Structured Workplace Learning

Policy

This policy sets out the requirements for schools in planning for and implementing structured workplace learning placements for secondary school students.

Summary

• Structured workplace learning provides students with the opportunity to integrate on-the-job experience with secondary study as part of the Victorian Certificate of Education (VCE), the VCE Vocational Major or the Victorian Pathways Certificate.
• Schools must ensure they implement this policy and follow the guidance on the Guidance tab, when planning for and conducting structured workplace learning arrangements, to ensure compliance with legislation.

Details

Structured workplace learning provides students with the opportunity to:

• integrate practical on-the-job experience and learning in workplaces with nationally recognised Vocational Education and Training (VET) undertaken as part of the VCE, the VCE Vocational Major or the Victorian Pathways Certificate
• undertake work placement to complement an applied learning program as part of the VCE Vocational Major or the Victorian Pathways Certificate
• demonstrate the practical application of work-related skills as part of VCE Industry and Enterprise.

Structured workplace learning provides the opportunity for:

• enhanced skill development
• practical application of industry knowledge
• assessment of units of competency
• achievement of some learning outcomes
• enhanced employment opportunities.

Structured workplace learning arrangements

All structured workplace learning arrangements must comply with Ministerial Order 1412 – Structured Workplace Learning Arrangements and the arrangement forms from the Resources tab must be used.

The department's comprehensive guidance, on the Guidance tab, supports schools to comply with their obligations under Ministerial Order 1412.

Structured workplace learning arrangement form

The Structured workplace learning arrangement form (PDF) must be completed and signed before the structured workplace learning commences. It must be signed by:

• the employer
• the student
• the parent/guardian of the student – if the student is under 18 years of age
• the principal or acting principal – this authority cannot be delegated to an assistant principal or other member of staff.

The principal must ensure a copy of the signed arrangement form is provided to each party. The principal must retain the original copy.

Variations or amendments to the arrangement form must be made in writing and must be signed by the employer, student, parent/guardian (if the student is under 18 years of age) and the principal.

Structured workplace learning travel and accommodation form

The Structured workplace learning travel and accommodation form (PDF) must be used if:

• it is proposed that the student may need to undertake vehicle travel with their employer and/or supervisor during the arrangement, including travel to-or-from the workplace
• the student is required to stay in accommodation other than their normal place of residence while undertaking structured workplace learning.

This form must be signed by:

• for travel – both the employer and the parent/guardian – or the student if they are aged 18 years or over
• for accommodation – the parent/guardian – or the student if they are aged 18 years or over.

School to Work Statewide Portal

The department’s School to Work (S2W) Statewide Portal provides students and teachers with a single, easy to navigate, information and referral point for work-based learning opportunities offered by a diverse range of employers.

Searching on the portal can be done by:

• location
• industry
• VET certificate.

If you are a student or teacher looking for work-based learning opportunities including work experience and structured workplace learning, refer to the School to Work Portal.

The 31 Local Learning and Employment Networks (Victorian LLENs) are funded to deliver the S2W Program and facilitate student access to work-based learning placements tailored to local priorities and employment opportunities. To find your nearest LLEN, refer to the Local Learning and Employment Network.

Occupational health and safety

Principals must be satisfied that a student is either undertaking or has completed occupational health and safety (OHS) training prior to commencing structured workplace learning as follows:

• where a student is undertaking structured workplace learning as part of a VET program within the VCE including the VCE Vocational Major, or the Victorian Pathways Certificate – the principal must be satisfied that the student is undertaking, or has completed the OHS training unit of competency within the VET program
• where a student is undertaking structured workplace learning which is not related to their VET program within the VCE including the VCE Vocational Major, or the Victorian Pathways Certificate – the principal must be satisfied that the student has completed an OHS program required by the department as follows:
  • if the student is undertaking VCE Industry and Enterprise – they must complete safe@work
  • if the student is undertaking structured workplace learning to complement an applied learning program as part of the VCE Vocational Major or the Victorian Pathways Certificate – they must complete safe@work.

COVID-19 advice

Employers and students participating in structured workplace learning must continue to follow COVIDSafe practices, in line with public health guidance and recommendations to reduce the spread of COVID-19.

Employers must ensure that students are aware of the workplace’s COVIDSafe Plan, if available, as part of their induction to the workplace. Students must comply with any control measures implemented in the workplace to manage the risk of exposure to COVID-19.

Some employers, particularly in the healthcare and aged care industries, may have a workplace vaccination policy that requires a student on placement to provide evidence of their COVID-19 vaccination status to attend work onsite. Students and schools are encouraged to check with employers if a vaccination policy is in place before making a structured workplace learning arrangement. If a student refuses to disclose their vaccination status to an employer and the employer is not comfortable with the placement proceeding on that basis, then the employer may choose not to proceed with the placement. If this occurs, all efforts must be made to organise alternative arrangements for students.

Schools must ensure that students undertaking structured workplace learning that is required for assessment within the VCE, the VCE Vocational Major or the Victorian Pathways Certificate understand that any exclusion from attending work onsite may impact their ability to complete their placement hours and their course completion.

For other department policy, guidance and advice on school operations during COVID-19, schools can also refer to COVID-19 advice.

Child Safe Standards

The Child Safe Standards are compulsory minimum standards for all Victorian schools to ensure they are well prepared to keep children and young people safe and protect them from abuse. Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in schools PDF) provides the framework for child safety in schools.

The Child Safe Standards require schools to put in place systems and processes to help prevent harm to students in all school environments, including workplace learning environments where students undertake:

• work experience
• structured workplace learning
• school community work/volunteering
• and school based apprenticeships and traineeships.

For more information, visit:

• Child Safe Standards
• PROTECT website

Contacts

For assistance with queries relating to structured workplace learning arrangements, please contact the relevant organisation as outlined below.

For government schools

Career Education Unit, Senior Secondary Pathways Reform Taskforce, Department of Education, email: career.education@education.vic.gov.au

For Catholic schools

Melbourne Archdiocese Catholic Schools, Jenny Wilson, email: jwilson@macs.vic.edu.au phone: 03 9267 0253

For independent schools

Independent Schools Victoria, Pam Hargreaves, email: Pam.Hargreaves@is.vic.cedu.au phone: 03 9825 7246

Definitions

Structured workplace learning
Provides students with the opportunity to integrate on-the-job experience with secondary study.

Related policies

• School Based Apprenticeships and Traineeships
• School Community Work
• Vocational Education and Training Delivered to School Students
• Work Experience

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Ministerial Order 1412 – Structured Workplace Learning Arrangements (PDF)
• Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in school (PDF)

Structured Workplace Learning Guidelines

These guidelines support schools to comply with Ministerial Order 1412 – Structured Workplace Learning Arrangements. They contain the following chapters:

• Overview
• Required age of students
• Structured workplace learning arrangement form
• Timing and duration of structured workplace learning
• Cancellation of structured workplace learning
• Travel and accommodation arrangements
• Assessment of structured workplace learning arrangement
• Student debriefing after a placement
• Payment and taxation
• Privacy legislation and structure workplace learning
• WorkSafe and public liability insurance
• Interstate placements
• Overseas students
• Roles and responsibilities
• Contacting students during the placement
• Student safety and welfare
• Students with disability and additional needs

Overview

What is structured workplace learning?

Structured workplace learning provides students with the opportunity to:

• integrate practical on-the-job experience and learning in the workplace with nationally recognised Vocational Education and Training (VET) undertaken as part of the Victorian Certificate of Education (VCE), the VCE Vocational Major or the Victorian Pathways Certificate
• undertake a work placement to complement an applied learning program as part of the VCE Vocational Major or the Victorian Pathways Certificate
• demonstrate the practical application of work-related skills as part of VCE Industry and Enterprise.

Structured workplace learning provides the opportunity for:

• enhanced skill development
• practical application of industry knowledge
• assessment of units of competency
• achievement of some learning outcomes
• enhanced employment opportunities.

Principles of quality structured workplace learning

Quality structured workplace learning takes place within the context of vocational courses which are recognised by industry, are responsive to industry needs, and form part of a student’s exit credentials.

Quality workplace learning is structured, in that it:

• has a clearly articulated and documented purpose
• has clearly identified and documented learning outcomes for students within accredited programs which are linked to post-school qualifications
• is of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry to be able to demonstrate competence according to industry standards of at least Level 1 of the Australian Qualifications Framework (AQF)
• matches students’ skills and interests with the structured training
• thoroughly prepares students, teachers and employers beforehand so that expectations and outcomes of the structured workplace learning are clearly understood by all parties.

Quality structured workplace learning is monitored, in that:

• the learning is coordinated by staff with appropriate expertise and adequate resources
• support is available to students and employers throughout the course of the structured workplace learning.

Quality structured workplace learning is regulated, to ensure that:

• the health, education and moral and material welfare of students is protected
• students work in a non-discriminatory and harassment free environment
• students receive appropriate training and instruction in occupational health and safety (OHS)
• students are not exploited by being continuously engaged in a production or service capacity, or being used to substitute for the employment of employees or the engagement of contractors and payment of appropriate wages or fees for service
• students understand the roles and responsibilities of employees in the workplace and are expected to follow reasonable directions of their supervisors and other employees.

Quality structured workplace learning is assessed, so that:

• students’ competencies achieved in the workplace are measured against industry standards, and contribute to the overall assessment of the program
• there are mechanisms for recording and reporting of students’ competencies.

Benefits of structured workplace learning

Benefits for students

The benefits of structured workplace learning for students include:

• improved understanding of the work environment and employers’ expectations
• exposure to the world-of-work
• increased self-understanding, maturity, independence and self-confidence, especially in the workplace
• increased motivation to continue study and/or undertake further training
• enhanced opportunities for part-time and casual employment
• opportunity to develop and gain work-related competencies
• opportunity to acquire skills relevant to the workplace
• opportunity to try out career choices before leaving school
• opportunity to develop contacts with potential employers
• opportunity to demonstrate mastery of specific skills and competencies related to the accredited course which they are undertaking
• opportunity to undertake relevant courses which count towards the student’s exit credential and articulate into further education and training.

Benefits for schools

The benefits of structured workplace learning for schools include:

• improved knowledge and understanding of changing work environments
• a positive relationship between the school, local community and industry
• opportunity to work collaboratively with parents/carers in their child’s schooling
• providing a relevant curriculum which helps students develop skills for life-long learning.

Benefits for parents/carers

The benefits of structured workplace learning for parents/carers include:

• opportunity to discuss with their child the topic of work, including their own previous and current experiences
• opportunity to positively contribute to their child’s secondary education
• opportunity for family involvement in discussions about further education, training and employment.

Benefits for employers

The benefits of structured workplace learning for employers include:

• opportunity for involvement in the education and development of students
• opportunity to contribute to the development of entry level skills in industry
• opportunity to promote to young people the career potential of their industry
• opportunity to develop the training and supervisory skills of employees
• opportunity for employers to mentor young people in their career decision-making
• opportunity to create dialogue with teachers on aspects of work readiness and other matters related to work
• building industry-school partnerships that provide for local community needs and endeavours
• encouraging students to become involved with businesses in their local community.

Benefits for the community

The benefits of structured workplace learning for the community include:

• opportunity for young people to actively contribute to and learn about businesses in their local community
• opportunity for young people to become actively involved in building the local community, especially in regional and rural areas
• provision of links between Local Learning and Employment Networks, local government, industry, unions, and education and training providers, to maximise employment and training outcomes for young people
• involvement of schools, training organisations and communities in collaborative projects.

Required age of students

The minimum age for a student undertaking structured workplace learning is 15 years.

Structured workplace learning arrangement form

All structured workplace learning arrangements in Victoria or in a reciprocating state must be made using the mandatory Structured workplace learning arrangement form (PDF), as required by Ministerial Order 1412. All sections of this form must be completed and signed before the structured workplace learning commences.

Note: The structured workplace learning arrangement form must not be used to make an arrangement in a state or territory which is not a reciprocating state.

The arrangement form must be signed by:

• the employer
• the student
• the parent/carer of the student (if the student is under 18 years of age)
• the principal or acting principal (this authority cannot be delegated to an assistant principal/campus principal or other member of staff)

A copy of the arrangement form signed by the principal must be provided to each party. The principal must retain the original copy.

Variations or amendments to the arrangement form may only be made in writing and must be signed by the employer, student, parent/carer (if the student is under 18 years of age) and the principal.

Note: It is preferable that an original copy of the arrangement form is signed by all parties, but it is acceptable for an employer to sign and fax, or scan and email, the form to the school, as long as the final copy of the arrangement form signed by the principal is clear, legible and has not had any information obscured or cut off during the fax/scan process. A copy of the form signed by the principal must be provided to each party.

Retention of the structured workplace learning arrangement form

The principal must retain a copy of the arrangement form for a period of 7 years, or as otherwise required by legislation. For the department’s policy and guidance on records management refer to: Records Management.

If the employer advises the principal that the industry to which the structured workplace learning arrangement relates includes potential exposure of the student to scheduled carcinogenic substances and/or other hazardous substances, the principal must retain a copy of the arrangement form for 30 years from the date the student last worked at the employer’s workplace.

If a WorkSafe Insurance claim is made, remarks relating to the structured workplace learning (including the claim number and details of any injury or illness) must be retained with the relevant arrangement form. Copies of all relevant medical certificates are also to be retained by the school.

Timing and duration of structured workplace learning

Timing of structured workplace learning

Structured workplace learning must take place during the school year: that is, between the first school day of the year and last school day of the year, as determined by the school.

Students may undertake structured workplace learning during the holidays in Terms 1, 2 and 3, but not during the holidays at the end of the year (that is, the Christmas/summer holiday period). However, students are to be encouraged to undertake structured workplace learning during school time and within the school week.

If structured workplace learning is undertaken during the school term holidays, the school’s Structured Workplace Learning Coordinator (refer to chapter Roles and responsibilities) must be available as a contact person for the student during the period of the arrangement.

A structured workplace learning placement may only take place outside the school year if the Principal is satisfied that it is necessary for the purposes of the relevant Accredited Course of Study.

Duration of structured workplace learning

The total number of structured workplace learning days for a student must not exceed:

• 40 days during each school year
• 10 days during each school term.

The total number of structured workplace learning days a student may undertake with the same employer must not exceed 20 days during any school year.

Exemptions

The principal may permit, in writing, a student to undertake more than 10, but not more than 15, structured workplace learning days during a school term if the principal is satisfied that the student requires additional structured workplace learning days to acquire particular skills or satisfy the requirements of the Accredited Course of Study.

A principal may permit, in writing, a student to undertake more than 20 structured workplace learning days with the same employer during a school year if the principal is satisfied that:

• it is not possible for the student to undertake the additional structured workplace learning days with a different employer
• one or both of the following apply:
  • the student requires additional structured workplace learning days to acquire particular skills or satisfy the requirements of the accredited course of study or
  • the student will be undertaking activities to satisfy requirements of the accredited course of study which are different to the requirements satisfied during the first 20 structured workplace learning days with the employer.

The principal’s written permission for these exemptions must include reasons. A Structured Workplace Learning Exemption Form has been developed to assist principals to grant exemptions, refer to: Structured workplace learning exemption form (DOCX).

If the principal permits a student to undertake more than 20 structured workplace learning days during a school year with an employer, the principal must ensure that:

• the employer, student and parent/carer (where the student is under 18 years of age) complete a new arrangement form
• a copy of the principal’s written permission is attached to the arrangement form
• a copy of the signed arrangement form is provided to each of the relevant parties.

Hours of work

Students are only permitted to undertake structured workplace learning during normal working hours (i.e. normal working hours for a standard shift without overtime in their chosen industry).

Students are not permitted to work between 11pm and 6am. They are also not permitted to work beyond a time which is 10 hours before the start time of the next structured workplace learning day, or a school day which a student is expected to attend.

However, a student may work beyond the hours referred to above, where the principal determines that working beyond those hours is necessary for the purposes of the relevant Accredited Course of Study, and is not detrimental to the safety, health, development, education and wellbeing of the student.

Students may undertake structured workplace learning during the weekend only if:

• the placement cannot take place during the school week
• the principal is satisfied that it is appropriate for the structured workplace learning to take place, and is satisfied that it does not interfere with the welfare and the educational program of the student
• the principal and the parent/carer (if the student is under 18 years of age) are satisfied with the arrangement.

The employer must ensure that the minimum conditions and entitlements that apply in Victoria in relation to a meal break are adhered to, being at least a 30-minute break after working continuously for 5 hours.

Cancellation of structured workplace learning

A structured workplace learning arrangement may be cancelled at any time by written notice from the principal to the employer, or from the employer to the principal, sent to each of the other parties. It is effective immediately upon receipt of the written notice from the relevant party.

An employer must not cancel a structured workplace learning arrangement without consulting the principal, unless it is in circumstances where it is not reasonable to require the employer to do so.

Travel and accommodation arrangements

The student or the parent/carer (where the student is under 18 years of age) is responsible for the student’s transport to and from the workplace.

If the student may need to undertake vehicle travel with their employer and/or supervisor during the arrangement (including transporting the student to and/or from the workplace), the employer must complete the Structured workplace learning travel and accommodation form (PDF). The student or the parent/carer (where the student is under 18 years of age) must give their consent by also completing this form.

If a student is required to stay at accommodation other than their normal place of residence while undertaking structured workplace learning, the student or the parent/carer (where the student is under 18 years of age) is responsible for making suitable arrangements and must complete the Structured workplace learning travel and accommodation form.

Responsibility for the control and care of the student, at all times when the student is not under the control and care of the employer or any other person, rests with the student or their parent/carer.

Assessment of structured workplace learning arrangement

The purpose of structured workplace learning is the enhancement of learning outcomes and the actual assessment tasks to be undertaken are determined in consultation with the employer/supervisor. Schools are advised to keep a record of the learning outcomes that students are expected to demonstrate in the workplace and the negotiated workplace activities they undertake.

It is expected that under training packages, there will be increased demand for structured workplace learning undertaken as part of a Vocational Education and Training Delivered to School Students program for both delivery and assessment purposes.

Student debriefing after a placement

Schools are encouraged to provide students with the opportunity to debrief after their placement. This will involve reflecting on:

• their learning in the workplace
• the impact on career planning
• how their experience can assist them to prepare their pathway plans or portfolios
• their work readiness
• comments made by the employer/supervisor on the evaluation form

Structured Workplace Learning Coordinators/other relevant staff are encouraged to collect written or verbal feedback from employers, parents/carers and staff members. These comments provide insight into the value of the placement for the student from the perspective of parents/carers and employers.

Structured Workplace Learning Coordinators and other relevant staff should encourage students to share their experience with other students. At the conclusion of the structured workplace learning placement, students should be encouraged to write a letter of appreciation to the employer/supervisor.

Payment and taxation

The minimum rate of payment for students undertaking structured workplace learning in Victoria is $5 per day, except:

• if the structured workplace learning placement is with a Commonwealth department or a body established under a Commonwealth Act, no payment will be made. If the student or the parent/carer is not prepared to accept this condition, then it is their choice not to proceed with a Commonwealth placement. On the Structured Workplace Learning arrangement form, the line 'Rate of payment' should be completed with the words 'Commonwealth establishment – exempt from paying'
• if the structured workplace learning placement is with an organisation that is engaged wholly or mainly in an educational, charitable or community welfare service not conducted for profit, the student may determine that the whole of his or her payment will be donated back to that organisation. If the student determines that the whole of his or her payment will be donated back to that organisation, the parent/carer (where the student is under 18 years of age) must provide written consent to the proposed donation.

Payment does not include payment in kind. Gift cards and vouchers which would restrict a student to purchasing goods and services from a single pre-determined outlet or business must not be used to pay students.

Students aged 18 years and over will be required to provide a Tax File Number declaration to the employer. The employer will be required to withhold amounts in accordance with the tax tables (where applicable), issue payment summaries and report these payments to the Australian Taxation Office (ATO), as they would do for their employees.

Where the student is under 18 years of age, if the payment made to the student is $356 or less per week, the employer will not be obliged to:

• make any withholding
• collect tax file number declarations
• issue payment summaries
• report payment details to the ATO.

Privacy legislation and structured workplace learning

Victorian privacy laws (Privacy and Data Protection Act 2014 (Vic) and Health Records Act 2001 (Vic)) protect the personal and health information of students.

The information provided by students, parents/carers and employers is obtained for the purposes of coordinating structured workplace learning. It must be kept confidential by all parties and should not be used for any other purposes.

If the principal has disclosed any health information to the employer, the employer must maintain the confidentiality of that health information and only disclose it to another party if the student requires treatment for a known medical condition or in the case of a medical emergency.

The department is committed to protecting the privacy of personal and health information. For a copy of the department’s information privacy policy please refer to Department of Education privacy policy

For a copy of the Schools’ privacy policy refer to Schools' privacy policy

For further information and guidance on privacy and information sharing, refer to: Privacy and Information Sharing

Commonwealth privacy legislation does not apply to the Victorian Government or Victorian Government funded services.

WorkSafe and public liability insurance

Students who suffer work related injuries or illnesses while undertaking structured workplace learning placements are entitled to compensation under the WorkSafe scheme. All structured workplace learning students are covered under the Department’s WorkSafe Insurance policy.

Employers of structured workplace learning students are exempt from the normal employer obligations to provide suitable employment or plan for the return to work of structured workplace learning students who may be injured while undertaking a structured workplace learning placement.

Also, employers of structured workplace learning students are not liable for any claims costs or consequent premium costs that may be incurred as a result of a structured workplace learning student lodging a WorkSafe claim. Claims from structured workplace learning students are lodged against the Department’s WorkSafe Insurance policy and the costs are met under the Department’s policy.

Gallagher Bassett is the Department’s workers’ compensation agent.

Note: WorkSafe Insurance does not cover people travelling to and from work.

Procedure for lodging a WorkSafe claim

WorkSafe claim forms can be accessed at:

• Worker’s Injury Claim Form
• Employer Injury Claim Report Form

Student

The student must ensure that they:

1. complete and sign the Worker’s Injury Claim Form with the assistance of the employer and/or the Structured Workplace Learning Coordinator
2. provide the Worker’s Injury Claim Form to the employer

Employer

The employer must ensure that they:

1. complete their details in the ‘Incident and Worker’s Injury Details’ and the ‘Worker’s Employment Details’ sections of the Worker’s Injury Claim Form
2. complete the Employer Injury Claim Report Form
   Note: On the Employer Injury Claim Report Form:
   • the Department of Education and Training’s details should be entered in Section 1 — Employer Details. The employer’s scheme registration number is 1624618 and the employer’s reference number is 9573347
   • sections 3 and 4 do not need to be completed
3. send both the Employer Injury Claim Report Form and the Worker’s Injury Claim Form back to the student’s school

School

The principal must ensure that:

1. the injury is recorded on eduSafe Plus (staff login required) (if the student is from a government school)
2. the Worker’s Injury Claim Form is dated and signed and the Employer Lodgement details section of the form is completed
3. the words ‘Structured Workplace Learning Student’ are inserted in the top left hand area of the Worker’s Injury Claim Form
4. on the Worker’s Injury Claim Form, the Department of Education and Training’s employer’s scheme registration number (1624618) is entered in the Employer Lodgement Details section
5. on the Employer Injury Claim Report Form, the Department of Education and Training’s details are entered in ‘Section 1 — Employer Details’, the number 1624618 is entered as the employer’s scheme registration number, and the number 9573347 is entered as the employer’s reference number
6. copies of the Worker’s Injury Claim Form and the Employer Injury Claim Report Form along with copies of the Structured Workplace Learning arrangement form, copies of medical accounts and other relevant documents are emailed to Gallagher Bassett within 10 calendar days from the date on which the employer received the Worker’s Injury Claim Form from the student at educlaims@gbtpa.com.au
7. copies of all forms sent to Gallagher Bassett are retained on a file at the school

Public liability insurance

When a structured workplace learning arrangement is entered into by a principal of a government school, it is the obligation of the Department to hold or take out public liability insurance to provide at least $10 million cover per event. The parties to be insured are the student and the employer.

When an arrangement is entered into by a principal of a non-government school, it is the obligation of that school to hold or take out public liability insurance to provide at least $10 million cover per event. The parties to be insured are the student and the school.

When an arrangement is entered into by a principal of a non-government school not covered by public liability insurance as set out above, the employer must be informed of this by the principal of that school at least four weeks prior to the commencement of that arrangement. In this event, the employer will be obliged to hold or take out public liability insurance to provide at least $10 million cover per event for any loss or damage which may be caused by any act or omission of the student while engaged under the arrangement. The parties to be insured are the student and the employer.

The principal must specify in the area provided on the Structured Workplace Learning arrangement form the type of coverage for the student.

Interstate placements

New South Wales and South Australia

Reciprocal arrangements exist for Victorian students to undertake structured workplace learning in New South Wales and South Australia. These arrangements are primarily for students in those schools situated in regions adjoining the border Victoria shares with those states.

Students are to be strongly encouraged to find work placements in their own state and interstate structured workplace learning must only be arranged as a last resort – for example, where in the judgement of the principal no suitable local placement exists or where there are special educational reasons for making such an arrangement.

A school’s responsibility for its students undertaking structured workplace learning in New South Wales and South Australia is the same as if the student were undertaking their placement in Victoria.

Permission is not required from the New South Wales Department of Education or the South Australian Department for Education for interstate structured workplace learning. These placements must be made using the structured workplace learning arrangement forms and structured workplace learning travel and accommodation form available on the Resources tab.

All Victorian students undertaking structured workplace learning in New South Wales or South Australia are covered under the department’s WorkSafe Insurance and Public Liability Insurance policies.

Note:

• Victorian students are not paid while undertaking placements in New South Wales and South Australia. On the structured workplace learning arrangement form, the line 'Rate of payment' must be crossed out and the words 'Interstate placement – payment not required' written.
• Placements must only be made within New South Wales and South Australia school terms.

Other states and territories

A principal may only make a structured workplace learning arrangement with an employer in a state or territory, other than New South Wales and South Australia, if the principal is satisfied that it is appropriate for the arrangement to be made. The principal must be satisfied that:

• it is in the interest of the student for the structured workplace learning to occur
• that the physical and moral welfare of the student will be assured, and
• the student or the parent/carer of the student (where the student is under 18 years of age) has made suitable insurance arrangements ensuring:
  • cover for the student for any injuries in the course of the arrangement at least comparable to that applicable in Victoria to a student under the Accident Compensation Act 1985 (Vic)
  • public liability insurance coverage of at least $10 million cover per event in respect of any loss or damage which may be caused by any act or omission of the student whilst engaged under the arrangement.

Students and parents/carers can approach any insurance company to obtain details of insurance that will provide this cover.

The structured workplace learning arrangement form is not to be used for arrangements in other states and territories, other than New South Wales or South Australia.

Note: International structured workplace learning placements are not allowed under any circumstances.

Overseas students

All overseas students enrolled in Victorian schools can undertake structured workplace learning as part of their learning program. When a structured workplace learning arrangement is being made for an overseas student, all of the terms and conditions of the visa held by the student must be complied with, as must all the requirements of Ministerial Order 1412.

As workplace learning is an important component of the school curriculum and a student’s learning program, structured workplace learning undertaken by overseas students does not count towards work entitlement hours of the visa held by the student.

For further information, please contact the department’s International Education Division on +61 3 7022 1000 or international@education.vic.gov.au

Roles and responsibilities

The roles and responsibilities outlined in this section must be read in conjunction with those described in Ministerial Order 1412 – Structured Workplace Learning Arrangements (PDF). The Ministerial Order sets out in detail the responsibilities and duties which are broadly outlined here.

Principal

The principal has a pivotal role in the organisation of structured workplace learning programs. Although the principal will rely on the structured workplace learning coordinator to organise the arrangements for the placement, it is important that the principal is aware that all relevant guidelines and procedures are followed.

Principals must ensure that structured workplace learning coordinators and other relevant staff are familiar with the conditions laid down in Part 5.4 of the Education and Training Reform Act 2006 (Vic) and Ministerial Order 1412 – Structured Workplace Learning Arrangements. Failure to abide by these conditions may render the arrangement null and void, and leave the student vulnerable.

The Structured workplace learning arrangement form (PDF) must be signed by the principal or acting principal. This authority cannot be delegated to an assistant principal/campus principal or other member of staff.

Note: It is important that the principal is aware of the needs and requirements of students with special needs (and in particular, of students with disability) and that the structured workplace learning undertaken by these students is within their capabilities. Refer to the Students with disability and additional needs section of this guidance for further information.

Before the placement

The principal must ensure that:

• the safety, health, development, education and wellbeing of the student will not suffer under the arrangement
• the school governing authority will comply with the Child Safe Standards for the duration of the proposed arrangement
• the student will not be subjected to any form of exploitation, harassment or unlawful discrimination during the course of the arrangement
• the proposed structured workplace learning will provide workplace learning suitable to the needs of the student, within the time frame specified and according to the student’s capabilities
• the proposed placement will provide structured workplace learning suitable to the needs of the Accredited Course of Study for which the arrangement is proposed and within the time frame specified in that arrangement
• appropriate procedures are established and applied for making and recording assessments of the student’s performance as required for the Accredited Course of Study
• both the employer and the nominated supervisor/s of the student in the workplace are aware of their obligations to the student under the arrangement, as outlined in the Employer Acknowledgment section of the Structured Workplace Learning Arrangement Form
• the employer, student and parent/carer (where the student is under 18 years of age) have completed the relevant sections of the Structured Workplace Learning Arrangement Form
• the distribution of structured workplace learning days during the school year under the proposed arrangement, or any other arrangements which have occurred or are likely to occur, does not disadvantage the student with regard to the rest of their educational program at school
• the student has the capability to undertake the structured workplace learning as specified within the arrangement and to do so without exposing themselves or others in the workplace to any unacceptable risk
• the student is undertaking occupational health and safety training that is part of their Accredited Course of Study, or has completed the required occupational health and safety program ( safe@work or A Job Well Done) prior to the commencement of the structured workplace learning. For further information about this requirement, please refer to the Student safety and welfare section of this guide
• the student, or the parent/carer where the student is under 18 years of age, have made appropriate arrangements to travel to and from the workplace
• where it is proposed that the student may be required to undertake vehicle travel with the employer and/or supervisor, that the student and parent/carer (where the student is under 18 years of age) have given consent by completing the Structured Workplace Learning Travel and Accommodation Form
• where required, appropriate arrangements have been made for the student to stay at accommodation other than their normal place of residence
• the structured workplace learning coordinator has arranged with the student an appropriate time to contact the student at least once during the placement
• the student has the structured workplace learning coordinator’s contact details to report any incidences of harassment, bullying or violence
• the employer has been provided with any necessary health information in relation to the student, including any information relating to any medical condition which may require treatment during the placement
• if the employer has been permitted to engage more than one student for every 3 employees, the principal must be satisfied that the placement will not be detrimental to the health or welfare of any student in that workplace and the student must be visited as frequently as is reasonably practicable.

Structured workplace learning coordinator

The structured workplace learning coordinator provides the link between the student, the school and the employer and is the key figure in any structured workplace learning program.

The role of the structured workplace learning coordinator is to assist students to find structured workplace learning positions, liaise with employers, ensure students are prepared for structured workplace learning, provide support during the placement to both the student and the employer, be the main point of contact between the student, employer and the school, and promote structured workplace learning programs to employers.

Note: the structured workplace learning coordinator is familiar with the conditions laid down in Part 5.4 of the Education and Training Reform Act 2006 (Vic) and in Ministerial Order 1412 – Structured Workplace Learning Arrangements (PDF).

Before the placement

The structured workplace learning coordinator must:

• where required, assist students to identify employers interested in structured workplace learning and arrange contact with those employers
• where possible, arrange a meeting or contact with employers to explain the procedures and processes related to structured workplace learning
• ensure students are undertaking or have completed the required occupational health and safety preparation
• where possible, prepare the students to be conscious of potential risks and give them strategies to deal with these risks, such as the need to report perceived hazards or concerns to their supervisor without delay
• implement strategies to promote child empowerment and participation for students participating in workplace learning
• ensure students are aware of equal opportunity and unlawful harassment and discrimination, and how to recognise abuse or other risks to their safety, and have the skills and confidence to raise concerns, make complaints or let someone know they feel unsafe
• ensure students understand their rights and responsibilities and are aware of strategies to deal with any issues or concerns which may arise
• ensure that supervisors have been allocated for each student and that there are adequate levels of supervision of the student to ensure their welfare and safety in a discrimination and harassment free working environment
• ensure the Structured Workplace Learning Arrangement Form for each student is completed correctly and signed by all relevant parties, and that copies of the form have been given to the employer, the student and the parent/carer (where the student is under 18 years of age)
• ensure the employer and student have clear expectations about the skills and competencies which the student is expected to gain in the workplace, and that the student will be given the opportunity to acquire these skills and competencies
• ensure that the student and the employer/supervisor are aware of assessment procedures and the timing of assessment
• ensure the student is ‘work ready’ and understands workplace behaviour and etiquette, including ensuring that students understand that they must not use the internet or other electronic communications for accessing illegal, offensive or inappropriate material
• ensure that the student knows what to do in case of lateness to work, absence and/or an accident.

During the placement

The structured workplace learning coordinator must:

• make contact with the student at least once during the placement, or if the placement occurs for more than 1 single school term, at least once per term
• provide support to the employer/supervisor if required
• organise for assessment of the student to take place where required and appropriate
• be available as the first point of contact in case anything goes wrong and ensure that all correct procedures are followed if anything does go wrong.

Note: School staff must report any reasonable suspicion that a child has been abused, or is at risk of being abused. This includes abuse that has, or is suspected to have taken place within or outside of school grounds and hours. For further information, please refer to Report child abuse in schools.

After the placement

The structured workplace learning coordinator must:

• conduct a debriefing session which allows the student to evaluate and reflect on the placement
• finalise assessment and communicate results the appropriate people.

The Structured Workplace Learning Coordinator may invite the employer to complete an employer evaluation. It is strongly recommended that letters of thanks are written to the employer by the student and the school.

Employer

The employer must acknowledge on the Structured workplace learning arrangement form (PDF) that they have read the Structured workplace learning guidelines for employers (DOCX) provided by the school.

The employer must:

• ensure the student is directly supervised throughout the placement
• ensure the student has access to their supervisor(s) and knows how to report any problems or concerns
• ensure that the student can readily contact the school if required during the placement
• consult the principal if it is deemed necessary to terminate the arrangement before the agreed time
• pay the student a minimum of $5 per day
• provide feedback about the student’s performance, for example, complete a student evaluation or provide a student reference
• liaise immediately (or as soon as possible) with the school structured workplace learning coordinator regarding any issues arising in the workplace
• immediately contact the structured workplace learning coordinator if the student is absent without notification
• immediately contact the principal or the structured workplace learning coordinator if the student becomes ill or is injured in the course of the placement.

Before the placement

The employer must ensure that:

• the structured workplace learning coordinator and the student are aware of any special requirements (for example, starting and finishing times, special items of clothing, the need for confidentiality)
• a supervisor has been allocated to the student and that this person is aware of what is required of them during the placement
• the supervisor and other employees in the workplace understand acceptable and unacceptable behaviours in dealing with students,
• they familiarise themselves with Ministerial Order 1412 – Structured Workplace Learning Arrangements as it relates to them.

During the placement

The employer must ensure that:

• the student is inducted into the workplace on their first day of placement
• the student understands workplace policies regarding bullying, harassment and discrimination, and any other behavioural standards or codes of conduct that apply to the workplace
• the student is given an opportunity to complete any required school allocated work experience tasks during the placement – for example, completing a journal, meeting with staff to complete interviews
• the student understands the tasks they will undertake during the placement
• where required, the student is provided with appropriate clothing and protective equipment and instructed in its use
• opportunities are provided for the student to acquire or to enhance skills
• the student is given adequate support and directly supervised at all times while undertaking work related activities
• the student understands the workplace policy for dealing with concerns or complaints about behaviour at work
• if the student becomes ill or is injured, the correct procedures are followed
• the student can readily contact their school if required during the placement
• school staff can readily contact the student to check in with how their placement is progressing
• if any problems arise, the structured workplace learning coordinator is contacted immediately so the problems can be addressed promptly.

After the placement

The employer must ensure that:

• the workplace learning experience is discussed with the student to find out if the student was satisfied with the placement
• reimbursement has been paid to the student, in accordance with section 5.4.9 of the Education and Training Reform Act 2006.

The employer may be invited to complete an employer evaluation.

Student

Students must be aware that they are representing their school while on structured workplace learning and must continue to observe school policies and codes of conduct.

Students must also follow general workplace rules and understand protocols regarding the internet. In particular, students must not use the internet or other electronic communications for accessing illegal, offensive or inappropriate material. They must be aware that some work placements might use sensitive information that must remain private and confidential.

Before the placement

The student must:

• ensure they understand their obligations in relation to occupational health and safety in the workplace
• complete and sign the Structured Workplace Learning Arrangement Form under the guidance of the structured workplace learning coordinator
• call or meet with the employer/supervisor on site before commencing the placement to discuss:
  • starting and finishing times
  • arrangements for meal breaks
  • clothing requirements
  • tasks/activities to be performed
  • workplace assessment
  • any equipment or tools that the student may be required to bring, and
  • any special requirements the student may have
• remind the employer at least 2 weeks prior to commencement of the upcoming placement
• ensure they have the contact details of the structured workplace learning coordinator.

During the placement

The student must:

• behave like an employee and follow requirements of the workplace and instructions given their employer/supervisor
• be polite and courteous, wear clothing appropriate to the workplace and be punctual in attendance
• perform tasks which will enable their skills and competencies to be assessed where appropriate
• ensure that the skills and competencies being assessed are recorded, signed off, dated and the results communicated to the structured workplace learning coordinator
• show enthusiasm and initiative and be willing to learn
• inform the structured workplace learning coordinator and employer of expected absences from work, or necessarily late arrivals
• inform the structured workplace learning coordinator and employer if any unexpected absence or lateness occurs
• immediately report all accidents, ‘near misses’ and hazardous situations in the workplace to their supervisor and the structured workplace learning coordinator
• immediately seek advice from their supervisor when unfamiliar with workplace procedures in regard to occupational health and safety, or uncertain about how to complete a task
• report any concerns or issues to the structured workplace learning coordinator
• reflect their school’s expectations with regard to courtesy and politeness while on structured workplace learning
• keep contact numbers of their parent/carer, school and employer with them at all times during their placement so that they can inform these parties about any changes to working times or other issues which may arise.

After the placement

The student must:

• discuss the placement with the employer
• evaluate and reflect on the placement, and discuss the suitability of the placement with the structured workplace learning coordinator.

It is strongly recommended that the student completes a letter of thanks to the employer and keeps a copy of the employer evaluation for use in personal portfolio and future placements

Parent or carer

Parents/carers have an important role in the successful delivery of structured workplace learning for their children. They play a vital role in discussing suitable structured workplace learning placements with their children and assisting them to understand roles and responsibilities in the world of work.

Before the placement

The parent or carer may:

• discuss information about occupations and industries that their child could consider for a structured workplace learning placement
• where required, assist their child to find a structured workplace learning placement.

The parent or carer must:

• sign the structured workplace learning arrangement form
• make appropriate arrangements for their child to safely travel to and from structured workplace learning
• make appropriate arrangements if their child is required to stay at accommodation other than their normal place of residence and complete the Structured workplace learning travel and accommodation form (PDF)
• provide consent to any proposed vehicle travel that their child may undertake with the employer by completing the structured workplace learning travel and accommodation form
• provide any necessary health information relating to their child, including details of any medical condition which may require treatment during the placement.

During the placement

The parent or carer is encouraged to:

• discuss the day’s activities with their child and, if any problems are identified, encourage them to follow correct procedures to deal with the problem
• keep details of the workplace with them in case they need to contact their child.

After the placement

It is recommended that the parent or carer assist in the debriefing process on completion of structured workplace learning and encourage their child to reflect upon their experiences in the workplace and continue their exploration of careers and occupations.

Contacting students during the placement

The principal or the structured workplace learning coordinator must contact the student:

• at least once during the arrangement
• if the placement under the arrangement includes placement days during more than 1 school term, at least once during each of those terms

Contact may be made by either visiting the workplace or by telephoning and speaking to the employer and the student.

Contacting students during their placement provides the opportunity for the principal or structured workplace learning coordinator to:

• find out more about the workplace
• ensure that the student is being adequately supervised, either by the employer or the nominated supervisor
• ensure that the student is being provided with opportunities to undertake tasks that are appropriate and meaningful
• ensure that the requirements of Ministerial Order 1412 – Structured Workplace Learning Arrangements (PDF) are being complied with
• identify any problems in the workplace
• ensure the student’s work is being evaluated and that the employer evaluation form is returned
• learn more about the particular industry in which the student is working.

The principal or structured workplace learning coordinator should:

• contact the employer to arrange suitable dates and times for any work experience visits
• notify the school administration of the date and time of any visits
• complete a report on the visit and ensure that both the student and the employer/supervisor are spoken to during the contact. It is strongly recommended that the conversation with the student should be conducted in private.

Suggested approach for a workplace visit

There are 3 important functions when visiting a student who is undertaking a structured workplace learning placement:

• checking to make sure both the employer and the student are happy with the way the placement is progressing
• encouraging the student to reflect on what they are learning from this different educational experience
• checking that students are completing any required log books, journals and other assessment tasks and have given the evaluation form to the employer.

Contacting the student’s supervisor

You can talk to the student’s immediate supervisor first to ascertain if there are any problems. It is important to encourage the employer to be as honest as possible in their opinions about the performance of the student in the workplace as any shortfalls or issues that may impact on the arrangement must be addressed as soon as possible.

If any shortfalls are mentioned, it is recommended they be discussed with the student as a means of resolving the problem.

Contacting the student

It is important to encourage the student to be as honest as possible with you about their experience at the structured workplace learning placement.

Questions might include:

• 'Is this what you expected to be doing?' (If the answer is no, you might like to ask, 'What’s different from your expectations?')
• 'Have your feelings changed about this job?' (If yes: 'How?')
• 'What problems, if any, have you encountered during the placement?'
• 'What has been the most surprising or interesting thing you have learned during this placement?'

Student safety and welfare

A principal must be satisfied that the student has the capacity to undertake a structured workplace learning placement without exposing themselves or others in the workplace to any unreasonable level of risk.

The protection of the safety, health, development and wellbeing of students undertaking structured workplace learning is of paramount importance to the department. This section lists a number of industries, activities, plant, equipment and workplace hazards which present unreasonable risks to students’ health and safety and/or which require extensive training or experience to perform safely and are therefore prohibited or restricted for structured workplace learning students. The lists are not exhaustive but are intended to support principals to fulfil their duty of care responsibilities when entering into structured workplace learning arrangements.

School staff, employers and workplace supervisors need to be aware that structured workplace learning students:

• are still developing physically, cognitively and emotionally and that there may be tasks that are beyond their current capabilities
• are inexperienced and less skilled than older workers and unaware of workplace risks
• may not have the confidence to ask questions or speak up for fear of looking incapable
• may neglect their own health and safety in their enthusiasm to impress others.

Child safe standards

To create and maintain a child safe organisation, all Victorian schools must comply with Ministerial Order 1359 – Implementing the Child Safe Standards – Managing the risk of child abuse in schools (PDF).

The Child Safe Standards require schools to develop and implement risk management strategies to ensure students’ safety in the school environment. The school environment includes workplace learning environments where students undertake work experience, structured workplace learning, school community work (volunteering) and school based apprenticeships and traineeships.

The department has developed the following resources to support schools to comply with the requirements and implement risk management strategies prior to students undertaking structured workplace learning:

• Child Safe Standards and Workplace Learning: A Guide for Schools
• Fact Sheet for Employers: Child Safe Standards and Workplace Learning

These resources are available from the Resources tab.

For more information, visit the PROTECT website.

Unacceptable behaviour in the workplace

Under Victorian law (Equal Opportunity Act 2010 (Vic), Racial and Religious Tolerance Act 2001 (Vic)) and Commonwealth law (Racial Discrimination Act 1975, Sex Discrimination Act 1984 and Disability Discrimination Act 1992) it is unlawful for employers and educational authorities to sexually harass, victimise or discriminate against employees and students. There must be an adequate level of supervision to ensure the safety and welfare of the student in a non-discriminatory and harassment free working environment.

Bullying, harassment and violence must not be tolerated in the workplace. Structured workplace learning coordinators and other relevant staff must familiarise themselves with issues related to harassment, bullying and occupational violence. The information which follows aims to guide practitioners towards identifying forms of workplace harassment and bullying and offers strategies and guidance to assist in the development of appropriate policies in this regard.

Employers have legal responsibilities to do as much as is reasonably practicable to eliminate or reduce risks to employees’ health and safety. Employees also have legal responsibilities about how they behave toward others in the workplace. Unfortunately, harassment of different kinds does take place in some workplaces, as does bullying in various forms.

Harassment and bullying are acts connected to the abuse of power: the less power a person has in a workplace, the more likely the chance of harassment. A structured workplace learning student is often the least powerful person in a workplace and therefore could be highly vulnerable.

Forms of harassment, bullying and occupational violence

Harassment (including sexual harassment) can take many different forms. It can be physical or verbal abuse, requests for sexual favours or assault. It can be behaviour which offends, humiliates or intimidates the victim. Forms of harassment include (but are not limited to) sexual innuendo, comments about looks or body parts, asking for dates, enquiries into a person’s sexual activities, displays of pornography or material of a sexual nature, posters, magazines, photographs or screen savers on computers.

Bullying is generally defined as repeated unreasonable behaviour directed toward an employee (or group of employees) and creating a risk to their health and safety.

Bullying or harassment can take the form of assigning inappropriate duties, name calling, threatening behaviour, shouting or general intimidation such as exclusion or isolation.

Occupational violence is generally defined as any incident where a person is physically attacked or threatened in the workplace. Occupational violence can include the physical acts of pushing, hitting, slapping or grabbing of clothing.

All harassment and bullying must be treated in the same manner by schools, whether the harassment or bullying is prohibited by law or not. Some incidents of bullying and harassment may be illegal under criminal law. If so, students have the right to involve the police.

How does harassment and bullying occur?

A student may be harassed or bullied in a number of ways: by a manager or supervisor, by other employees, by contractors, by customers – or in cases where more than one student is employed, by other students. The incidence of structured workplace learning students harassing other workers is quite rare. The school and the employer are responsible for taking all reasonable steps to protect structured workplace learning students from harassment.

The most common form of harassment is male to female sexual harassment, but this is not the only kind. Sexual harassment can also take place male to male, female to male and female to female.

Where can harassment, bullying and occupational violence happen?

Harassment, bullying and occupational violence can take place in any setting, potentially anywhere that work takes place and are not necessarily more likely in some workplaces than others.

Particular care must be taken when placing a student in a residential situation, i.e. students working on distant farms where residential accommodation may be the norm, or when the student has an employer who works from the relative privacy of a home office.

If the principal has permitted the employer to engage more than one student for every three employees, the principal must be satisfied that the placement will not be detrimental to the health or welfare of any student in that workplace and the student must be visited as frequently as is reasonably practicable.

Students must be instructed to never drink alcohol while on a placement, even in social situations.

Responsibilities to protect students

Schools have a responsibility to ‘take all reasonable steps’ to protect students on structured workplace learning from harassment and bullying. ‘All reasonable steps’ may include:

• ensuring that the whole school community understands the school’s policy and procedures on sexual harassment and bullying
• organising the structured workplace learning to protect students from possible harassment and bullying
• visiting the workplace where possible and discussing the school’s policy and procedures with the employer.

Note: Taking ‘all reasonable steps’ may involve actions before, during and after structured workplace learning.

If a structured workplace learning student report harassment, bullying or occupational violence the school must be able to demonstrate that it has clear policies and a working set of written procedures to deal with these matters. These documents must be forwarded to each party involved in the student’s structured workplace learning prior to the placement commencing.

Procedures for dealing with harassment, bullying or occupational violence must include step-by-step instruction on what is required to protect students on structured workplace learning, and must include the written endorsement of the principal. Employers can also be vicariously liable if a sexual harassment complaint be made.

Wherever possible, the workplace may be visited. Discussions should occur with supervisors and observations made about the culture of the workplace, including language, the way people relate to each other, and the suitability of posters, magazines, screen savers that students may see while on placement.

It is not safe to assume that workplaces do not change from year to year. A new supervisor may change the workplace culture. Among the issues discussed with potential employers must be the prevention of harassment and bullying of the student. Discussion should include the standards the school expects of the workplace and processes to deal with harassment and bullying if they arise. It is understood, of course, that this possibility should be raised with tact and sensitivity.

All school staff involved in administering structured workplace learning programs and students must receive information about harassment and bullying, in particular as it relates to structured workplace learning. This information must include the many different forms that harassment and bullying can take, where it may occur, who it happens to, how it affects victims, and how it must be dealt with. The role of the structured workplace learning coordinator and the school in dealing with these matters must be clearly outlined to the student.

Schools must have a process that empowers the student to respond immediately to the harassment and bullying if it occurs. The student must understand that if they are made uncomfortable during their structured workplace learning, they have the right to leave the workplace immediately. Bags and other belongings can be collected at a later time. If the student does leave the workplace, they must notify their school immediately.

Handling incidences of harassment, bullying or occupational violence

Strategies that students may use in response to incidences of harassment, bullying or occupational violence include:

• expressing dislike of their treatment to their harasser(s)
• reporting their treatment to other people at the workplace – co-workers, supervisors or managers
• reporting their treatment to parents/carers
• reporting their treatment to their structured workplace learning coordinator, principal, or other relevant school staff
• in matters of sexual harassment, making a complaint under the Equal Opportunity Act 2010.

Note: Schools must support students to deal with incidences of harassment, bullying or occupational violence.

Schools must have a process for dealing with structured workplace learning students who report incidences of harassment, bullying or occupational violence. As part of this process:

• each complaint should be accepted at face value
• concerns and/or complaints must be acted upon without delay
• in the first instance, care must be taken to address the welfare of the student rather than the facts of the matter – 'Are you OK?' is a better response than 'Were there any witnesses?'
• if appropriate, conciliation may take place between the employer, the student and the school. This may not involve the parties necessarily being in the one room at the same time. If agreement can be reached between the parties, this must be recorded and followed accordingly
• where conciliation is inappropriate or not possible, the school must attempt to investigate the complaint to the extent possible
• all evidence relevant to the complaint must be given to the principal for assessment. If the principal is of the belief that the evidence sustains the complaint, a decision must be made about the on-going relationship with the employer. In some cases, further placements will need to be closely monitored, while in others the relationship will be suspended or terminated.

At the completion of the structured workplace learning program, the school must conduct a debriefing process wherein each student has opportunity to comment on their experiences during their placement. Each student must also have the opportunity to raise any issues privately with the structured workplace learning coordinator or other relevant staff member without other students being present.

Each student must be contacted while on their placement to ensure that they are experiencing no difficulties as a result of the behaviour of other people.

Occupational health and safety preparation

A principal must be satisfied that a student is either undertaking or has completed OHS training prior to commencing structured workplace learning as follows:

• where a student is undertaking structured workplace learning as part of a VET program within Victorian Certificate of Education (VCE) including the VCE Vocational Major, or the Victorian Pathways Certificate – the principal must be satisfied that the student is undertaking, or has completed the OHS training unit of competency within the VET program
• where a student is undertaking structured workplace learning which is not related to their VET program within VCE including the VCE Vocational Major, or the Victorian Pathways Certificate – the principal must be satisfied that the student has completed an OHS program required by the department as follows:
  • if the student is undertaking VCE Industry and Enterprise – they must complete safe@work
  • if the student is undertaking structured workplace learning to complement an applied learning program as part of the VCE Vocational Major or the Victorian Pathways Certificate – they must complete safe@work.

Once a student is placed in a workplace, the employer has a duty of care to provide and maintain a working environment that is safe and without risks to health – this includes both physical and psychological health.

A responsible employer will conduct regular workplace hazard inspections and implement a program of effective risk controls, understood by everyone in the workplace. Warning signs must be displayed prominently wherever they are required, and the meaning of the signs must be made known to employees and visitors, including students.

As part of induction into the workplace on the first day of the placement, the employer must explain to the student what hazards are present in the workplace, why risk controls are in place and how they are put into practice. Employers must also nominate a supervisor to provide direct supervision of a student while they are undertaking work related activities.

Students must be told that if they have any concerns, such as not knowing how to use equipment or feeling that a task may involve a risk to their safety, they must speak to their supervisor before proceeding. Safety must always be the employer’s, and the student’s, first priority.

Construction induction training

Under the Occupational Health and Safety Regulations 2017, an employer must ensure that anyone employed to do construction work (including students placed with an employer under a workplace learning arrangement made under the Education and Training Reform Act 2006) has completed construction induction training before they start work. Construction induction training aims to provide people new to construction work with an understanding of:

• their rights and responsibilities under OHS law
• common hazards and risks in the construction industry
• basic risk management principles
• the standard of behaviour expected of workers on construction sites.

The construction induction training must be provided by a registered training organisation (RTO). Construction induction cards are issued by WorkSafe Victoria following receipt of evidence of satisfactory completion of the course from the RTO and proof of identity. Construction induction cards issued by WorkSafe Victoria are recognised nationally.

For further information about construction induction card requirements or to locate a RTO, please contact WorkSafe Victoria’s Advisory Service.

For further information about what is considered to be construction work, and how to meet health and safety requirements on construction sites, please refer to the following WorkSafe Victoria publications:

• Working safely in the general construction industry – a handbook for the construction regulations
• Working safely in the housing construction industry – a handbook for the construction regulations

Prohibited or restricted industries and businesses

Students must not be placed in industries or businesses that pose an unacceptable risk to their safety, health, development or wellbeing. Structured workplace learning in the following industries or businesses is prohibited or restricted on this basis (this is not an exhaustive list):

• abattoirs (see Note 1)
• any business where firearms and/or ammunition are manufactured, repaired or sold
• equine industry (see Note 2)
• fishing vessels (see Note 1)
• funeral homes (see Note 1)
• gaming
• mining, quarrying, extraction, recycling plants, foundries and tips (see Note 3)
• morgues
• prisons, correctional or remand centres, or immigration centres
• recreational vessels
• security industry
• sex industry
• tattoo shops
• trading vessels (see Note 4)
• transmission and distribution industries (linework and/or cabling) (see Note 1).

Note 1: Students may undertake structured workplace learning in these industries only if they are completing a relevant Vocational Education and Training (VET) qualification and the structured workplace learning will allow them to obtain or further develop the skills and knowledge outlined in a relevant unit of competency within the qualification. Employers must provide students with an appropriate health and safety induction and any activities must be carried out under direct supervision.

Note 2: Where students are not completing a relevant VET qualification, they may only undertake structured workplace learning in the equine industry in line with the department’s guidelines for work experience with animals and they are not permitted to undertake riding activities. These guidelines are available on the Work Experience resources tab.

Note 3: Students may only undertake office duties above ground in these industries.

Note 4: Where students are not completing a relevant VET qualification they may only assist on trading vessels used for passenger ferry services or charter activities and operating on inland or enclosed waters.

Prohibited or restricted activities

Students are prohibited from engaging in activities:

• where there is an unacceptable risk to their safety, health, development or wellbeing, or
• which require extensive training or experience to perform safely.

Students are prohibited or restricted from engaging in the following activities on this basis (this is not an exhaustive list):

• administering medical treatments (see Note 1)
• bathing patients (see Note 1)
• discussing the condition of patients (see Note 1)
• dispensing and administering medication (see Note 1)
• door-to-door selling (selling any goods or services at a private or commercial residence (including making a contact sales agreement within the meaning of the Fair Trading Act 1999)
• handling or using explosives
• holding or transporting cash and negotiable items — such as cash, cards stamps or cheques — with a value exceeding $100. (This excludes the student’s personal items)
• holding keys, codes or ciphers except those required to operate standard office machines and other permitted equipment.

Note 1: Students may undertake these activities only if they are completing a relevant VET qualification and the structured workplace learning will allow them to obtain the skills and knowledge outlined in a relevant unit of competency within the qualification. Employers must provide students with an appropriate health and safety induction and any activities must be carried out under direct supervision.

Dangerous plant and hazardous equipment

Students must not use plant or equipment that pose an unacceptable risk to their health or safety, or that require extensive training or experience to use safely.

Students are permitted to use the listed plant or equipment only if they are explicitly required in the performance criteria or assessment requirements of a unit of competency the student is undertaking as part of a VET qualification. Employers must provide students with the relevant health and safety induction and any activities must be carried out under direct supervision.

• Abrasive blasting equipment
• Brush cutters with attached metal blades
• Buzzers
• Chainsaws
• Compressed air power tools
• Elevating work platforms
• Explosive power tools
• Firearms
• Gas-fuelled cutting equipment
• Guillotines (manual and electric-operated)
• Jackhammers
• Lathes
• Nail guns
• Petrol sales consoles
• Plastic moulding machines
• Power presses (unless the press has laser guarding or a remote control, and training and close supervision are provided)
• Power saws, including docking saws, circular saws and buzz-saws
• Power wood shapers
• Powered cutting or grinding tools (excluding those used for key cutting and engraving on items such as trophies)
• Powered lifting equipment
• Powered mobile plant or vehicles (students must never be permitted to drive any vehicle or mobile plant while on work experience, including tractors, forklifts, all-terrain vehicles, ride-on mowers, bulldozers, excavators and skidders)
• Rubbish compactors
• Scaffolding
• Sharp objects and cutting equipment (not including scissors and secateurs sold for general use)
• Spindle moulders
• Thicknessers
• Ultraviolet (UV) equipment
• Welding, brazing and open flame soldering equipment

Note: This is not an exhaustive list.

Workplace hazards

Students must not be exposed to workplace hazards that could harm their health or safety such as:

• biological/medical hazards (for example, exposure to needles in syringes or other ‘sharps’, to blood or other body fluids, Legionella bacteria)
• bullying, occupational violence, work-related stress, sexual harassment and discrimination
• confined spaces (‘confined space’ is defined as a space in any vat, tank, pit, pipe, duct, flue, oven, chimney, silo, reaction vessel, container, receptacle, underground sewer or well or any shaft, trench, tunnel or other similar enclosed or partially enclosed structure that meets conditions specified in the Occupational Health and Safety Regulations 2007 (refer to WorkSafe Compliance code: Confined spaces))
• debris (for example, waste material generated by milling or grinding operations)
• electrical hazards associated with faulty, unsuitable or inappropriately placed leads, electrically powered plant or equipment, contact with live underground or overhead cables
• excessive noise
• exposure to asbestos fibres in areas where damaged and/or friable (‘friable asbestos’ means asbestos that when dry, may be crumbled, pulverised or reduced to powder by hand pressure) asbestos-containing materials are known to be present
• exposure to occupational sources of ionising radiation (such as X-ray machines)
• exposure to non-ionising radiation hazards (associated with devices such as UV sterilising equipment and laser devices)
• exposure to high-pressure liquids or gases (associated with gas cylinders, compressed air tools, boilers and pressure piping)
• exposure to hazardous substances (‘hazardous substances’ are regulated by the Occupational Health and Safety Regulations 2007 and classified on the basis of their health effects, both immediate and long-term, such as chemicals, flammable liquids or gases that can cause cancer, skin disease, poisoning or respiratory illness) and dangerous goods (‘dangerous goods’ are regulated by the Dangerous Goods (Storage and Handling) Regulations 2022 and can have immediate physical or chemical effects – such as fire, explosion, corrosion and poisoning – on property, the environment or people)
• extremes of heat or cold that could result in physical harm through illness or impaired performance
• falling objects (such as objects falling from platforms, loads slung from cranes)
• falls from, or collisions with, forklifts or mobile plants
• falls from heights
• hazardous manual handling involving the application of repetitive, sustained and/or high force, awkward postures or movements, exposure to sustained vibration, manual handling of people or animals, manual handling of unstable loads that are difficult to grasp or hold
• impalement hazards, such as protruding angle iron
• plant hazards including moving machinery or equipment, unguarded machinery in which clothing, hair, limbs or fingers could get caught, cut or crushed
• trenching and excavation operations, including digging of post holes.

Note: This is not an exhaustive list.

Students with disability and additional needs

For students with disability, reasonable adjustments need to be made to enable the student to participate in the placement on the same basis as their peers. The school can give the employer information regarding the adjustments that will maximise inclusion and participation for the student.

Structured workplace learning coordinators may use the expertise and advice of education staff who know the student well. This may include seeking advice from the Student Support Group (SSG) for Victorian government schools or the Program Support Group (PSG) for non-government schools when setting up structured workplace learning. The SSG or PSG will be able to advise about reasonable adjustments and supports that can ensure the success of the placement.

The student may also have allied health and other professionals, such as visiting teachers, who may be able to provide advice and support for the student, including advice about equipment the student requires for structured workplace learning if it is needed.

Examples of reasonable adjustments

There are multiple kinds of adjustments employers can make to support students with disability and additional needs. Examples include:

• providing access to workplace materials through assistive technologies such as screen readers
• adapting the physical environment, for example, increasing lighting for a student who has a vision impairment
• providing instructions in different ways, such as visual, oral or practical demonstrations, to support comprehension and learning
• providing students with timetables prior to the placement so that daily routines are understood, and notifying students in advance for changes to the daily routine
• breaking new tasks into a series of smaller steps, ensuring one part has been learned before introducing the next.

Resources

Forms for use in structured workplace learning arrangements

• Structured workplace learning arrangement form (PDF)
• Structured workplace learning travel and accommodation form (PDF) (to be used where relevant)
• Structured workplace learning exemption form (DOCX) (to be used where relevant)

Guidelines and FAQs for structured workplace learning

• Structured workplace learning guidelines for employers (DOCX)
• Frequently asked questions – child employment legislation and workplace learning (DOCX)
• Child safe standards and workplace learning: A guide for schools (PDF)
• Child safe standards and workplace learning: A guide for schools (DOCX)
• Fact sheet for employers: Child safe standards and workplace learning (PDF)
• Fact sheet for employers: Child safe standards and workplace learning (DOCX)