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.
Flexible timetabling
Flexibility in school programming allows students to effectively combine a school-based apprenticeship or traineeship (SAT) with school studies.
Where schools agree on a student's participation in a SAT, the school will need to work with the student to modify and balance their school timetable.
Time should be allocated for working with the employer and training with the training organisation.
Some options schools have suggested include:
- offering a flexible Wednesday timetable or building spares into the timetable where SAT students can work, train or undertake independent study to catch up on missed classes
- having duplicate classes spread over the school week so that students do not have to catch up on missed classes
- allowing students to reduce the number of subjects they study in order to cope with the extra workload of a SAT. (The school will need to discuss this with the student and their parent/guardian.)
- organising for students to undertake block release - in many cases this can suit both the employer and the school. Some schools are utilising the week before and the week after the school holidays to minimise disruption to the student's timetable.
Suggestions from schools include:
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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.
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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.
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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.
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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.
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Regularly monitor the progress your students are making with their SAT and call their employer and training organisation to see how they are going.
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Set up a learning centre where students on spares can have access to computers and a teacher or tutor to assist them.
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Organise regular catch-up sessions with students to monitor their progress and offer support.
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Revisit and revise each student's senior education and training (SET) plan to ensure it remains reflective of the student's goals and aspirations.
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Organise a buddy system where experienced students undertaking a SAT mentor newly signed-up SATs as they work to balance school, work and training.
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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.
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Work collaboratively with the training organisation 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 training organisation have a responsibility to support the process of learning to use LLN skills in new contexts.
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If any problems or issues do arise address them as soon as possible. Go to Dealing with issues and problems for more information.
