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Student support strategies

Schools with successful school-based apprenticeships and traineeships (SATs) programs will often speak of the importance of strategies to support students throughout their traineeships and apprenticeships.

It is important for schools to support students before the training contract is signed, during the SAT, and as the student finishes school or completes their traineeship.

Case study - West Moreton Anglican College

Some suggestions from schools include:

Have a talk with the student and their parents about their goals and aspirations before they sign up to a SAT. Make sure they understand the additional responsibility that will be involved.
Many schools find that organising work placements before students sign-up to a SAT helps the students to understand the nature of the work and develop a commitment to their SAT. Employers benefit as well by having a chance to assess students as future employees.
Ask teachers to provide student notes for the classes they miss, or remind students to set up a buddy system with a friend to catch up on missed subjects.
Look at using the school intranet system to post teaching notes or reference material for students who may miss classes. Students could also use it to ask questions and seek advice on issues.
Regularly monitor the progress your students are making with their SAT and call their employer and training organisation to see how they are going.
Set up a learning centre where students on spares can have access to computers and a teacher or tutor to assist them.
Organise regular catch-up sessions with students to monitor their progress and offer support.
Revisit and revise each student's senior education and training (SET) plan to ensure it remains reflective of the student's goals and aspirations.
Organise a buddy system where experienced students undertaking a SAT mentor newly signed-up SATs as they work to balance school, work and training.
In some circumstances it may be appropriate to extend a student's senior learning over a three year period to allow for longer periods in the workplace and for the student to study other subjects.
Work collaboratively with the supervising registered training organisation (SRTO) on assessing a student's capacity to cope with the LLN demands of the SAT. Sometimes students struggle to apply school-based learning in the unfamiliar setting of the workplace. Both the school and the SRTO have a responsibility to support the process of learning to use LLN skills in new contexts.
If any problems or issues do arise address them as soon as possible. Go to Help and advice for more information.

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Case study
A proactive approach to promotion is the key to a successful SATs program according to Grant Mills from West Moreton Anglican College. Although students generally do not commence their SAT until Year 10 or 11, students begin receiving information on the program from as early as Year 9. "Early promotion of the program allows students and their parents plenty of time to consider undertaking an apprenticeship or traineeship while at school," "You name it and it can be done in a SAT - that's the message we promote to our students" Grant says. "Students who are undertaking a SAT stand out in a crowd - they walk taller and prouder and have a greater maturity than their peers," he says. Grant is convinced that getting the right student for the job is the key to ensuring employers keep coming back. "Developing relationships with the employers and students allows me to match the right student to the right job," Grant said.

Case study

A proactive approach to promotion is the key to a successful SATs program according to Grant Mills from West Moreton Anglican College.

Although students generally do not commence their SAT until Year 10 or 11, students begin receiving information on the program from as early as Year 9.

"Early promotion of the program allows students and their parents plenty of time to consider undertaking an apprenticeship or traineeship while at school,"

"You name it and it can be done in a SAT - that's the message we promote to our students" Grant says.

"Students who are undertaking a SAT stand out in a crowd - they walk taller and prouder and have a greater maturity than their peers," he says.

Grant is convinced that getting the right student for the job is the key to ensuring employers keep coming back.

"Developing relationships with the employers and students allows me to match the right student to the right job," Grant said.

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This page was last updated at 19-March-2009