​​​​​Determining the impact​​ on the school timetable (for SATs)

ATIS-048
Version 2
February 2016
Determining the impact on the school timetable (for school-based apprenticeships and traineeships) (PDF, 93KB)

Information to ​​​get you started

The information on school-based apprenticeships and traineeships (SATs) is provided to assist schools and other stakeholders to plan and implement education, training and work arrangements which are appropriate to SATs.

Information provided is a guide only, and intended to demonstrate how work and training in a SAT must impact on the student's school timetable. In developing a schedule for a student, it is important that paid employment is regular and meaningful; it is also important to adhere to any applicable minimum and maximum limits to training arrangements, as set out in the Guide to school-based appprenticeships and traineeships (PDF, 617KB)​.

What level of impact​​​ is appropriate?

The level of impact on a student's school timetable is not mandated; in most cases, the student's school is best placed to decide whether proposed arrangements impact sufficiently so that the apprenticeship or traineeship forms part of the student's school timetable and can be undertaken under school-based arrangements.

Possible ways that SATs may impact on a student's school program include:

  • paid employment undertaken during normal school hours and/or
  • training undertaken during normal school hours, and/or
  • reducing the number of subjects studied to allow the student to work and/or train.

For example, the school-based apprentice or trainee may attend work on Wednesday afternoons instead of sport; or a foreign language subject may be dropped to undertake the SAT. The amended timetable must reflect the changes made to accommodate the SAT.

There is no requirements to document the student's full school, training and work schedule (other than the school timetable) in a particular way, however the parties must be able to show, at audit, a schedule has been developed and the parties have agreed to it.

Parties may find a written schedule may assist in ensuring all parties are aware of their details of their agreement. The ATF-023 Education, Training and Employment Schedule (ETES) for school-based apprenticeships and traineeships form may be used by any of the schooling sectors. Please note the Independent and Catholic schooling sectors require that this form be completed and submitted to the sector.

Impact for school-b​​ased apprentices

The impact of a school-based apprenticeship on a student's school timetable is usually fairly clear.

School-based apprentices attend a regular pattern of structured off-the-job training (often scheduled blocks of training) and undertake regular paid employment during school hours, often spilling over to weekends and holiday periods.

Impact for school-based trainees

A traineeship arrangement may stipulate training delivered by a training provider, online study, completion of workbooks and/or other autonomous delivery methods. The stakeholders may agree that training will be delivered at the training provider's or employer's location, or at school. The school will need to consider the balance between school studies and the traineeship activities.

School-based trainees must have a regular pattern of paid employment and training in a qualification, which forms part of their school program. Some work and training may happen outside of school hours, on weekends and during school holidays.

The support of the student's school is required before the training contract can be registered. Before supporting a school-based arrangement, the school (and other stakeholders) must decide whether there is sufficient impact on the student's school timetable for it to be regarded as school-based. Due consideration as to the appropriateness of the arrangement would need to be given if, for example, the only effect would be that the traineeship would be slotted into a student's previously spare/study time or following on from a shortened school day which was already timetabled. (In such cases, appropriate impact is doubtful.)

In summ​​ary

In summary the impact on the timetable is flexible and needs to be considered on a case-by-case basis. It is also imperative for the school to be supportive of the arrangements. In some cases there may not be an easily identified impact on the timetable, however the student is undertaking a traineeship that aligns to the student's studies and complements the existing learning program. Ultimately the school is best placed to ensure the best interest of the student is considered.

Example 1: The student is attending work and/or structured training during school hours. This is an obvious impact on the school timetable and, provided all parties agree on the timing, this is the optimum example of an impact on the timetable as needed

Example 2: The student is employed to work on a weeknight(s), Saturday or Sunday and is provided online training, workbooks or is otherwise self-directed in their studies. The student has a full existing timetable including some free/study time. The student does not drop a subject and essentially maintains the same timetable they had prior to the undertaking of the SAT. The student uses some of the existing free/study time to undertake the self-paced training but this is impacting on the amount of study they already had to do. In most cases, this would appear to have no genuine impact on the school timetable and it may be worth considering a part-time training contract rather than a school-based training contract as there is no genuine impact on the timetable.

However, there may be other considerations. The student may be undertaking the SAT which is closely aligned to the existing studies and complements the student's career direction and therefore the existing free/study time can be genuinely used to work on the training related to the SAT without having a negative impact on the study already being done.

Example 3: The student is working on a weeknight(s), Saturday or Sunday and it is agreed between all parties for the need to drop a subject to cater for this additional work/study. This is an obvious impact. Dropping a subject allows the student to use that time to undertake traineeship activities without becoming overburdened.

Example 4: The student is a boarding student and only works during the school holidays when they return home. All the off-the-job training is done during normal school hours. This is an acceptable impact as the training is being undertaken during normal school hours as part of the student's timetable.

This arrangement is acceptable due to the particular nature of attendance at boarding schools. It should not be used for students attending other schools; the general requirement for other school students is that there must be a pattern of regular training and paid employment, not just on weekends or school holidays.

The parties need to ensure the minimum employment requirement of 375 hours (50 days) per 12 month period from date of commencement is available. For electrotechnology, the minimum is 600 hours (80 days). The Department of Education and Training will not issue a completion certificate unless the minimum number of days have been worked, so it is important that sufficient working days are scheduled.

In summary, when a school supports the arrangements and indicates the student's timetable is adequately catering for the school, work and training commitments, officers of the Department of Education and Training can accept the impact to the timetable is within the requirements. If a departmental officer has concerns about the suitability of the employment and/or training arrangements they may seek evidence which demonstrates the impact on the timetable and/or the negotiation which occurred to develop the schedule of education, employment and training.

Schools should also be aware they must contact the department if they have any concerns relating to the level of work being provided to the student, a lack of paid employment time, inadequate support or if it appears the amount of actual work and/or training being undertaken by a student falls considerably short of what was agreed. If a school has any concerns about the arrangements being made for the school-based apprentice or trainee, they need to contact the department, via Apprenticeships Info on 1800 210 210, and work together with regional officers to resolve the issue.

Licence
Creative Commons Attribution 3.0 Australia (CC BY 3.0) (https://creativecommons.org/licenses/by/3.0/au/ )
Last updated
19 December 2016