Student Engagement and Progression Policy and Procedures

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1. Purpose

Sydney Art School is committed to providing high-quality vocational education and training in the field of Visual Arts. This policy sets out the processes to:

• Monitor student engagement, attendance, and progression.
• Identify and support students enrolled in Visual Arts qualifications who may be at risk of not completing their studies.
• Provide effective, tailored support to enable students to achieve their creative goals.

Ensure compliance with:

• The National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025 (commencing 1 July 2025).
• The National Vocational Education and Training Regulator (Compliance Standards for NVR Registered Training Organisations and Fit and Proper Person Requirements) Instrument 2025.
• The VET Student Loans Rules 2016.

2. Scope

This policy applies specifically to students enrolled in:

• The Certificate of Visual Arts (CUA31120 Certificate III or CUA41320 Certificate IV).
• The Diploma of Visual Arts (CUA51120).
• The Advanced Diploma of Visual Arts (CUA60720).

including students who are accessing VET Student Loans to support their study in these qualifications.

3. Principles

Sydney Art School commits to:

• Providing clear expectations and transparent information about studying the Certificate, Diploma, and Advanced Diploma of Visual Arts.
• Monitoring engagement, participation, and progress systematically.
• Identifying and supporting students at risk of not successfully completing their qualification.
• Creating a culturally safe, inclusive, and supportive environment for all learners.
• Continuously improving the delivery of nationally recognised training in Visual Arts.
• Respecting student privacy and complying with the Australian Privacy Principles.

4. Definitions

Student At Risk – A student enrolled in the Certificate, Diploma or Advanced Diploma of Visual Arts who is unlikely to meet course requirements without targeted support.

Principal’s Delegate – A person authorised in writing by the Principal to carry out functions under this policy.

5. Monitoring Student Engagement and Progression

5.1 Attendance and Engagement

• Students must attend scheduled Studio Sessions in Drawing, Painting, Silversmithing, and related Visual Arts disciplines.
• Students are expected to maintain at least 80% attendance, unless alternative arrangements are approved.
• Tutors record attendance and engagement in the Student Management System (aXcelerate).
• Non-attendance for five consecutive days or more without approval triggers a review.

5.2 Assessment Participation

• All students enrolled in Visual Arts qualifications must submit their Unit Workbooks and assessment tasks by agreed deadlines.
• Repeated non-submission without valid reasons will trigger follow-up contact.

5.3 Satisfactory Progress

Satisfactory progress is defined as:

• Successful completion of at least 50% of enrolled units each term, or
• Progress in line with a documented individual study plan.
• Progress evidence will be collected and retained in compliance with the VET Student Loans Rules 2016.

6. Identifying Students At Risk

A student in a Certificate, Diploma, or Advanced Diploma of Visual Arts qualification will be considered at risk if they:

• Fail to successfully complete 25% or more of enrolled units in a term.
• Are absent for five consecutive days without approval.
• Consistently fail to submit assessments or participate in Studio Sessions.
• Request repeated extensions without a valid cause.
• Disclose personal, health, or other circumstances likely to impact their progress.
• The Principal or Principal’s delegate will review attendance and progress data regularly to identify students requiring additional support.

 

7. Intervention Strategies

7.1 Initial Contact

The Principal or Principal’s delegate will:

• Contact the student to discuss concerns about their engagement or progress in their Visual Arts course.
• Identify barriers affecting their participation and progress.
• Explain support options available.

 

7.2 Individual Support Plan

An Individual Intervention Strategy will be developed, which may include:

• Extra tutoring or mentoring sessions with experienced Visual Arts educators.
• Adjusted study plans or extended timeframes for completing assessment tasks.
• Access to language, literacy and numeracy (LLN) support via BKSB.
• Participation in assessment support workshops.
• Referral to counselling, health, or community services.
• Recognition of Prior Learning (RPL) or Credit Transfer where appropriate.
• Reasonable adjustments consistent with Sydney Art School’s Access and Equity Policy.

 

7.3 Learner Wellbeing and Inclusion

In line with Outcome Standard 2.6, Sydney Art School will:

• Identify and address wellbeing needs of students in Visual Arts qualifications.
• Provide appropriate support services and referrals to help students continue their studies.
• Foster a culturally safe environment, including for Aboriginal and Torres Strait Islander students.

 

7.4 Documentation

• An Intervention Strategy Record will be completed and recorded by the Principal or Principal’s delegate.
• A copy will be retained in the Student Management System and the student’s record.
• The student’s progress will be reviewed at agreed follow-up intervals.

 

8. VET Student Loans Progression Requirements

• Students accessing VET Student Loans for their Diploma or Advanced Diploma of Visual Arts are required to:
• Complete progression confirmations at intervals specified by the Department of Employment and Workplace Relations.
• Engage actively in all learning and assessment activities.
• Failure to submit progression confirmations may result in suspension or cancellation of VET Student Loan eligibility.

 

9. Consequences of Continued Unsatisfactory Progress

If a student continues to demonstrate unsatisfactory progress after intervention:

• The Principal may issue a formal written warning, suspend, or cancel enrolment.
• The student will be notified in writing of the reasons, the proposed action, and their right to appeal.
• The student will have 20 working days to respond or lodge an appeal as per the Complaints and Appeals Policy.

 

10. Recordkeeping

Consistent with Compliance Standard 3.2, Sydney Art School will:

• Maintain accurate records of student attendance, engagement, assessments, interventions, and VET Student Loan progression.
• Keep records securely for a minimum of 5 years, or longer if required under applicable funding contracts.
• Ensure records are accessible for audit and compliance monitoring.

 

11. Roles and Responsibilities

Role Responsibilities

• Tutors Monitor engagement and progress; identify and report students at risk.
• Principal or Principal’s Delegate Oversee intervention processes; approve and monitor support strategies; make decisions regarding suspension or cancellation.
• Student Liaison Officers Provide academic, personal, and wellbeing support.
• Administration Maintain records; manage VSL progression confirmations; issue notifications.
• All staff are responsible for understanding their obligations under this policy and the 2025 Standards.

12. Continuous Improvement

In line with Outcome Standard 4.4, Sydney Art School will:

• Systematically monitor and evaluate engagement and progression practices.
• Use findings to improve delivery and support services for the Certificate, Diploma, and Advanced Diploma of Visual Arts.
• Incorporate student and staff feedback into policy and procedure reviews.

 

• 13. Related Documents
• Student Handbook
• Complaints and Appeals Policy
• Access and Equity Policy
• Recognition of Prior Learning Policy
• Privacy Policy
• VET Student Loans Information Statement
• Intervention Strategy Template

 

14. Review

This policy will be reviewed annually, or sooner if:

• Regulatory or legislative changes occur, including commencement of the revised standards on 1 July 2025.
• Continuous improvement processes identify opportunities for enhancement.

 

15. Version Control

Version	Date	Approved by	Details
2025.01	June 2025	Principal	Initial version aligned to 2025 standards