Reasonable Adjustment Strategies Matrix

Reasonable Adjustment Strategies Matrix 

Reasonable adjustments

•        Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.

•        Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

•        The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

•        Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.

•        Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

•        All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

 

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
¨ LLN	¨ Speaking ¨ Reading ¨ Writing ¨ Confidence	¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists
¨ Non-English-Speaking Background	¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence	¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
¨ Indigenous	¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment	¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
¨ Age	¨ Educational background ¨ Limited study skills	¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
¨ Educational background	¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need
¨ Disability	¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies	¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g.  a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

Academic Integrity:

Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, youare required to:

•        Undertake studies and research responsibly and with honesty and integrity

•        Ensure that academic work is in no way falsified

•        Seek permission to use the work of others, where required

•        Acknowledge the work of others appropriately

•        Take reasonable steps to ensure other students cannot copy or misuse your work.

 

Plagiarism:

Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:

·         Paraphrasing and presenting work or ideas without a reference

·         Copying work either in whole or in part

·         Presenting designs, codes or images as yourown work

·         Using phrases and passages verbatim without quotation marks or referencing the author or web page

·         Reproducing lecture notes without proper acknowledgement.

 

Collusion:

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.

Collusion occurs when youwork without the authorisation of the teaching staff to:

•        Work with one or more people to prepare and produce work

•        Allow others to copy your work or share your answer to an assessment task

•        Allow someone else to write or edit yourwork (without rto approval)

•        Write or edit work for another student

•        Offer to complete work or seek payment for completing academic work for other students.

 

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.

Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.

 

Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:

·         Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.

·         Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.

·         The Assessment file name for electronic copy should follow :

 

Student Id_Assessment_No (Example AHI000014_Assessment 1)

 

Referencing

Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.

To access a web-based tool, see Harvard Style online generator

http://www.harvardgenerator.com 

Introduction

The assessment tasks for BSBWHS521 Ensure a safe workplace for a work area are outlined in the assessment plan below. These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt during your course.

Please ensure that you read the instructions provided with these tasks carefully. You should also follow the advice provided in the Business Works Student User Guide. The Student User Guide provides important information for you relating to completing assessment successfully. 

Assessment Task 2: ProjectPortfolio

Information for students

In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.

You will need access to:

·           a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access

·           your learning resources and other information for reference

·           Meeting Agendatemplate

·           Meeting Minutestemplate

·           Meeting Policy and Procedures

·           Project Portfolio template.

Ensure that you:

·           review the advice to students regarding responding to written tasks in the Business Works Student User Guide

·           comply with the due date for assessment which your assessor will provide

·           adhere with your RTO’s submission guidelines

·           answer all questions completely and correctly

·           submit work which is original and, where necessary, properly referenced

·           submit a completed cover sheet with your work

·           avoid sharing your answers with other students.

5.      Carefully read the following:

	This project requires you to manage a meeting on two different occasions. You can engage in meetings with friends, colleagues or classmates – or you may have the opportunity to manage a real meeting/s in your workplace. This will depend on the way you are participating in this course. These meetings can be virtual meetings or they may be face-to-face meetings – you can decide along with your assessor what will work best for you. Your meetings must run for a minimum of 30 mins but must not exceed 1 hour. The second meeting can only be a follow-up meeting from the first meeting if a period of time has passed which has allowed for certain action items and tasks to be completed from the first one and there is activity to report on and discuss and further decisions and action items can be scheduled.
	Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, conducting real meetings will mean that you are applying your knowledge and skills in a relevant, practical and meaningful way! Although these meetings can be simulated in the sense that they are not being held in an actual workplace – they need to be based on a real need with each meeting attendee contributing from their own ideas and opinions – not staged or scripted as this would never happen in the real world. Ideas for meetings you can arrange include: ·         WHS meeting in your classroom to discuss your college’s WHS procedures ·         A physical or virtual meeting between classmates to arrange and discuss the plans for an event or gathering (e.g. end of year workplace dinner) ·         A meeting to discuss and plan for a charity or sports sponsorship or event ·         A creative meeting to discuss concept development for a new project or idea
	You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. Before you begin, complete page 4 of your Project Portfolio. Speak to your assessor to get approval for the meetings you want to manage prior to beginning your portfolio.  You need access to a meeting policy and procedure and agenda and minutes templates. Use the ones provided in the Simulation Pack for this unit if not basing this on a real workplace.

 

17.    Plan your two meetings

Work through Section 1 of your Project Portfolio for this unit and plan out the two meetings you are going to manage. During this stage you will need to access your organisation’s meeting policy and any associated procedures. If using the case study, you will find these documents in the Simulation Pack for this unit.

21.    Finalise meeting preparation

Now that your planning is complete, you need to finalise the arrangements for your two meetings. You can schedule your meetings to run on the same day or different days if these meetings are being held at separate times and for different and distinct reasons. During this step, you need to: ·           Develop and complete your agenda ·           Verify any meeting requirements with attendees or others (e.g. dietary requirements if catering is involved, suitable days and times of attendees etc.) ·           Send out meeting invites ·           Confirm attendance of all attendees ·           Distribute meeting papers Tip: Take screen prints of your online calendar invites and keep copies of email communication during this step. You must provide all evidence outlined in your portfolio so it’s recommended you save it as you go. Attach all relevant evidence as indicated in Section 1 of yourProject Portfolio.

When you are happy with your planning, have checked and edited your work for accuracy, spelling and grammar, submit to your assessor for approval before proceeding to the next activity step.

29.    Conduct your meetings

	It’s now time to chair your meetings. Prior to the meetings, you are required to brief the minute-taker on the method for recording the meeting notes. Remember to attach evidence of this in your portfolio in the relevant part of Section 2. Your assessor will be looking to see that you: ·           Chair the meetings according to your organisational requirements and any agreed-upon conventions for the types of meetings you have organised ·           Follow all legal and ethical requirements as outlined in Section 1 of your portfolio ·           Promote participation, discussion, problem solving and resolution of issues during the meeting ·           Keep the meeting on track and within the allocated timeframes for each scheduled agenda item ·           Communicate effectively during the meeting, including: o     Using relevant communication style, tone and vocabulary suited to the meeting context and participants o     Speaking clearly and concisely o     Using non-verbal communication to assist with understanding o     Asking questions to identify required information o     Responding to questions as required o     Using active listening techniques to confirm understanding
i	This can either be viewed in person by your assessor, your assessor can view online via video conferencing software or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes as indicated in your meeting agenda and the timeframes in Step 1 above.
	Attach the relevant attachments in Section 2 of your Project Portfolio.

30.    Follow up

After the meetings are finalised, complete the following activities: ·           Review the minutes taken and edit as necessary ·           Distribute the final edited version to the meeting attendees as per meeting policy timeframes ·           Report on the outcomes of the meetings as per meeting policy timeframes ·           Store the minutes and any other meeting papers for follow up according to record-keeping requirements ·           Reflect on how you managed at least two routine problems you encountered when managing your meetings – record this in Section 3 of your Project Portfolio. Complete Section 3 of your Portfolio and attach the relevant evidence as you work through these steps.

 

31.    Submit your completed Project Portfolio 

Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Remember to check that all necessary evidence attachments are included. Submit to your assessor for marking.

 

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