ruv40404 certificate iv in veterinary nursing

RUV40404 Certificate IV in Veterinary Nursing

National Code: RUV40404State Code: S445

Last Edited Date: January 2010


Student Name:

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Acknowledgments

This document has been developed by the lecturing staff at theCentre for Animal Studies

with the support of the resources developed through the Department of Employment, Training & Youth Affairs:‘The Training Package Assessment Materials Project’

and theWestern Australian Department of Training document:

‘Guidelines for Competency Based Assessment in Vocational Education and Training in Western Australia’

Edited by Dr Beverley Taylor (Lecturer),Dr Kay Jansen (Lecturer) Tenille Petrilli (Lecturer) Terry George (Lecturer) Emma Dunn (Lecturer)

January 2010 Version 2.1


TABLE OF CONTENTS

INTRODUCTION................................................................................................................................................................... 4

HOW DOES THE PROGRAM WORK?...................................................................................................................................... 4

UNDERSTANDING ASSESSMENT...................................................................................................................................... 6

WHAT IS ASSESSMENT?...................................................................................................................................................... 6WHAT DOES IT MEAN TO BE COMPETENT?............................................................................................................................ 6THE DIMENSIONS OF COMPETENCY...................................................................................................................................... 7WHAT ARE KEY COMPETENCIES?......................................................................................................................................... 8WHAT ARE COMPETENCY STANDARDS?............................................................................................................................... 9WHAT IF THERE ARE SOME THINGS I DON’T KNOW OR CAN’T DO?........................................................................................10WHAT IF THERE ARE PARTS OF THE TRAINING THAT I CAN DO ALREADY?.............................................................................10NOT HAPPY WITH HOW THINGS ARE GOING?....................................................................................................................... 10PLANNING FOR YOUR ASSESSMENT................................................................................................................................... 11WHAT IS AN ‘ASSESSMENT PLAN’?.................................................................................................................................... 11HOW DO I KNOW WHEN I AM READY FOR ASSESSMENT?..................................................................................................... 12WHERE WILL I BE ASSESSED?........................................................................................................................................... 12WHO WILL ASSESS ME?................................................................................................................................................... 12BEING ASSESSED............................................................................................................................................................. 13HOW MUCH EVIDENCE IS ENOUGH?................................................................................................................................... 13ARE YOU COMPETENT?..................................................................................................................................................... 13CAN EVIDENCE BE USED MORE THAN ONCE?...................................................................................................................... 14SO WHAT CAN BE USED AS EVIDENCE?.................................................................................................................................14 SO WHAT CAN BE USED AS EVIDENCE?................................................................................................................................ 15HOW ARE THE TYPES OF EVIDENCE DECIDED UPON?.......................................................................................................... 16GETTING FEEDBACK.......................................................................................................................................................... 16

POLICY INFORMATION FOR STUDENTS........................................................................................................................ 17

GRIEVANCE PROCEDURE FOR EQUAL OPPORTUNITY, HARASSMENT AND DISCRIMINATION......................................................17DISABILITY SERVICES........................................................................................................................................................ 17SKILLS RECOGNITION........................................................................................................................................................ 17MUTUAL RECOGNITION...................................................................................................................................................... 18COMPETENCY BASED ASSESSMENT................................................................................................................................... 18STUDENT RESULTS AND THE “HOLDS” POLICY AT TAFE WA SWAN.....................................................................................18APPEALS POLICY.............................................................................................................................................................. 19STUDENT ACADEMIC RECORDS.......................................................................................................................................... 19ALCOHOL AND OTHER DRUGS............................................................................................................................................ 20COMPUTER, INTERNET AND NETWORK USAGE..................................................................................................................... 20BULLYING......................................................................................................................................................................... 20CHILDREN ON CAMPUS...................................................................................................................................................... 20EQUAL OPPORTUNITY........................................................................................................................................................ 20HYGIENE.......................................................................................................................................................................... 21LITTER............................................................................................................................................................................. 21MOBILE PHONES............................................................................................................................................................... 21VANDALISM / ANTISOCIAL BEHAVIOUR................................................................................................................................ 21COURSE EXCURSIONS....................................................................................................................................................... 21CODE OF CONDUCT........................................................................................................................................................... 22APPLYING FOR YOUR AWARD............................................................................................................................................. 22


SECTION 1

INTRODUCTION TO ASSESSMENT AND GAINING

COMPETENCY

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INTRODUCTION


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Welcome, and thankyou for choosing to study at the Centre for Animal Studies, a business unit of Polytechnic West, located at Bentley Campus. As either a full-time or part-time student, you have enrolled in training that will lead to a qualification recognised around Australia.

Getting your qualification is an important start to your career. It will involve learning new skills and gaining knowledge that will allow you to gain employment as a veterinary nurse, locally or interstate. It is our commitment that when you obtain your qualification that you are confident in your ability, and that you will be able to make a positive contribution as an employee.

Your qualification will show that you can do a job according to standards expected in veterinary nursing, and also provides your employer with confidence in your ability.

To gain the qualification, you have to show that you have certain skills and knowledge. In other words, you have to firstly be trained, then assessed.

This comprehensive assessment plan, tool and record book, outlines all aspects of your training and assessment program and endeavours to provide a clear explanation of all that is required during your course of study.

Some people feel anxious about starting a new course and coping with assessment because they are not sure what it involves. However training and assessment does not have to be frightening. At Polytechnic West, Bentley, we promote a partnership approach to training and assessment as much as practicable, within the confines of a set program delivery. When you take a committed and active role you will have more control over the experience and its outcomes and ultimately, it will be more rewarding.

How does the program work?Your program, or course of study, is presented to you in a set, timetabled format over one year full-time or 2 years part-time. This timetable has been carefully created to ensure that you get the most out of the facilities, resources and expertise we provide.

Your qualification is one issued from the Animal Care and Management Training Package, specifically Veterinary Nursing. A Training Package is developed by industry to meet certain training needs. It contains various units of competency or competency standards*. The competency standards required to gain a Certificate IV in Veterinary Nursing are listed in the following table (page 5). There are twenty (20) competencies in total. Each competency has a set number of hours allocated to deliver both training and assessment. Most of the competencies have been broken into sections. Within some of these sections, topics have been allocated to address the relevant underpinning knowledge that you will be required to have, and that will set up a pathway to successfully gain competence.

*competency standards are explained on page 9


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Units of Competency

RUV2101ARUV2103ARUV2104A

Work in the Animal Care IndustryAssist with General Animal CareProvide Food and Water for Animals

RUV2102A Follow OHS Procedures in an Animal Care Environment

RUV2105A Participate in Workplace Communications

RUV2602ARUV2603A

Carry Out Daily Clinic RoutinesAssist with Surgery Preparation

RUV2601ARUV4203ARUV4601A

Carry Out Veterinary Reception DutiesIdentify and Respond to Animal BehaviourCoordinate Patient Admission and Discharge

RUV4510A Provide Companion Animal Hydro-Bathing Services

RUV4602A Apply Radiographic Routines

RUV4603A Perform Clinical Pathology Procedures

RUV4606A Nurse Animals

RUV4604ABSBCMN

Perform Clinic Office ProceduresProduce Business Documents

RUV4605ARUV4608A

Carry Out Surgical Nursing RoutinesCoordinate and Perform Theatre Nursing Routines

RUV4607A Carry Out Medical Nursing Routines

RUV4609ARUV4609A

Provide Specific Animal Care Advice (Part 1)Provide Specific Animal Care Advice (Part 2)

RUV4610A Carry Out Veterinary Dental Nursing Procedures


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UNDERSTANDING ASSESSMENT

What is assessment?Assessment means collecting evidence about your skills and knowledge, comparing it to a set of competency standards and judging whether you are competent. Your lecturer will carry out your assessment. This will mean judging whether you are ‘competent’ or ‘not yet competent’. If you are ‘not yet competent’ your lecturer will talk to you and discuss what you can do about it. You may need to undertake additional assessment tasks, do some more training or gain some more experience before being assessed again.

The key point is that you cannot fail. You can try again. This means sitting a second assessment within the enrolled period or re-enrolling in that competency.The assessment policy is explained in detail on pages 18 & 19.

What does it mean to be competent?Being competent means:

1. Knowing how to do a job2. Understanding why it should be done that way3. Being able to do different tasks at the same time4. Dealing with everyday problems that may occur5. Understanding workplace policies and procedures6. Fitting in with others in the workplace (in a college context, this can mean working within

groups in your class)

Your lecturer needs to be convinced that you can do these things not just once, but all the time – even when things are not going smoothly.

The dimensions of competency


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An everyday example of an assessment:

Sue is being assessed in her surgical practical. Her lecturer has explained what she has to be able to do. She feels comfortable because she knows what she is being assessed against and she realises that she will have a second chance if she is not able to do some things.To demonstrate her ability to prepare an animal for surgery, Sue has to clip and perform a surgical prep and answer some questions. She also has to demonstrate her ability to set up the clippers and prep solutions, check the quality of her clip and deal with contingencies related to the procedure.

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

Competency involves successful work performance. It is usually seen to comprise of four dimensions:

1. Task skills – undertaking specific workplace task(s)

2. Task management skills – managing a number of different tasks to complete a whole work activity

3. Contingency management skills – responding to problems and irregularities when undertaking a work activity, such as: breakdowns change in routine unexpected or atypical results or outcomes difficult or dissatisfied clients

4. Job / role environment skills – dealing with the responsibilities and expectations of the work environment when undertaking a work activity, such as: working with others interacting with clients and suppliers complying with the standard operating procedures observing enterprise policy and procedures

Your lecturer will discuss with you before hand the requirements of the task. They will assess you during the completion of the task by observing you, and afterwards, when assessing your performance and understanding, ask you questions related to the task and assess whether you can answer them with confidence.


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An example of an assessment relating to the 4 dimensions of competency:Your task is to admit a patient for surgery. How your lecturer will assess you in admission procedure may address the following:

TASK: To admit a patient for surgery according to practice protocol

TASK MANAGEMENT: To manage the variety of different tasks to achieve the outcome and arrange the sequence of work efficiently.

CONTINGENCY MANAGEMENT: To assess and deal with ‘difficult’ clients; To be able to collect the information required when the computer system is down;To identify and make changes to improve efficiency

JOB / ROLE ENVIRONMENT SKILLS: To apply workplace procedures and standards to admit the patient and communicate effectively with the clients and other staff.

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What are key competencies?A number of processes learnt throughout life are required in all jobs. They are fundamental processes and are transferable to other work functions. These are called the key competencies and cover the following aspects of work:

Collecting, analysing and organising ideas Communicating ideas and information Planning and organising activities Working with others and in teams Using mathematical ideas and techniques Solving problems Using technologyThere are three levels of performance that these competencies are identified. Level 1 is the level of generic skills needed to perform the task up to level 3, which involves the ability to evaluate and redesign tasks. Your lecturer will take these key competencies and the performance level into account when making a decision about your competence.

What are competency standards?Competency standards are used around Australia. They describe what your industry accepts as effective performance in the workplace. This includes the skills and knowledge you need to do a job.

These standards are divided into Units of Competency. They match particular activities that people carry out at work, such as reception duties, surgical assistance and radiography. You


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A competent worker:

Sally works at a small animal clinic in Perth.Sally is regarded as a competent veterinary nurse by her supervisor. This is because she is always friendly and helpful to co workers – not just when things are quiet, but also during busy periods.Even in difficult situations, she stays calm and polite. She can handle most decisions herself, but she knows when to refer a more difficult decision to her supervisor.Sue has mainly worked in the surgery, but because she understands the computing system and has excellent nursing skills and product knowledge, she can quickly adapt to other areas when necessary.

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could say a job is made up of several units of competency. Units of competency are found in a document called a Training Package. Most industries have a Training Package.

Each unit of competency is broken down into smaller parts, called elements and performance criteria.

These are what your lecturer will use when assessing you and judging whether or not you are competent. Look at the example below:

Carry out Surgical Nursing ProceduresElements(Part of John’s job is to…….)

Performance Criteria(John knows he can do it when….)

3. Monitor patients and anaesthesia 3.1 Anaesthesia induction and maintenance is continuously monitored under veterinary supervision

3.2 Endotracheal intubation is completed according to clinic policy

3.3 Pain and vital signs are monitored and recorded as instructed from premedication to anaesthesia through to recovery

3.4 Anaesthetic depth is assessed and response is initiated in accordance with clinic policies and procedures

3.5 Emergency procedures are followed in accordance with clinic policy

3.6 Postoperative anaesthesia procedures are completed in accordance with clinic policy

Units of competency can seem confusing when you first look at them. But it is important for you to understand what you are being assessed against. Get your lecturer to explain the structure of the unit of competency. Also ask how the underpinning knowledge skills and tasks relate to achieving competency. Most underpinning knowledge will be delivered within the topics under the unit of competency.

What if there are some things I don’t know or can’t do?Sometimes assessment can highlight things you don’t know, or cannot do as well as you thought you could. For example, you may be able to fold a drape correctly, but are not able to wrap it tot the required standard.

This is called a ‘skill gap’. It simply means that you need to learn that part of the procedure or job. You then need to organise an extra assessment when you are ready, but within the enrolled period. In general, as long as the other parts of the assessment have been


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John works in a small animal practice. One of his main duties is to assist with and monitor anaesthesia of animals undergoing surgery. To do his job John needs to be able to understand vital signs and follow occupational health and safety rules. The skills involved are described in a unit of competency that is part of the Animal Care and Management Training Package:

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satisfactory, you will not need to repeat the whole procedure. You and your lecturer will work out how to fill these gaps.

Before your next assessment, you must arrange with someone to show you how to do the skill you are ‘not yet competent’ in, and also organise some opportunities to practise.

What if there are parts of the training that I can do already?You may have noticed that there are some units of competency that you can do already, usually because of previous work experience or training. So, one of the first things you will do is let your lecturer know and they will assist you by giving you the relevant documents and briefly explain the procedure. This kind of assessment is called ‘Skills Recognition’. Recognition is something that your lecturer is required to offer you.

The benefit of using Recognition is that you do not need to do any unnecessary training or assessment. By getting recognition for the skills and knowledge you already have, you can put more effort into the units of competency you actually need to learn.

Not happy with how things are going?It is advisable to contact your lecturer directly if you are not satisfied with any or all of your training and assessment. If this is difficult for whatever reason, please refer to the college Grievance and/or Appeals Policy outlined in your student handbook, provided to you at enrolment.

Remember, you are our customer. If you are not getting the service you were promised, then you are entitled to raise issues and get the problem sorted out. The sooner we know something is not right the sooner we can get it fixed!

Planning for your assessmentYou will need to plan (with your lecturer) when your assessment will take place. Generally this is produced by your lecturer and presented as a topic outline to which you mutually agree. This will involve training and you will receive a weekly or sessional schedule. Although this will be set out for you and your class, it is a good idea to take an active part in this process. It gives you a chance to contribute important information. For example, you may like to negotiate things like:

When would be the appropriate times for you to demonstrate particular skills? When would be best to discuss your work? What other evidence might be relevant, such as homework practise pieces or other

work you may have previously completed?


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What is an ‘Assessment Plan’?Making a plan means agreeing with your assessor about things like:

What is competent performance? What evidence is needed? How will evidence be gathered? Who will gather it?

This book is in fact an assessment plan. It contains all relevant information for each competency and the various requirements to fulfil to become competent. Using the details in this book, together with your lecturer, you agree to the plan and schedule of the required assessments so that they happen in the rights order and at the best time. It means you should always know when you are being assessed. At the same time, your plan should be flexible enough to take advantage of any unexpected opportunities for assessment. This can sometimes mean that you can be assessed earlier than previously planned.

Some units of competency need to be assessed in a particular order, while others can be assessed together. This is referred to as ‘clustering’ assessment.

*Please note: You may have particular needs that could relate to any personal concerns. For example you may have diagnosed learning difficulties, or need assistance in areas of literacy or numeracy. Alternative assessments can be offered and will be dealt with on a case by case basis. Please speak to your lecturer to make these arrangements.

How do I know when I am ready for assessment?When you understand everything in a unit of competency and feel confident about applying it, you will know that you are ready to be assessed. Use a checklist like this one:

Can I do the tasks set out in the unit of competency? Have I done the tasks over different conditions? Can I explain the reasons why some things have to be done in a certain way? Have I read all the set reading material, e.g. specific pages in text books? Have I discussed the competency standards with my lecturer? Does my lecturer think I’m ready? Are the records and evidence I need ready, e.g. out of class work, set class

exercises?

If you can answer ‘yes’ to all these, do not put it off, ask your lecturer. Remember that you do not have to be assessed until you feel you are competent. However, programs are designed to be successfully completed within the enrolled period. If you have been absent without a medical certificate, extra charges may apply if time runs out and you need to be assessed outside the enrolled period. (See ‘Students Assessment’ policy, page 18) You are also entitled


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For example, Unit RUV4605A Carry out Surgical Nursing Routines and RUV4608A Co-ordinate and Perform Theatre Routines are clustered for the purpose of assessment because together they describe all the skills and knowledge required to prepare for and assist with anaesthesia and surgery.

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to have time to practise before being assessed and to have plenty of notice of when you will be assessed.

Where will I be assessed?Most of your assessment will take place during class time, when resources or specialist equipment is available. In some instances, appointment times will be agreed and made for your lecturer to assess you individually. Assessment may also mean gathering evidence as you go about your normal class work.

Therefore, it is very important that all students make a firm commitment to attend every class session for the full duration as timetabled. This means, arriving and leaving on time. Unless your lecturer has the opportunity to observe you over a period of time, they may not be able to make a confident decision regarding your competence, and therefore result in a ‘hold’ being recorded.

Who will assess me?A number of different people could be involved in your assessment during your training, including lecturers taking you for other subject areas, people from your work experience placement or experts in the area being assessed. You are entitled to know who is involved in your assessment and what they have said about your competence. All of these people will be experienced in the work area they are assessing. At least one of them will be a trained assessor and will know your industry. However, it is your lecturer who finally judges that your evidence meets the competency standards and will be responsible for the sign-off on your assessment.13

Do not forget your own role. As you will see, ‘assessment’ means comparing evidence about your performance to ‘set standards’, using checklists against quality industry practices. Much of that evidence can be gathered and organised by you. Make sure you use these checklists when they are provided. Your lecturer uses these checklists to assist them make a decision, and if you are aware of what the standards are, it will give you more control over reaching the required standard.

Being assessedAssessment is basically about gathering evidence of your skills and knowledge. ‘Evidence’ means proof that you are competent. Once you prove to your lecturers that you are competent against each element in all the units of competency required, you may apply for, and will receive, the qualification.

Evidence can come from a previous job or training you did. It might be gathered from the things you currently do or from things you do as part of your assessment plan. You can have a say in what evidence will be collected and how it will be collected.

How much evidence is enough?


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Discuss with your lecturer the amount of evidence that should be collected. As a general rule, it is unlikely that one piece of evidence will be enough to prove your competence for a particular unit.

For example, answering questions or doing a written test might show that you know how to install a computer operating system, but it does not prove that you can actually do it. Watching you deal with a client might show that you are competent, but it does not show whether you could deal with a complicated request or a complaint. This is why assessors prefer to combine different forms of evidence.

Are you competent?To say you are competent at preparing an animal for surgery, an assessor might want to:

Observe you clipping and preparing the surgical site Ask you some questions about safety, and how you would deal with preparing for non-

routine surgery Review related tasks previously completed Assess your understanding of the reasons for preparing the animal in this way

Your lecturer will then judge whether these separate pieces of evidence give a consistent picture. For example, it may be that your answers to questions show you are safety-conscious, but your practical assessment shows that you have made a few errors with your technique.15

Can I gather evidence myself?

When you agree with your assessment plan, you can arrange to collect some of the evidence yourself. You may be doing some part-time work in industry so doing things like gathering samples of your work, taking photos, organising testimonials or keeping a work diary can speed up progress towards your qualification. It is important that any evidence you gather should be verified by someone who has witnessed your work and who is considered competent, a veterinarian or qualified veterinary nurse. It is important that any evidence that you gather is matched to the unit of competency being assessed.

Can evidence be used more than once?Because there are overlaps between units of competency, one piece of evidence may be relevant to more than one unit of competency.

For example, if a lecturer observes you admitting an animal for surgery, they would be able to assess your communication skills at the same time as watching your computer skills. Using evidence more than once makes assessment much more efficient. If you can see ways of doing this, let your assessor know.16

So what can be used as evidence?


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The following table lists the most common types of evidence. Your lecturer will ask questions for a number of reasons, like getting to know you and understanding your level of ability. When questions are used to gather evidence, your lecturer should tell you that you are being assessed and what topics you will cover.

Remember:

Ask your lecturer for some practice questions Ask a friend to question you in similar ways to practise what you are learning Do not worry too much if you cannot answer all questions.

Remember:

Training you have done will contribute to evidence. You may not need to be assessed again if you have successfully completed an

equivalent unit or program.

Type of evidence Tips Answering questions Your assessor will ask questions for a number of reasons, like getting

to know you and understanding your workplace. When questions are used to gather evidence, your assessor should tell you that you are being assessed and what topics you will cover.Remember: Ask your assessor for some practice questions Ask a friend to question you in similar ways to practise whatyou are learning Do not worry too much if you cannot answer all questions.

Training records Training you have done may be useful evidence. Remember: Get copies of your certificates and relevant licences You may not need to be assessed again if you have successfully

completed an equivalent unit or program.

Work Practice records

Industry Log Book

These skills will be assessed by your supervisor in veterinary practice. They will ensure that you can work competently in “real” practice

situations Your lecturer will be in regular contact with your practice

supervisor to ensure that your progress is satisfactory

Being observed in practical sessions

Clinic / Surgery Log Book

Your lecturer will use the classes/sessions as an opportunity to observe you performing practical skills as well as your attitude, underpinning knowledge, and other areas of competence such as key competencies and dimensions of competency.Try to attend all your sessions/classes so that you have the opportunity to ‘prove’ your competence outside a formal assessment situation.


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Ensure your lecturer does spend time observing you personally. If you feel you are not being observed – ask to check their records of your progress.Ask for feedback.

Demonstrating particular tasks By asking you to demonstrate a particular task, your lecturer can focus on skills that might not occur during regular sessions/classes.If it is an uncommon task you might want to practise it first.You may have to answer questions during the demonstration.If you make a mistake, you can usually ask to start again.

Simulations or role play These are often used so your lecturer can see how you manage unplanned tasks like emergencies or angry customers.Role-plays make some people nervous, so it can be helpful to practise before the assessment

Portfolio A portfolio usually includes items produced over a period of time. Portfolios may be organised and presented in a variety of forms:A recognition portfolio – is usually a portfolio of documents relating to management such as reports, letters and policies, meeting agendas and minutes as well as copies of qualifications and referencesA learning activity portfolio – this will include activity sheets, work sheets and related documentation.Your lecturer will normally give you an indication of what they expect you to include in a portfolio.

How are the types of evidence decided upon?There is no such thing as the ‘right mix’ of evidence. Whether you are asked to demonstrate a task, answer a worksheet or to sit a written test, will vary between your units of competency and different lecturers. What is important is that there must be at least two types of evidence collected per competency. Included in the following pages is an Assessment Matrix for each unit of competency and the related topic/s. It will show what type of evidence is required to reach competency and how that evidence (assessment tool) relates to each element and performance criterion within the competency. Further information on specific evidence will be provided by your lecturer.

Getting feedbackWhat feedback will I get?

You should receive feedback regarding your progress during your class sessions. Ideally, this should be a two-way communication activity that occurs frequently. You should ask, and your lecturer should provide you with feedback on how he/she views your progress towards becoming competent. This feedback should be recorded onto a student progress record which should be available for you to view at any time. Do not wait until assessment time to find out whether your lecturer is confident you are ready. Make sure you are satisfied with the feedback given and that is clear and constructive. It should also include guidance on overcoming any skills gaps.

After an assessment you should not have to wait long to learn how you went. Ask your assessor when the feedback will be provided. If there are delays, talk to your lecturer.

As well as the final assessment decision, you are also entitled to receive clear and detailed feedback about how you performed.


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The kind of questions you could ask include:

Where did I do well and where could I have done better? Where can I get extra help or advice? Which parts of the unit of competency need to be reassessed (if necessary)? What other evidence do I need?

Make sure you also find out:

If anyone else will see the feedback from the assessment. Where the result will be recorded. Whether you will get a written copy of the feedback.


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TAFE WA - SWAN

POLICY INFORMATION FOR STUDENTS

Grievance procedure for equal opportunity, harassment and discrimination

To ensure that the college has a working and learning environment free from harassment, all students and the college employees must comply with the Equal Opportunity (EO) legislative requirements. Officers within the college are trained to help with any problems that arise. For help in this area- Contact officers through the Customer Service. A list of the officers can be found on

student notice boards, or through the office. Make an appointment with Client Services through the Customer Service Centre. Discuss your problem with your lecturer.

Disability services

Polytechnic West, employs a disabilities officer. Karen Huberman is located at the Thornlie Campus and will assist in minimising any barriers people with disabilities or medical conditions may experience while studying. Other concerns may be discussed with client services, and confidentiality is ensured. For more information, make an appointment to see Client Services or the Disability

Services through the Customer Service Centre. More information on services available can be found in the Polytechnic West Student

Handbook. Contact the Centre for Animal Studies Office for advice if you are unsure of whom to

discuss your problems with.

Skills recognition

Polytechnic West, recognises that skills may be gained through a variety of processes- experiences in the workplace, life experiences or training from other institutions. These skills can be recognised through a process of skills recognition. If you are not yet enrolled in the unit, you will be required to pay (the equivalent of

enrolling in the unit) when you apply. If you are enrolled in the unit you can withdraw, obtain a refund if it is available, and

seek skills recognition (paying the same fee as if you were enrolling). A good alternative to this is to ask your lecturer to examine the evidence you have to show competence early on in the delivery of the unit. If any “gaps” are identified in the evidence you provide you can continue with the training as required.

More information and application forms are available from the Centre for Animal Studies Office. Ask for the Skills Recognition Information Package and Application Form.

Lecturers will also be able to give you advice on whether your application for skills recognition will be successful.


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Mutual recognitionRecognition of academic results achieved at other registered training organisations

Polytechnic West recognises any result a student achieves at any other Registered Training Organisation in Australia. Students need to be careful to check that the name and the identifying number for the unit are exactly the same as the one required for the course they are enrolled in. Original documentation needs to be sighted by the Centre for Animal Studies office, and a convenient time for this is when you complete an Application for Award form.

Polytechnic West, will not transfer that credit (that academic result) to a Polytechnic West, Academic Statement and an exemption does not need to be applied for.

Competency based assessment

Competency based training and assessment focuses on assisting learners to develop and demonstrate skills that are to the performance level required by industry. Industry has developed the competency standards to form the current qualifications specified in the Training Packages which Polytechnic West, is registered to deliver. Training programs are developed to ensure that at the end of the training program, learners can demonstrate that they are either competent against the standards or have not yet achieved competency. Percentage marks or grades are not given, because a learner is considered competent or not competent.

Your lecturer will be happy to discuss Competency Based Assessment with you.

Student Results Policy at Polytechnic West

A student is entitled to sufficient opportunities to demonstrate competency. If at the end of the enrolled period a student is judged not competent, they will be given one of two results.

An R result (Re-enrol) indicates that a student needs to re-enrol in that unit and to re-do some, or all, of the unit to demonstrate competency. Previous achievements (competency in some assessments for example) can be used to help demonstrate competency when you re-enrol

A DC result indicates that you have not attempted an assessment and have discontinued your studies.

A Hold is not a result but a period of time to allow the student to demonstrate competency after further practice within the enrolled period.

A CO result indicates that the student is competent in that particular assessment, therefore has passed.

At the end of the enrolment period after results have been entered, only students who, for medical or other exceptional reasons, have not had a second attempt to demonstrate competence will be given a ‘H’ (Hold). The Hold is not an official result, it is between the


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lecturer and the student. The second attempt has been replaced with sufficient evidence to deem someone competent. The number of times or pieces of evidence required is the lecturers professional decision.

If you have not paid all fees at Polytechnic West, you may not receive an academic statement advising you that you have a Hold result- so make sure you discuss this with your lecturer.

Ensure you submit all work by the due date. Discuss your assessment with your lecturer and ensure you are clear on all deadlines for assessment. Queries regarding reassessment times can be directed to the Animal Studies Office.

An Appeal Application form must be lodged through the administration office. A list of reassessment times will be posted on notice boards.

Appeals policy

There are circumstances under which you can appeal an assessment decision.

1. The judgement was not made in accordance with the Assessment Plan2. The judgment as to whether competence has been achieved was made incorrectly

An Appeal Application form must be lodged through the Centre for Animal Studies office.

You must lodge an appeal with the Centre for Animal Studies office within four weeks of the issue date of the result.

There are costs associated with an appeal. The decision of the Appeal Panel is final.

Student academic records

Students should receive a Certificate of Attainment and an Academic Record within six weeks of completing a unit or module. If you have an outstanding debt with the college, this record may be withheld by the college

See the Animal Studies Office or college administration if you have any queries regarding your results.

Plagiarism / Cheating

Definitions

PlagiarismPassing of someone else’s work whether intentionally or unintentionally as


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your own for your own benefit (cited by Carroll 2002,p9)

CheatingActing in a dishonest way particularly with respect to assessment – notfollowing the rules and conventions of the assessment- in order to gain anadvantage in passing the assessment.

Responsibility to LearnersLecturing staff have a responsibility to:· ensure students understand the importance of authenticity of evidence in demonstrating competence· to provide students with guidelines for sourcing and acknowledging information· to inform students of the consequences of any dishonesty with respect to completing assessments

PenaltiesPenalties should be imposed appropriately depending on the severity of theIncident

For students studying at Cert I-III where there is evidence of plagiarism orcheating then the student should be given another assessment and theincident recorded. Any subsequent incident should result in a more severepenaltyWhere the lecturers ascertain that the student lacks knowledge of theseriousness of plagiarism, then the student should be reassessed andcounselled / advised about the seriousness of the offence

For Cert IV – Advanced Diploma students who have been advised of theseriousness of plagiarism and have been given training in acknowledgingsources, then any proven incident of plagiarism should be treated as aserious breach

The offence should be discussed with the student and if no evidence to thecontrary is forth coming then the matter should be progressed by involving theappropriate Portfolio Manager and Divisional Director. The following penaltiescould be imposed :Student must reenrolStudent can be fined up to $ 1, 0000 as per the Swan By Laws

Alcohol and Other Drugs

Students must be in a state of fitness for work/study while attending Polytechnic West and must not have consumed alcohol or other drugs. The consumption of alcohol or use of drugs within the campus precincts, including the adjoining car parks and roadways, is not permitted. Any offender risks suspension and/or being charged under the Police Act. Employers will be notified immediately in the case of apprentices/trainees.

Computer, Internet and Network Usage/tt/file_convert/546aa3f8b4af9f612c8b482f/document.doc

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The standards for the conduct of students who use computer, Internet and network services are available from the library website. Students should make themselves aware of these standards and abide by them. Should students not abide by these standards, their account may be revoked or fines incurred.

Bullying

Bullying is unlawful and could lead to prosecution under the Occupational Safety and Health Act 1984 and/or disciplinary action by Polytechnic West.Types of bullying include:

• Loud and abusive language• Yelling and screaming• Unexplained rages• Unjustified criticism and insults• Regular humiliation, belittling or undermining a person

Children on Campus

Polytechnic West is community/family orientated, and it is understood that students or members of the public may occasionally need to have a child accompanying them while they attend to conduct brief business such as obtaining information, delivering or collecting documents etc. Children under fifteen years, however, are not permitted to accompany students on campus for extended periods, eg. while students attend lectures. Although students and staff may have good intentions, there are serious risks associated with children on campus. Even if students have indicated they will take responsibility for children, Polytechnic West could still be liable in the event of an accident or injury. Polytechnic West has a duty of care to students and the general public whilst they are on the premises and seeks your cooperation regarding children on campus.

Equal Opportunity

To ensure that Polytechnic West has a working/learning environment free from harassment and discrimination, all students must comply with the Commonwealth Discrimination Act (DA), Racial Discrimination Act (including Racial Vilification provisions which make racially offensive behaviour unlawful) and WA Equal Opportunity (EO) legislative requirements and related legislation. Refer to the Equal Opportunity section of this handbook.

Hygiene

Food and drink are to be consumed in designated eating areas and not in classrooms or workshops as this can create a health/hygiene hazard. Spitting within the campus grounds is an unhygienic and offensive act which will not be tolerated and may find the offender liable to prosecution.

Litter

Everybody must place personal litter such as food scraps, wrappings, drink containers, cigarette butts and other litter in the bins and ashtrays provided throughout the campus.


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Mobile Phones

As a courtesy to other students and staff, students are asked to turn off their mobile phones during all lectures and practical sessions.

Vandalism / Antisocial Behaviour

The use of offensive language on campus is unacceptable. Acts of vandalism or antisocial behaviour, including graffiti, carried out within the campus grounds or immediate precincts will be dealt with in accordance with College By-Laws or the Police Act. Students are to treat Polytechnic West property with care and will be held responsible for any damage that they cause. Help us preserve your environment and facilities by reporting such acts immediately to the Customer Service Centre

Course Excursions

Excursions are incorporated into the course timetable as part of the learning process in order to provide students with a variety of real life working environments. It is therefore necessary for student to realise their importance and fulfil the course requirements by attending ALL excursions organised by the Lecturer.

All students must complete the student’s Excursion Undertaking and Consent form.

Students under 18 years of age must also obtain (on the same form) authority from their parent(s)/guardian.

This form is current for the full duration of the enrolled course.

Code of Conduct

Polytechnic West undertakes an important community role in providing vocational training and learning opportunities, and takes seriously its responsibility to provide a duty of care to all students. Polytechnic West strives to provide a pleasant environment which is safe, enjoyable and conducive to learning. The Code of Conduct will assist students to behave appropriately in this environment.

All students are expected to comply with this Code of Conduct, and where there is disagreement or conflict with certain aspects of the Code, grievance procedures can be used.

Applying for Your AwardIf you are expecting to complete a Certificate, Advanced Certificate or Diploma course you MUST complete the Application for Award. Your application will be assessed for eligibility on


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completion of the course. The Award will be sent to your postal address if this is what you request.

The Application for Award form can be obtained from your business unit.

Important notes about your application: - If you have completed any study towards your Qualification at another institution, please attach a copy of the Academic Record. - Receipt of your Qualification is dependent upon satisfactory completion of ALL Course requirements. If you are not eligible, you will be contacted informing you of the subjects outstanding for the Course completion. Once Polytechnic West is satisfied that all requirements have been met, you will receive your Qualification. Reprints of Awards will cost $50. Payment can be made using money order, cheque, Master Card, Visa or Cash.

Under age Duty of Care policy

The College has always maintained a high standard of Duty of Care toward its students; therefore, changes to the way we have operated in the past are minimal. Whilst we still maintain an adult learning environment and create an atmosphere to encourage autonomy of student study behaviour, it is important to recognise the limitations of younger students and the need to provide more monitoring and guidance just as we would for our own family members traversing through their initiation into the adult world. Awareness of the limitations younger students may encounter is paramount and these may include; limited ability to assess risk and make a calculated decision; peer pressure from older students to engage in inappropriate behaviour.

At a College level we have appointed a Manager who will be responsible for supporting the academic areas in the roll out of the implementation plan. The College will:


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Provide the parent/guardian of students under the age of 18 with a letter, which outlines the environment at Polytechnic West and highlights the differences between schools and Polytechnic West.

(NB: This is not applicable for VET for School students – the current College procedures apply to these students).

Provide the parent/guardian of student under the age of 18 with a Consent and Health Care Information form which:

1. Seeks parental consent for their child to participate in a training program at

Swan TAFE. Parents will be asked to return the consent form to Polytechnic West. (NB: This is not applicable to VET for School students – current College procedures apply to these students). If parents/guardians of student’s with a birth year of 1991 or 1992 complete and return the Consent and Health Information form they will no longer be required to complete a Notice of Arrangement form ( Form A).

2. Seeks information from parents regarding their child’s health, if the health issue may impact on their study plans. This information will be released to the academic areas on a “need to know” basis.

Ensure all lecturing staff and other relevant College staff have the necessary Criminal Screening and Working with Children Checks.

Include a generic duty of care for minors’ statement in the Qualification, Delivery and Assessment Strategy.

Contact the parent/guardian if their child has a serious accident/incident/injury/illness. Review all College policies and procedures to reflect duty of care for minors.


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