelerated learning and Recognition of Prior Learning (RPL) processes.
Learning Coach RTO 45570 provides high-quality vocational assessments for individuals, enterprises, and community organisations.
Our team includes a Director and an Operational Chief, both of whom are experienced educational coaches and qualified assessors.
A full list of our Accredited Vocational Programs can be found at: https://training.gov.au/Organisation/Details/45570.
In Australia, only Registered Training Organisations can issue nationally recognised qualifications. Our RTO provider code is 45570.
Campus Locations Our campus locations include:
- Noosaville, QLD
- Virtual
Our qualifications and their units of competency are assessed by appropriately qualified and experienced trainers and through Recognition of Prior Learning (RPL).
Contact Us
Should you have any questions or wish to speak to a member of our team for further information, please do not hesitate to contact us.
hello@learningcoach.au
7/10 Thomas St, Noosaville, QLD 4566
(07) 3053 3167
Learningcoach.au
Learner Playbook
For recognition of prior (RPL) purposes, a Learner may also be known as a ‘Client’ of Learning Coach.
Our Learner Policies, Procedures and Support Processes
Complaints and Appeals Policy - click to view. 6
Induction and Code of Conduct 7
Rights and Responsibilities of Client/Learners and Staff 12
Recognition of Prior Learning (RPL) 16
Access to Client/Learner Training Records 17
Training and Assessment Methods and Pathways 18
Assessment Resubmission Procedure 19
Competency-Based Assessment 21
Achieving Qualification Results 23
Language, Literacy and Numeracy (LLN) 24
Alcohol and Other Drugs (AOD) 27
Harassment and Discrimination 28
Client/Learner Support, Welfare and Guidance 30
National Vocational Education and Training Regulator Act 2011 30
Client/Learners with special needs 31
Victimisation, Bullying & Harassment 31
APPENDIX A – Appeal Against Assessment Decision Form 35
APPENDIX B – Incident Report Form 35
APPENDIX C – Complaints Form 35
Introduction
A successful business is one that has effective policies, procedures, processes and guidelines for operation. To lead by example, please find below a summary of our business policies, procedures and forms that may assist you during your journey of learning with us. To support the inclusions in this guide, hyperlinks have been provided in this document to the latest versions of our learner/client policies. Simply click on the links and you will be taken to the latest version of each policy.
Accidents
All accidents must be recorded on the Incident Report Form (see Appendix B), which must be signed by the Chief Executive Officer or their nominated representative. Any action taken must be recorded. Follow-up will be completed the following day to ensure the learner/client’s well-being.
Change of enrolment details
It is your responsibility to notify us of any change of name, address or employment which occurs during the term of your studies with us. Please use the Change of Address Notification (Appendix D) to do this.
At the conclusion of your Program, Learning Coach will send a Certificate/Statement of Attainment to the most recent address recorded in the records management system. It is, therefore, imperative that you keep us informed of any changes to your personal details.
Complaints and Appeals Policy - click to view.
Course Withdrawals
If a learner/client desires to withdraw from a qualification or its units of competency prior to completion of the normal expected assessment period offered by us, notice must be given in writing, using Learning Coach’s course Withdrawal Form (Appendix F).
As a general rule, no refund will be payable after the course has commenced, however, exceptions will be considered on a case-by-case basis. See refund policy.
The learner/client will be issued with a nationally recognised Statement of Attainment for any units in which the learner/client has been assessed as competent as recognition of completion of those units of study.
Induction and Code of Conduct
On or prior to the first day all new learners/clients are requested to read through this booklet which is our formal induction into our code of conduct. Depending on the RPL program you enrol in, we may also offer an additional online induction to support you in understanding the online RPL upload process.
For learners/clients attending a campus for the first time a verbal induction will also be issued covering the following information:
- Floor Plan Orientation (toilets, fire exits, kitchen, Legislation folder etc.)
- Overview of the Evacuation procedure conducted
Plagiarism and Cheating
Collusion, plagiarism or cheating in RPL evidence such as within competency conversations or observations will not be tolerated.
Assessors will advise all learners/clients of the many different ways to avoid plagiarism. Clients who are proven to be involved in such activities will not be permitted to continue their course. Plagiarism and Cheating fall under the category of Academic Misconduct.
Academic Misconduct
If it has been determined that dishonest behaviour has occurred, Learning Coach’s CEO will notify you by email. With the email will include the steps that will be taken to deal with the behaviour.
Dishonest behaviour includes:
- Deliberate copying or attempting to copy the work of other learners/clients.
- Using or attempting to use information is prohibited from use in that sort of assessment.
- Submitting the work of another learner/client as their own work.
- Plagiarism (i.e. taking and using as their own, the thoughts and writings of another with the intent to claim the work as their own)
- Consulting with peers throughout formal assessments.
Two verbal warnings will be given before cancelling the assessment marking assessment NYC. Client/Learners involved in any of the above will be set for a new assessment and will be counselled by the Chief Executive Officer.
Further occurrence of academic misconduct will be recorded on the learner/client’s file and suspension/ dismissal will be at the discretion of the Chief Executive Officer.
Discipline
Learning Coach will make all attempts to provide it's assessment services in a spirit of cooperation and mutual respect. There are times however when disciplinary action must be taken to ensure the safety and well-being of all learners/clients and staff.
Examples of when disciplinary action may be required to be taken include when a learner/client:
- brings onto, or consumes on the premises, any drug of addiction or dependence (except drugs prescribed by a qualified medical practitioner)
- brings onto or consumes on the premises any alcohol
- exhibits any form of behaviour that is adversely affected by the influence of drugs or alcohol
- damages or removes any property or resource belonging to Learning Coach or any assessment venue hired by Learning Coach assaults (physically or verbally) any person or persons on the premises or any assessment venue hired by Learning Coach
- fails to comply with any instructions given by a member of the staff relating to the safety of any person or persons on the premises
- exhibits any form of conduct whilst on the premises that are considered to be aggressive, disorderly, disruptive, harassing or interferes with the comfort, safety or convenience of any person who is acting lawfully and entitled to be present
- enters any part of Learning Coach premises or any other place to which learner/clients have access for the purpose of tuition, when not entitled to do so, or having entered, refuses to leave said premises
When disciplinary action is taken, the Chief Executive Officer will notify the learner/client of the reason for the action:
- A verbal warning will be given to the learner/client and documented on the individual’s file
- Where the behaviour continues after the verbal warning, the Chief Executive Officer will counsel the learner/client and a written warning will be provided to the learner/client. A copy of this warning will be noted and kept on the individual’s file
- In the event that the behaviour continues beyond the written warning, the learner/client will be removed from the RPL program. Notification of removal will be made in writing and a noted copy will be placed on the learner/client’s individual file
If a learner/client wishes to express a complaint in relation to the disciplinary action taken, they have the opportunity to follow the Learning Coach complaints procedure see appendix.
Learning Coach expects that staff will maintain a professional and ethical working relationship with all other staff, management and learner/clients. Any breach of our disciplinary standards will be discussed with the Trainer and the Chief Executive Officer and the appropriate action will be taken.
Dress Code
Dress requirements for those attending a campus are neat casual attire. Please note that for health and safety reasons, only closed shoes are permitted in our campus.
Behaviour on Campus
Every learner/client is expected to reflect the ideals and code of behaviour of Learning Coach in their dealings with fellow learners/clients, members of staff and the general public. Client/Learners are expected to adhere to the rules and to cooperate in the effective running of Learning Coach.
Learning Coach strives to achieve the following "basic principles" of interpersonal behaviour:
- to be focused on the situation, issue or behaviour, not on the person
- to assist in maintaining the self-confidence and self-esteem of others
- to maintain constructive relationships with all staff and fellow learner/clients
- to take the initiative to assist in making things better
- to always lead by example
- to always respect the property of Learning Coach, staff and fellow learner/clients
- to refrain from using inappropriate language with the understanding that to do so will not be tolerated
- to always turn off Mobile phones during meetings
- to refrain from consuming food or drinks in non-designated areas at Learning Coach encourage the use of water bottles in meeting rooms
Every staff member and learner/client should hold every other staff member and fellow learner/client responsible for living up to these principles at all times.
First Aid
In the event of a learner/client requiring First Aid, a trainer or staff member will administer First Aid and the learner/client must complete the Incident Form (Appendix B). Should medication be required, learners/clients will be referred to a medical assistant and if necessary will be accompanied by a staff member. In the case of an emergency, staff will call an ambulance and stay with the learner/client until it arrives.
Smoking
Learning Coach premises (including meeting rooms, toilets, and general office areas) are smoke-free zones. If learners/clients wish to smoke, they should do so outside the buildings in designated smoking areas.
Theft
As the premises of Learning Coach are open to the public, learners/clients are advised not to leave their valuables unsupervised. Learning Coach cannot be held responsible for anything that may be stolen from its premises.
The VET Quality Framework
The course in which you are enrolled may result in your achieving a nationally accredited qualification. If you complete all requirements of the course you may be awarded a Certificate. If you exit prior to completing all requirements, you will be awarded a Statement of Attainment for units successfully completed prior to exiting.
The course requirements are outlined in the VET Quality Framework and the Australian Qualification Framework (AQF). Australian Skills Quality Authority (ASQA) audits Learning Coach RTO 45570 to ensure compliance against these frameworks.
The National VET Regulations is a quality training system and is a key driver of Australia’s economic and social growth. It is a national training system that provides the basis for high-quality, industry-developed and nationally recognised training.
As an RTO, Learning Coach adheres to this system and does all within its power to remain compliant. From time to time learners/clients are surveyed and their cooperation will assist this organisation in remaining compliant.
All learners/clients are invited to provide feedback on the assessment and or learning experience through this form (Appendix G). Client/Learners will also be invited to provide feedback through both the VetAmIss survey and our additional client experience Qualification/Unit Evaluation Survey Forms (an example of a type of survey provided on Appendix H).
These surveys are conducted to enable Learning Coach to identify opportunities for improvement not only toassessment but also to services provided.
Rights and Responsibilities of Client/Learners and Staff
Learners' Rights
Learning Coach recognises that learners/clients have the right to:
- expect Learning Coach to provide assessments of a high quality that recognises and appreciate their individual learning styles and needs
- have access to all Learning Coach’s services regardless of educational background, gender, marital status, sexual preference, race, colour, pregnancy, national origin, ethnic or socio-economic background, physical or intellectual impairment, and religious or political affiliation,
- have their prior learning, acquired competencies, and experience appropriately recognised in determining their requirements for assessment
- be advised of the learning outcomes and prescribed assessment tasks for the assessment program of their choice prior to its commencement
- appeal for a review of the results of an assessment
- expect to achieve the published learning outcomes from their assessment program, if they, in turn, devote the necessary time and diligence to it
- learn from fully qualified, competent and diligent Trainers who observe their responsibility to address learners/clients' learning needs, assist them in achieving the course outcomes, and assess their learners/clients' work fairly
- learn in an appropriately appointed, safe and clean learning environment, free of all forms of harassment and discrimination
- be treated with dignity and fairness,
- expect that Learning Coach Learning Coach will be ethical and open in their dealings, their communications and their advertising
- expect that Learning Coach will observe their duty of care to them
- efficient handling of administrative matters and in the processing of fees, concessions, refunds etc.
- privacy and confidentiality, and secure storage of learner/client records in accordance with the organisation’s policies to the extent permitted by law
Learners' Responsibilities
Client/Learners are responsible for:
- understanding and accepting the enrolment conditions for the courses they undertake
- providing accurate information about themselves at time of enrolment, and to advise Learning Coach of any changes to their address or phone numbers within 7 days
- paying of all fees and charges associated with their RPL program
- recognising the rights of staff and other learner/clients to be treated with dignity and fairness, and behaving in an appropriate and acceptable manner towards them
- regular and punctual attendance
- ensuring they attend meetings sober and drug-free, and smoke only in open areas away from other people
- the security of their personal possessions while attending a course
- promptly report all incidents of harassment or injury to the Learning Coach administration office
- respecting Learning Coach property and observing policy guidelines and instructions for the use of equipment
- seeking clarification of their rights and responsibilities when in doubt
- abstaining from bullying, harassing, and any other unlawful activity or behaviour whilst on Learning Coach’s property or engaged in a Learning Coach controlled or sponsored activity
- abstaining from acts of self-harm
RTO Responsibilities
Learning Coach is responsible for:
- The quality of the assessment conducted by any person engaged by us
- The issuance of the AQF certification documentation. Once deemed competent, a certificate will be posted to you at the address appearing on the enrolment form. Consequently, it is essential you keep us updated on any changes to your personal details
Staff Responsibilities
All Business Assessors engaged by Learning Coach must ensure that:
- the qualifications they hold are current and relevant to the modules which they teach
- any information passed on to learner/clients is accurate
- any advice given is consistent with the National Code and Learning Coach’s own Code of Practice
- Competency or observations are held as scheduled in the beginning between you and your Assessor and any changes are to be notified by either party 7 days prior to the session unless special circumstances arise.
- no changes in room allocation (where held on campus) are made outside those authorised by authorised personnel.
Learning Coach abides by the Standards for RTOs 2015 in relation to all assessment activities. Accordingly, Learning Coach requires all Assessment staff to hold as a minimum, the following combination of:
- TAESS00011 Assessor Skill Set or its successor or
- TAESS00001 Assessor Skill Set, plus one of the following:
- TAEASS502 Design and Develop Assessment Tools, or
- TAEASS502A Design and Develop Assessment Tools, or
- TAEASS502B Design and Develop Assessment Tools. or
- TAE40116 Certificate IV in Training and Assessment or its successor or
- TAE40110 Certificate IV in Training and Assessment plus the following units:
- TAELLN411 (or its successor) or TAELLN401A
- TAEASS502 (or its successor) or TAEASS502A or TAEASS502B or
- a diploma or higher level qualification in adult education.
Plus
- Sound, recent industry experience in our vocational areas of business and leadership
- Familiarity with the principles and practices of Competency-Based Training, The Standards for RTOs 2015 and Recognition of Prior learning and
- Familiarity with Equal Employment Opportunity and Occupational Health and Safety principles
- Where an opportunity arises to assess people under the age of 18 a current certificate authorising the staff member to work with children and young people would be required.
Sustainability
Learning Coach is committed to ensuring that our actions and philosophies are environmentally sound, economically viable and socially equitable.
Client/Learner Records
As a learner/client, you should be aware that our Assessors are required to:
- supply in a timely manner accurate records of learners/client’s academic performance for each unit of the course which the Trainer delivers and/or assesses
- Learning Coach has in place a policy and procedure for the collection, storage and protection of all the assessment records of individual learners/clients, to meet assessment activity requirements
- Assessment Results are recorded within thirty days from the date of assessment and learner/client may request an update on progress at any time following this period.
Each individual learner/client is assigned a personal file for the storage of assessment records.
Clients/Learners assessment documentation is stored in accordance with all relevant Privacy legislation, in a secure manner (individual files in locked cabinets; electronic files with access by password only).
All Assessors involved in the assessment program are informed of their responsibilities under this policy. Requests for access to information must be in writing and the decision to release the information will remain the decision of Learning Coach
Training and Assessment
Recognition of Prior Learning (RPL)
Recognition of Prior Learning is a term that covers Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and Skills Recognition. The term “recognition processes” refers to assessment processes that enable recognition of competencies currently held, regardless of how, when or where the learning occurred. Under the VET Quality Framework, competencies may be attained in a number of ways including any combination of formal or informal training and education, work experience or general life experience.
RPL is Learning Coach's primary method of providing Nationally Recognised Qualifications.
Recognising Existing Knowledge, Skills and Experience
At Learning Coach, we consider any existing skills and knowledge you may have gained through previous studies, work, and/or life experiences. This is called Recognition of Prior Learning (RPL).
You may be considered for RPL if you have:
• undertaken similar study in another course, either in Australia or overseas; and/or
• relevant workplace, community, or life experiences.
RPL is demonstrated through evidence of previous study and/or experience. To apply for RPL, you will need to provide evidence of previous study or experience such as academic transcripts, certificates, workplace documents and references.
To commence the RPL process, please contact our team to assist with the next step of completing an RPL Expression of Interest form.
Where evidence of previous study and/or work experience cannot be accessed to support a submission for Recognition of Prior Learning, you will be given a personalised strategy that provides training and or assessment solutions to meet the gaps identified.
In order to grant recognition of prior learning/current competency, the assessor must be confident that the client is currently competent against the endorsed industry or enterprise competency standards of Training Packages or competency outcomes specified in Australian Qualification Framework (AQF) accredited courses. The evidence may take a variety of forms and could include certification, references from past employers, testimonials from clients and work samples. The assessor must ensure that the evidence is authentic, valid, reliable, current and sufficient.
Knowledge and skills can be acquired in a variety of ways:
- Through a formal learning process, such as attending school or completing a short course,
- Through work experience, such as being taught on the job how to do something
- Life experience or personal experience, such as a hobby or experience at home.
There are no limits on where or how the skills have been acquired. For further information on our RPL processes, please refer to your RPL kits and or visit: https://www.Learning Coach.edu.au/recognition-of-prior-learning/
Access to Client/Learner Assessment Records
Access to individual learner/client assessment records must meet Commonwealth and State Privacy legislation and will be limited to:
- individuals wishing to access their own personal records
- individuals authorising releases of specific information to third parties in writing
- Learning Coach staff who require this information as part of their job role
- officers from ASQA or their representatives for activities required under the Standards for Registered Training organisations
- legal requirements (e.g. subpoena/search warrants/social service benefits/evidence act)
- Client/Learners wishing to check progress towards completion are welcome to request this information. It is the organisation’s policy to attend to such requests within three working days. If for any reason this is not possible, you will be notified and advised of the date when the information will be available.
Academic Progress
It is expected that a learner/client should demonstrate continuing progress, eventually achieving competency in all units undertaken. (See notes re competency based assessment).
Learners/clients are expected to participate actively fulfil all RPL program requirements. If learner/clients are unable to achieve competency at the first assessment in a unit, Assessors will work with learner/clients to identify areas where evidence has not been provided and outline ways that any gaps could be filled including the referral to gap training opportunities. Two attempts are provided for learner/client to submit RPL evidence. Additional attempts are allowed within 180 days of the second submission coming back Not Yet Competent. Should a client/ learner choose to submit past the second attempt a resubmission fee of $50, for each unit or unit cluster may be charged.
Training and Assessment Methods and Pathways
Learning Coach has been approved by ASQA to deliver the qualifications listed on the national website. If you visit www.training.gov.au and enter Learning Coach’s name in the left search window, you will be able to see just what those qualifications are.
Assessments should provide an opportunity for learners/clients to be informed of the context and purpose of the assessment and the assessment process. This will include but will not be limited to information regarding assessment methods and alternative assessment methods including reasonable adjustment if required to accommodate special needs or circumstances.
Clients/Learners are advised that there are a number of pathways to qualifications and Learning Coach provides you with the opportunity to gain recognition prior to learning. This may be through providing evidence of:
- a formal learning process, such as the course in which you have completed and the learning experiences, skills and knowledge you have gained from it
- work experience, such as being taught on the job how to do something or though
- life experience or personal experience, such as a hobby or experience at home
Clients/Learners should be aware of the assessment criteria used by the Assessors at Learning Coach. Assessment evidence whereby you are submitting evidence, that you have written in the form of things like a business report, or any other writing you provide, is validated to ensure you have adequately:
- Referenced
Any quotation or content that has been obtained from published sources must be referenced. This must be done at the end of a quotation and extended in the bibliography.
3. Used Accurate Spelling, Grammar and Punctuation
Accurate spelling, grammar and punctuation will ensure the trainer can correctly interpret what is written. Client/Learners should use the tools available (dictionary, thesaurus, spell-check on computers etc.) and must proofread before handing it in.
All assignments must be the individual’s own work. Assessors are responsible for ensuring that all assessment evidence provided is thoroughly scrutinised. Any irregularities will be reported to the Chief Executive Officer and dealt with accordingly. Client/Learners should keep a copy of their assessments.
Format
- Cover sheet
- Use one side of the page only
- Assignments to be word-processed*
- Double spacing to be used
- Use correct format, i.e. essay or report format, appropriate headings
- Bibliography
*NB: exception allowed where learners/clients are unable to access appropriate equipment. Handwritten assignments must be neat and legible.
As part of our RPL process we suggest that the key evidence you provide is;
Work-based Evidence
Submitting examples of work you have completed in your job or business, you may do so.
Ay evidence you provide will required a completed:
Statement of Authorship
All assessment evidence submitted to a RPL program, are expected to be the learner/client's own work. Learner/clients should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term "sources" includes not only published primary and secondary material but also information and opinions gained directly from other people.
As mentioned above, all information taken from other sources must be clearly referenced and authorship acknowledged.
Any learner/client who, for whatever reason, submits work that is not their own or fails to acknowledge sources, will be contacted by the CEO with a mitigation process.
Assessment Resubmission Procedure
Stage 1: Learner/Client undertakes competency conversation/observation and or submits RPL evidence.
- Learner/Client will be notified within 14 days of undertaking or submitting their performance against criteria and any missing evidence identified.
- If a learner/client does not attend the competency conversation or observation on the day, they should notify their assessor as to why they did not attend, and if due to illness a medical certificate must be produced. If the reason for not attending the session is not an adequate reason practical, an $50 administrative booking fee may be charged for re-sitting the competency conversation or observation*
Stage 2: Client/Learner deemed Not Yet Competent (NYC) in the FIRST evidence submission of the unit.
Client/Learners who are deemed to be Not Yet Competent are to be provided with information identifying the areas in which they failed to achieve competency.
Client/Learners will then have the opportunity to submit further evidence within 28 days of notification.
Stage 3: Client/Learner deemed Not Yet Competent (NYC) in Second evidence submission of the unit.
- If the learner/client is deemed Not Yet Competent in a second resubmission, they will be provided with information identifying the areas in which they failed to achieve competency.
- The learner/client may then request a third or more submission opportunity within 180 days of the second attempt being deemed unsatisfactory. A resubmission fee of $50 may be required to be paid prior to the assessment resubmission, per unit of cluster of units, per submission attempt.
Stage 4: If the client/learner is deemed Not Yet Competent (NYC) in all attempts within the 180-day resubmission period, the learner will be required to re-enrol in any RPL program they were Not Yet Competent (NYC) within post the 180 re-submission period.
Unsatisfactory Submissions
- If the learner/client is still unable to demonstrate competency in the third or fourth resubmission, then the learner/client will be deemed not yet competent.
A suggestive Gap training plan will be provided to the client/learner after the first submission and adjusted at the point of a third or fourth attempt coming in unsatisfactory.
- The learner/client may be liable to pay a fee to be determined by the external training provider or Learning Coach where relevant referred to to cover the cost of gap training and or assessment.
* The decision to charge this fee (or portion of the fee) will be made by the CEO who will consider all aspects of the case prior to making the decision.
Competency-Based Assessment
Competency-Based assessment is concerned with what you as the learner/client will be able to do at the end of any training experience. At Learning Coach, our concern is not so much around how you learnt or what the inputs were to your learning but more so what you can demonstrate now as a result of your learning. Our focus is to collect competency based evidence that you as the learner/client can provide quality evidence that demonstrates achievement of the listed competencies and their underpinning performance criteria, elements and knowledge.
All assessment tools used by Learning Coach within our RPL Programs, are designed to ensure we meet both the rules of assessment and the principles of assessment within each unit of competency being RPL’d to ensure the Learner/Client can demonstrate competency within the relevant areas they are applying for RPL in.
The principles and rules of assessment are outlined in the following tables:
Principles of assessment
Fairness |
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Flexibility |
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Validity |
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Reliability |
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Rules of assessment
Validity |
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Sufficiency |
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Authenticity |
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Credit Transfer Policy
Credit Transfer is available to all learners/clients enrolling in Learning Coach’s courses on scope of registration.
Credit Transfer is credit towards a qualification granted to learner/clients on the basis of outcomes gained by a learner/client through participation in courses or national training package qualifications with another Registered Training Provider, in line with Learning Coach’s Recognition of Qualifications Policy.
Refunds
For information on refunds please see our refund policy.
Achieving Qualification Results
When you send in or upload your RPL kits and supportive evidence (unless completed with an assessor present), you should attach an assignment cover sheet to your work including your authentic client declaration, If there are any special instructions resulting from the marking process, your assessor will give you written comments and feedback outlining and further instructions or requirements.
The whole purpose of the assessments is to help you build professional standards in relation to the RPL program on which you enrolled in. All Assessors have been selected to help you achieve your goals by offering constructive suggestions for improving your work post RPL.
We currently award the following grades to all competency-based assessments:
• C = Competency Achieved
• NYC = Not yet competent
Issuing of Qualifications
Learning Coach will issue all AQF qualifications and statements of attainment within thirty (30) days of the training programs completion. All qualifications and statements of attainment issued by Learning Coach comply with the standards outlined within the Australian Qualifications Framework (AQF) implementations handbook and in accordance with the requirements of The National Standards for NVR Registered Training Organisations.
Client/Learners must be assessed competent in all units of competency before being issued a qualification (Certificate/ Diploma/Advanced Diploma) for the course in which they are enrolled. Client/Learners will only be issued a qualification upon completion of their course.
Learning Coach only issues AQF qualifications and statements of attainment within its scope of registration that certify the achievements of qualifications or industry/enterprise competency standards from nationally endorsed training packages or qualifications, competency standards or modules from accredited vocational courses
Client/Learners are encouraged to take care of certificates issued by Learning Coach. Replacement certificates and/or Statements of Attainment will incur a cost of $20.00 per document. Replacement certificates will only be provided upon submission of a Driver’s Licence or other forms of ID.
Language, Literacy and Numeracy (LLN)
Learning Coach aims at all times to provide a positive and rewarding learning experience for all of its learners/clients. The enrolment form requests provision of information regarding each learner/client’s LLN requirements or any other special learning needs. In the event of LLN becoming an issue, the Administration or Assessment Staff will contact the learner/client to discuss their requirements.
Clients must ensure that they have discussed with their assessor or Marsha any concerns they may have about their capacity to participate because of any Language, Literacy or Numeracy difficulties. Learning Coach will offer to any learner/client at enrolment a reading and comprehension exercise to ascertain suitability for enrolment into a course.
Where language, literacy and numeracy competency is essential for learner/clients, Learning Coach will make every effort to ensure that each participant is adequately supported to enable them to complete their training and or assessment.
Learning Coach checks this during an initial conversation between the learner/client and their designated Trainer and or Assessor.
Some examples of the type of support that Learning Coach can offer include:
Literacy
- Providing learner/clients only essential writing tasks
- Provision of handouts in an audio format via either our online platform, USB or email
- Consideration of the use of group exercises so that the responsibility for writing rests with more than one person
- Provision of examples and models of completed tasks
- Ensure that documents and forms are written and formatted in plain English
- Use of clear headings, highlighted certain keywords or phrases and provided explanations of all technical terms used
- Assessments can be conducted using the interview technique where required
Language
- Present information in small chunks
- Speak clearly, concisely and not too quickly
- Give clear instructions in a logical sequence
- Give lots of practical examples
- Encourage learner/clients to ask questions
- Ask all questions to ensure learners/clients understand
Numeracy
- Ask learner/clients to identify in words, what the exact problem is and how they might solve it
- Show learner/clients how to do the calculations through step by step instructions and through examples of completed calculations
- Help learner/clients to work out what maths/calculations/measurements are required to complete the task
- Encourage the use of calculators (if applicable) and demonstrate how to use them
Legislation
Learning Coach will do all within its power to adhere to all legislative requirements, especially those that may affect a learner/client’s learning such as:
- National Vocational Education and Training Regulator Act 2011
- The Standards for RTOs 2015
- Australian Qualifications Framework
- Access and Equity
- Alcohol and Other Drugs
- Privacy Act 1988
- Workplace Health and Safety Legislation and Regulations
- Disability Discrimination Act 1992
- Disability Act 2006
- Charter of Human Rights & Responsibilities Act 2006
- Disability Standards for Education 2005
- Equal Opportunity Act 2010
- Privacy Act 1988
- Workplace Relations Act 1996
- Information Privacy Act 2000
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
- Protected Disclosure Act 2012
- Anti-discrimination Legislation and Regulations
- Consumer Protection Requirements
Access and Equity
Learning Coach is committed to providing opportunities to all people for advancement in training on an equitable basis. This includes providing equal opportunities to industries where women are under-represented; and where people with disabilities, people from non-English speaking backgrounds, Indigenous Australians, and rural and remote learners have access.
All learners/clients have equal access to our programs irrespective of their gender, culture, linguistic background, race, socio-economic background; disability, age, marital status, pregnancy, sexual orientation or carer’s responsibilities.
All learner/clients who meet the entry requirements (if applicable) as prescribed by the appropriate National Training Package, will be accepted into any program within the Learning Coach scope of registration.
Any issues or questions raised regarding access and equity can be directed to the Chief Executive Officer.
Some examples of support offered include:
- Language and Literacy support of learner/clients who have difficulty with written or spoken English
- Numeracy support
- Modification of learning and assessment tasks to accommodate the unique cultural or personal needs of learner/clients
- We can also support you with a range of referrals to specialist LLN support services, please let your assessor know if you would like a list of our preferred providers.
Relevant legislation:
- Disability Discrimination Act 1992
- Disability Act 2006
- Charter of Human Rights & Responsibilities Act 2006
- Disability Standards for Education 2005
- Equal Opportunity Act 2010
- Racial and Religious Tolerance Act 2001
- Privacy Act 1988
- Workplace Relations Act 1996
- Information Privacy Act 2000
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
- Protected Disclosure Act 2012
Alcohol and Other Drugs (AOD)
Do you have any questions about alcohol and other drugs (effects, risks)?
Are you concerned about your own alcohol or other drug use, or about the drug use of someone you care about?
Do you need to know the rules about alcohol and other drug use at Learning Coach?
Learning Coach will put you in touch with services aimed to assist in dealing with this issue. We recognise that many factors can contribute to alcohol and other drug use, and seek to respond to these with health promotion and early intervention approaches.
Alcohol and other drug use while undertaking Learning Coach activities is not permitted.
Relevant legislation:
Liquor Licensing Act 1997
Harassment and Discrimination
At all times Learning Coach will provide an environment that is free from all forms of harassment and discrimination (including victimisation and bullying).
Everyone, regardless of whether they are a learner/client, trainer, administration or support staff, is entitled to expect the following rights:
- The right to learn, teach or carry out their duties
- The right to be treated with respect and treated fairly
- The right to be safe in the workplace emotionally and physically
- The right to have all reports of harassment and discrimination treated seriously, impartially and sensitively. Harassment and discrimination, including victimisation and bullying, is unwelcome, uninvited and unacceptable behaviour that will not be tolerated
- The right to inform Learning Coach management of any harassment or discrimination. Management has the responsibility to take immediate and appropriate action to address the issue
- The right to confidentiality and discretion when initiating or becoming involved with a complaint or appeal
- The right to the assurance that whenever possible, all complaints will be resolved by a process of discussion, cooperation and conciliation
- Both the person making the complaint, and the person against whom the complaint has been made, has the right to receive information, support and assistance in resolving the issue
Client/Learners have the responsibility to:
- allow others to learn
- keep Learning Coach premises safe by not threatening, bullying or hurting others in any way
- keep the meeting room safe by obeying instructions
- keep Learning Coach premises safe by not bringing illegal substances or weapons onto our premises
- refrain from stealing, damaging, or destroying the belongings of others
Victimisation is unacceptable and will not be tolerated. No person making a complaint, or assisting in the investigation of a complaint, should be victimised. Harassment or discrimination should not be confused with legitimate comments and advice (including feedback) given appropriately by management or trainers.
Staff and learners/clients should not make any frivolous or malicious complaints. All staff and learners/clients are expected to participate in the complaint resolution process in good faith.
Relevant legislation:
- Disability Discrimination Act 1992
- Disability Act 2006
- Charter of Human Rights & Responsibilities Act 2006
- Disability Standards for Education 2005
- Equal Opportunity Act 2010
- Racial and Religious Tolerance Act 2001
- Workplace Relations Act 1996
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
- Protected Disclosure Act 2012
Privacy
Learning Coach operates in compliance with current privacy legislation. All training staff has current knowledge of privacy policies as they relate to an RTO. We will ensure that all required procedures are followed to ensure your rights to privacy.
Any information gathered will only be utilised for the purposes of delivery of training and assessment services and the documentation compliance requirements according to the National Vocational Education and Training Regulator Act 2011.
Learning Coach is committed to maintaining and safeguarding the confidentiality and privacy of all of Learning Coach individual learner/client’s information. Learning Coach has documented and implemented procedures to assure the integrity, accuracy and currency of all learner/client records.
Hard copy learner/client records are stored in secure premises requiring key access.
Electronic records are backed up weekly to a backup system and are protected from unauthorised access by password controls and external backup.
Further protection of the electronic data and its computer systems is provided by the antivirus software systems which automatically update their virus definition files on a needs basis.
Computer system protection is provided by the firewall software which monitors and protects Learning Coach computer systems from unauthorised access from the internet.
Client/Learner results are archived for a period of not less than 30 years. Training records other than learner/client results will be collected and stored for a period of seven years unless otherwise required.
Relevant legislation:
Privacy Act 2014
Client/Learner Support, Welfare and Guidance
Learning Coach wishes to ensure that all learners/clients are supported in their studies to the fullest extent possible, thus any learner/client who is experiencing any difficulties with their studies should see their Trainer or another member of Learning Coach staff. The staff member will ensure that the full resources of Learning Coach are made available to ensure that the learner/client achieves the required level of competency in all accredited courses.
Furthermore, learners/clients seeking advice on Welfare or Guidance on other matters may make an appointment at any time to speak with a Supportive Learning Coach representative to receive guidance on:
- managing time
- setting and achieving goals
- motivation
- ways of learning
- coping with assessments
- looking after yourself
- Language, numeracy or literacy support
in order to successfully complete the relevant RPL program/s.
National Vocational Education and Training Regulator Act 2011
Under this legislation, Learning Coach has an obligation to ensure the learning environment will:
- allow others to learn
- keep Learning Coach’s premises safe by not threatening, bullying or hurting others in any way
- keep the meeting room safe by obeying instructions
- keep Learning Coach’s premises safe by not bringing illegal substances or weapons onto our premises
- refrain from stealing, damaging, or destroying the belongings of others
Client/Learners with special needs
If you have any special learning difficulties or needs, please alert us either your dedicated assessor to these as we can make arrangements to provide you with support. You may elect to complete a special self-test to highlight areas of difficulties with language, comprehension or numeracy which will help us decide how best we may assist you with your learning.
We are able to assist you by providing mentoring or adjusting assessments for your special needs. Where the issue is one where we feel we are not able to provide you with the specialist help you require, we will refer you to people who can help you.
Help with Foundation Skills are integrated into course work and many assessment task help you develop:
- Reading and comprehension
- Communication with others, both orally and in writing
- Interacting with others
- Work planning and solving problems
Victimisation, Bullying & Harassment
Victimisation is unacceptable and will not be tolerated. No person making a complaint, or assisting in the investigation of a complaint, should be victimised. Harassment or discrimination should not be confused with legitimate comments and advice (including feedback) given appropriately by management or Trainers. Staff and learners/clients should not make any frivolous or malicious complaints. All staff and learners/clients are expected to participate in the complaint resolution process in good faith.
Work Health and Safety
The Work Health & Safety Legislation requires that the employer’s duty of care is to provide a safe and healthy working environment for all employees, and the employee’s duty of care is to take reasonable care for the health and safety of others in the workplace.
This includes the provision of:
- A workplace that is safe to work in, with working procedures that are safe to use
- Adequate staff training including topics such as safe work procedures, infection control procedures and appropriate hygiene
- Properly maintained facilities and equipment, including the provision of personal protective equipment such as gloves, eye protection and sharps containers where required
- A clean and suitably designed workplace with the safe storage of goods such as cleaning chemicals
The following procedures and standards must be observed to achieve a safe working and learning environment:
- Maintain a safe, clean and efficient, working environment
- Store and dispose of waste according to health regulations
- All training rooms provided undergo a WHS check prior to learning being executed
- Check all equipment – especially electrical cords. If you are bringing cords onto the premises, they must be checked by your trainer to ensure the currency of the tag
- Store equipment safely
- Identify fire hazards and take precautions to prevent fire
- Safe lifting and carrying techniques maintained
- Ergonomic seating and desk guidelines provided by management, trainers and assessors
Relevant legislation
- Work Health & Safety Act 2011
- Consumer Protection
- The Australian Consumer Law sets out consumer rights that are called consumer guarantees. These among other things, include your rights to a refund if services promised are not provided. Learning Coach’s refund policy outlines when a refund may be requested
Definitions
ASQA – Australian Quality Skills Authority ASQA’s functions include:
- Registering training providers as ‘registered training organisations’ (RTOs)
- Accrediting vocational education and training (VET) courses
ensuring that organisations comply with the conditions and standards for registration, including by carrying out compliance audits
Bullying – unwelcome and offensive behaviour that intimidates, humiliates and/or undermines a person or group. Bullying involves a persistent pattern of behaviour over some time and may include verbal abuse, physical assault, unjustified criticism, sarcasm, insults, spreading false or malicious rumours about someone, isolating or ignoring a person, putting people under unnecessary pressure with overwork or impossible deadlines, and sabotaging someone's work or their ability to do their job by not providing them with vital information and resources.
Meeting rooms – rooms either owned or hired by Learning Coach for assessment purposes
Confidentiality - information kept in trust and divulged only to those who need to know.
Discrimination - treating someone unfairly or unequally simply because they belong to a group or category of people. Equal opportunity laws prohibit discrimination on the grounds of sex, marital status, pregnancy, family responsibility, family status, race, religious beliefs, political conviction, gender history, impairment, age or sexual orientation. Victimisation is also treated as another ground of discrimination.
Harassment - any unwelcome and uninvited comment or action that results in a person being intimidated, offended, humiliated or embarrassed. Equal opportunity laws prohibit harassment on the grounds of sex and race.
Personnel - all employees either full-time, part-time or contract of Learning Coach
Racial Harassment – any occurrence of a person being threatened, abused, insulted or taunted in relation to their race, descent or nationality, colour, language or ethnic origin, or a racial characteristic. It may include derogatory remarks, innuendo and slur, intolerance, mimicry or mockery, displays of material prejudicial to a particular race, racial jokes, allocating least favourable jobs or singling out for unfair treatment.
Sexual Harassment - any verbal or physical sexual conduct that is unwelcome and uninvited. It may include kissing, embracing, patting, pinching, touching, leering or gestures, questions about a person's private or sexual life, requests for sexual favours, smutty jokes, phone calls, emails, facsimiles or messages, offensive noises or displays of sexually graphic or suggestive material.
Victimisation - any unfavourable treatment of a person as a result of their involvement in an equal opportunity complaint. Unfavourable treatment could include: adverse changes to the work environment; denial of access to resources or work.
Assessment Records - all types of documentation and information relating to assessment activities including but not limited to:
- commencement and completion dates for individuals of all competency units
- individual learner/client assessment information for each unit of competency
- information on awards issued (award, date, certificate number),
- individual learner/client participation data (assignments/assessments where practicable, attendance)
- documentation/records of complaints, appeals
- recognition (RPL/RCC) process documents (application and results)
Appendices
APPENDIX A – Appeal Against Assessment Decision Form
APPENDIX B – Incident Report Form
APPENDIX C – Complaints Form
- APPENDIX D – Change of Address Form
- APPENDIX E – Information Consent Form
- APPENDIX F - Withdrawal Form
- APPENDIX G- Assessment Experience Feedback Form
- APPENDIX H - Qualification/Unit Experience Survey Form
Please submit all completed forms to: hello@learningcoach.au
Learning Coach College RTO 45570
Learner Playbook Version 4 March 2024 Page of