ACCM College is currently offering a 25% discount on all of our courses!
Australian College of Commerce & Management logo

Welcome to ACCM College

Created Feb 25

Welcome to ACCM College
Watch me first!

Getting Started on your Learning Journey
We want to set you up for success!

Congratulations!

ACCM College is very happy to welcome you as a student or trainee.

We have created this page to make sure you know what to expect and where to go for help.

This page is filled with information and videos that will set you up for success in your Induction Call and your course.

We know it is a lot of information to digest, so don't worry.

All of this information can be found in your Student Handbook!

And if you take just one thing away from this page, it should be that we are here to help...we just need to know how.

There is more detailed information about our onboarding process (and content / purpose of calls) in the next section. 

If you have a question, call us at 1300 201 881 and we will help you!

 

First Things first:

1.  If you haven't already watched the above ACCM welcome video, please watch it (it's just 2 minutes).

2. Log on to Webclass, if you haven't already, so you can:

3.  Verify your ID Documents 

4.  Complete your Initial Skills Assessment (ISA)

 

What comes next:

1. Read the next section called Unpacking the Onboarding Process to learn more about what you can expect - We promise it will help!

2.  ACCM College will reach out with your Welcome Call

You are also welcome to give US a call if you are ready and don't want to wait.

3.  We will book your Induction call during your Welcome Call

4.  Please take the time to review the information and videos on this page, as it will help ensure a smooth induction and give you a chance to identify questions you may want to ask.

 

If you haven't already, please watch our video on using Webclass here!

 

While you are waiting for your Welcome Call

If you have finished your ISA...keep reading this page.

If everything makes sense and you feel you are ready to get started on your first Subject, log into Webclass and have a go.

You can still ask any questions you may have during your call.

 

When it's time for your Induction Call

Make sure your Initial Skills Assessment was submitted at least 24 hours prior.

You must be logged into a computer and have Webclass open for your induction.

If possible, please have this page open as well and refer to this information during your induction call, as it will make it faster and smoother for you.

 

Please know that you can call us directly at 1300 201 881 or write to contact@accm.edu.au if you don't find the answer or need any help.

Unpacking the Onboarding Process
So what happens...exactly?

  • The Enrolment Process

    How you access the enrolment page with ACCM will depend on your enrolment type.

     

    Private Students:

    Our private students may enrol directly from our website after selecting a course that is right for them.

    Or, they may receive an "enrolment link" from ACCM if we have been assisting with your enrolment.

    Both options take you to the same enrolment form.

     

    Employer Sponsored or Traineeship Enrolments

    If you are enrolling as part of your job, you will be sent an ACCM enrolment link by your Employer.

    While you will go to the same enrolment form as all students, some of your details (such as course and employer) will be pre-filled.

     

    Am I an "ACCM Student" once I submit my enrolment form?

    Almost.  Your enrolment form is actually an enrolment application.

    There are a few steps we have to complete with you to make sure:

    • Your qualification is the right one for your goals and needs
    • You are suited for online delivery with ACCM's delivery method
    • We can support any special learning or support needs you may have

    These and other factors are evaluated during your enrolment and induction process.

    You will be "accepted" as a student or trainee with ACCM once the Initial Skills Assessment is complete in most cases.

    We will let you know if there are any additional questions or enrolment factors to discuss prior to your full student acceptance.

    For more information on this aspect, visit our Admissions and Enrolment Policy

     

    Once your Enrolment Application is Submitted

    You will have immediate access to Webclass, where you can complete the next steps of the process.

    You will also receive an email which provides your Webclass Username and Logon information.

     

    Once you have logged onto Webclass there are two introductory videos on the Webclass homepage you should watch:

    • Verifying your identification with Green ID
    • Webclass - Getting Started

    We highly encourage you to watch these short and informative videos...they really will help!

     

     

     

    Once you have watched the videos (also avaliable in Webclass), complete your ID Verification steps and complete your Initial Skills Assessment (ISA).

    The Initial Skills Assessment:

    • Allows ACCM College to get to know you better
    • Helps determine your Language, Literacy and Numeracy levels and identify any support you may need
    • Identifies any Recognition of Prior Learning (RPL) opportunities that may apply
    • Provides a basis for discussions to complete the induction process

     

     

     

     

     

  • The Welcome Call

    Once your Enrolment Application has been submitted, ACCM College's on-boarding team will reach out to you.

    Our goal is to reach you as soon as practical to make sure you are off on the good foot.

    However, we also don't want to overwhelm you...

    So, we won't call for at least four hours after you submit your application.

    We will always try to reach you within the first 24 hours though.

    The Welcome Call will:

    • Introduce the College and make sure you know we will be looking after you
    • Make sure you were able to log onto Webclass
    • Explain the ISA and see if you need help completing it
      • This needs to be completed and submitted to the College at least one day before the induction
    • Book your induction
    • Encourage you to review electives (if required) prior to induction
    • Discuss your study times with your employer if applicable (so we can document it during the induction)
  • The Induction Call

    The Induction Call is a critical part of your onboarding and is the gateway to becoming an ACCM student.

    The induction Call will last about 20 minutes and cover a range of important topics.

    • Officially welcomes you to ACCM College
    • Ensure you are comfortable with Webclass (watching our video is key)
    • Explain the role of our Student Training Advisers
    • Explain our contact methods and frequency
    • Discuss any potential learning and/or support needs and how we can support you
    • Discuss RPL opportunities (such as possible Credit Transfers)
    • Discuss and lock in elective choices (if needed)
    • Confirm your planned study times 
    • Confirm personal, supervisor and employment details (if applicable)

    Please note that Trainees may discuss other aspects based on the requirements of their State or Territory.

    Don't worry, any special Traineeship requirements will be discussed during the Induction Call.

    For example, Trainees and their Employer will sign a Training Plan which captures the specifics of their program (this is a government requirement once electives and any special support needs have been identified and agreed on.

     

What every student and trainee needs to know!
Setting you up for success in a VET qualification

  • Undertaking Vocational Education

     

    A Nationally Recognised Qualification is the hallmark of Vocational Education.

    Learn more about how this uniquely Australian educational system works and what you can expect as part of your time with ACCM College.

    You will also learn what we mean by Workplace Competency and gathering Evidence of Competency.

    Remember, you can ask questions during your Induction call if you want to clarify your understanding about what a Vocational Qualification means.

  • Learn more about Distance/Online Delivery - Is it right for you?

     

    ACCM College specialises in Distance / Online Delivery.

    We have spent over 25 years learning what works (and what doesn't) to help our students reach their goal via distance delivery.

    Distance delivery means our students complete their studies on-line using our web-based Student Learning System, called Webclass.

    Our learners can access Webclass's learning and assessment materials from virtually any web-enabled device (PC, laptop, tablet or mobile phone).  

    ACCM College supports our students in their studies via our team of industry experienced Student Training Advisers.

     

    Our Student Advisers reach out to learners directly via phone, email and video to:

    • Provide regular and meaningful contact
    • Offer scheduled and on the spot Coaching and Training
    • Conduct Skills Checks / Role Plays or other assessment activities

     Our Advisers are here to help, and they will reach out to you.

    ACCM College understands that every student learns in different ways.  While distance learning is a very flexible delivery method, it may not suit everyone.

    We ask all of our students to consider if Distance / Online Delivery is right for their learning needs or preferred method of delivery.

    While ACCM's Student Advisers are able to provide a great deal of support, coaching and assistance via phone, email and video, we are not able to support in-person learning. 

    If you believe you are best suited for trainer-led classroom learning, are not confident in your Digital Literacy or that ACCM's online system and distance delivery methods will not work for you, then please let us know so we can help make sure you are partnered with a suitable learning provider...that meets YOUR learning needs.

    If you would like to learn more about ACCM's commitment to Online Learning, follow this link https://accm.edu.au/about-online-learning/

    Remember, if you are concerned about distance delivery or wish to discuss any aspect of our program, call us straight away at 1300 201 881 or write to contact@accm.edu.au.

  • Recognition of Prior Learning (RPL)

    Recognition of Prior Learning - A key element of Vocational Education and part of your rights.

    ACCM College is committed to maximising RPL opportunities for all of our learners by:

    • Providing multiple opportunities for you to request or inform us of your RPL choice
    • Fully explaining RPL and the processes (via the Induction Process, RPL Policy Page and our Student Handbook)
    • Offer RPL opportunities to all of our students in the form of Credit Transfers or Portfolio Review as appropriate or applicable.
    • Ensuring RPL assessments meets the Rules of Evidence and Principles of Assessment. 

    Please note that RPL via Portfolio Review can be quite an extensive process requiring applicants to gather direct evidence of their current workplace competence. 

    Please let ACCM College know if you would like to learn more about RPL of any kind as part of your onboarding process

    While the video above will provide you with important information about RPL opportunities and processes, please discuss any questions you may have during your induction.  We truly want to ensure you understand this opportunity. 

    You can learn more about our RPL opportunities via our RPL Policy page.  Click here to open a new window and learn more.

  • Weekly Progress Targets - Helping you reach your goal!

    ACCM College has been working with distance learners for over a quarter of a century.

    We know that the key to your success is regular and steady progress towards your goal.

    While some weeks may allow more opportunities for study than others…regular progress is essential.

    We also know that feeling like you are behind can be stressful, and we want to help keep your learning experience positive.

    ACCM will do all we can to help you keep moving forward thought regular contact, support, coaching and encouragement.

     

    Knowing how much progress is “enough”

    Knowledge of our materials, the number of questions and activities in each subject and the duration of our courses has enabled us to determine a weekly target.

    This weekly target, which normally ranges from 16-22 questions per week, will help you stay on track.

    You will always be able to see your current weekly target in Webclass.

    Your Student Adviser is happy to explain more or assist you in finding ways to keep moving closer to your goal.

     

    Remember, this target is NOT set in stone

    Your weekly target will change based on your progress and time remaining in your course over the course of your studies

    If you are finding the target is too high for your available time, reach out to your Adviser straight away.

    We also hope you will reach out to your Student Adviser if you are concerned about your progress or course in any way.

     

    We can do a lot to help you stay on track…we just can’t do anything without you.

  • Practical Skills Evidence is at the heart of a VET Qualification

    As explained in an earlier video, Understanding Vocational Education, a vocational qualification is designed to demonstrate the practical skills of what you can do and what you know.

     

     

     

    Practical Record Books (PER)

    Learners who are not a trainee, which include private students, government subsidised entitlement students, employer sponsored students and Short Course students will complete a PER for each subject

    In the Practical Evidence Record , you will be asked to explain how you have demonstrated various subject-related activities at work (this may include previous workplaces) or in your personal life.

     

    Note for those NOT CURRENTLY working

    Practical Evidence can sometimes be obtained from later subjects, as well as activities in your personal life.

    Therefore, you may not be able to provide this evidence until you have completed later subjects. 

     

    If you are a Trainee, you will complete a Training Record Books (TRB) discussed in the next section.

     

I'm in a Traineeship - What do I need to know?
Click into these sections to learn what you NEED to know!

  • What is a Traineeship?

    A traineeship is an amazing to learn a new career, while learning in a structured training program.

    At its heart, a Traineeship combines paid employment with formal education, which leads to a nationally recognized qualification in a specific industry or occupation.

    As part of a Vocational qualification, a Traineeship focuses on hands-on, practical experience supported by structured coursework, and is designed for individuals seeking to enter the workforce or a specific industry, help with a career change or to gain skills and experience in a particular field.

    Some key aspects of a traineeship:

    Combined Work and Study:

    Traineeships combine practical on-the-job training with formal education, delivered by a Registered Training Organisation (RTO).

    Paid Employment:

    Trainees are employed by an employer and paid a wage, usually in accordance with award or industrial agreement rates.   Some Trainees are employed directly by the Employer of where they will work, while others may be part of a Group Training Organisation (GTO).

    National Recognition:

    Upon completion, trainees receive a nationally recognized qualification, such as a Certificate or Diploma, demonstrating their competency in the specific field.   This means your qualification will be recognised by every State and Territory in Australia.  So if you earn your qualification in NSW, it is still valid in Western Australia.

    Variety of Industries:

    Traineeships are available in a wide range of industries, including IT, business, hospitality, healthcare, and many others.

    Career Pathway:

    Traineeships provide a pathway to a career in a specific industry, allowing individuals to gain valuable experience and skills while earning a salary.

    School-Based Options:

    Some traineeships, called School-Based Apprenticeships and Traineeships (SBATs), allow students to combine their secondary education with on-the-job training and paid work.

  • Starting a Traineeship with the Government

    As mentioned in the previous section, a Traineeship is part of a formal program with your State or Territory government.

    Starting a Traineeship will require signing a formal Training Contract between yourself, your employer and the government.

    Don't worry, help is available!

    The Apprentice Connect Australian Providers (also known as the ACAP or just your Provider) are contracted by the government to be the focal point for starting a Traineeship.

    If your employer doesn't have an existing relationship with an ACAP from a previous Traineeship, your employer can find more information about how to contact an ACAP here:  https://www.apprenticeships.gov.au/who-to-contact/search-for-a-provider

    The ACAP can explain all the rules and requirements about a Traineeship in your State or Territory.

    They will also arrange a sign up with you and your employer where together you will select a Traineeship that applies to your work role.

    Together you will sign a Training Contract and generate the notification that tells your Registered Training Organisation you would like to commence your Traineeship.

    Once ACCM College is contacted / notified about you, we will reach out to your employer to begin the enrolment process.

  • What does a Training Plan do?

    Every trainee and their supervisor/employer will help create and complete a Training Plan.  

    A Training Plan is a formal document (required by the government) that captures all the information your Traineeship needs to be successful.

    While Training Plans vary by State and Territory, your Training Plan will contain information about:

    • The roles and responsibilities of the Trainee, Employer and Registered Training Organisation (which is ACCM College)
    • The Training details such as the contractual start and end dates for your Traineeship
    • The Units of Competence being taken (these are the different elements of your qualification and determine your subjects)
    • The structure of the training program, including the order of subjects and their start and finish dates.
    • The support required and provided (such as additional learning support and the resources required to complete your training)
    • Any additional information required for your traineeship (such as for a School Based Trainee) 

    Once finalised, the Training Plan will be signed by you, your Supervisor/Employer and ACCM College.

    While this may sound like a lot of information, it is actually a very straightforward document and we are happy to answer any questions you may have.

    In fact, much of your Induction Call will be confirming the details needed to complete this document.

     

     

  • Training Record Books - Capturing evidence of your skills on the job

    As explained in an earlier video, Undertaking Vocational Education, a vocational qualification is designed to demonstrate the practical skills of what you can do and what you know. 

     

    Training Record Books (TRB)

    If you are enrolled in a Traineeship, you must keep and maintain a Training Record Book and show it to your employer at regular intervals.

    There will be a Training Record Book for each Subject in your course that will download.

    In it, you will record the workplace activities you complete that demonstrate your skills relating to the subject..

    Don't worry, there are detailed instructions on how to complete your Training Record Book in your course materials.

    And if you have any questions, we are always here to help.

     

  • Your Supervisor's role in Competency

    If you are enrolling with ACCM College as part of a Traineeship, your workplace Supervisor (or Employer if you are working with a Group Training Organisation) will play a major part in your program.

    This video will explain how Workplace Competency is determined by your Supervisor or Employer. 

    If you aren't sure yet what we mean by Competence, be sure to watch the video on Understanding Vocational Education.

    It will also explain the Supervisor Support Packs we have created to help you and your Supervisor/Employer determine and demonstrate your competency on the job.

    There are detailed instructions for both you and your Supervisor/Employer in our course materials.

    If you need any help, your Student Training Adviser is there to help...so please ask.

     

     

South Australian Traineeships
Your South Australian Traineeship has a few extra aspects

  • Understanding the Upfront Assessment of Needs (UAN)

    The Upfront Assessment of Needs is an inititiative of Skills SA - Department of Education.

    The UAN is designed to ensure each learner in a Skills SA subsidised program is suitable for the program they wish to complete.

    This in-depth process is designed to look at a range of factors surrounding the concept of suitability.

    Reading and Numeracy Skills

     

  • Understanding the SRNI (Snapshot Reading and Numeracy Indictor)

    The SRNI is an online application that looks at your reading and numeracy (or math) skills.

     

    Why do I need to complete the SRNI?

    The SRNI is a requirement of the South Australian government for all SA Trainees.

    Skills SA is committed to ensuring the support needs of every Trainee is fully explored and met.

    We know that all Trainees complete a brief LLN assessment during the sign-up process (as part of the Training Contract) and may also complete an LLN assessment as part of their recruitment process (with their employer).

    However, the SRNI is a government requirement and designed to ensure you are fully supported during your studies.

    Make sure you review the process for taking some SRNI practice tests that we send to our SA students (and seen below)!  They will help you!!!

     

    What is the SRNI used for?

    ACCM College will use the results of the SRNI  to determine if you will need additional learning support during your online program.

    Qualifications funded under Subsidised Training require applicants to complete a supervised SRNI.

    ACCM College will monitor the completion of the SRNI using web-video technology/options.

    This requirement is in place regardless of your prior education or employment.

    If you have recently completed a Certificate IV or Diploma-level (or higher qualification) in the last five years please let ACCM know immediately, as you may not need to complete the SRNI.

     

    What will the results of the SRNI mean?

    If you don’t meet the required "exit levels" for the SRNI, ACCM College will work with you to determine what additional support or specific training you may require.

    An "exit level" is the technical term used by Skills SA, which simply means the required LLN "score".

    You will also be asked to take a different exam called the CSPA, to better define your current reading and numeracy skills.

    These results are sent to a qualified interpreter who will help determine what (if any) additional learning support is required.

    This support may be provided by additional LLN training or support from ACCM designed to further develop your LLN skills. 

    There is no cost to the learner for this additional support.

     

    How does the SRNI work?

    The SRNI is completed using a computer (desktop or laptop) and is made up of two components: Reading and Numeracy.

    ACCM College will observe/witness you taking this exam via a web camera (test supervision is required by the SA government).

    If securing a web camera is an issue, please contact ACCM College immediately.

    Reading

    The reading component involves multiple choice and some text-based questions. This section asks you to:

    • recognise the correct spelling, meanings and grammatical use of commonly used words.
    • read a short passage and demonstrate your understanding of it by answering the accompanying questions.
    • read and interpret information from tables, charts and other sources.

     

    Numeracy

    The numeracy component involves multiple choice and numerical entry questions, covering areas in basic numeracy which arise in normal day-to-day life.

    • The questions involve basic operations on whole numbers, fractions, decimals, percentages and simple graphical interpretations, with higher level indicators for problem solving, numbers and algebra, measurement and geometry, and statistics and probability.
    • There is an in-built calculator in the numeracy section.

     

    Practice SRNI assessments for Numeracy and Reading

    A practice assessment is available for adults or school students to download so you can experience and complete a mini assessment of your reading and numeracy skills.

    The following link will enable you to register your own unique email address and be sent a link to access it.

    https://registration.acer.edu.au/materials/cspa/cspa-practice-test/access/create

    If you do not receive the link within 15 minutes you should check your ‘junk’ folder in your email inbox.

    At the end of the 6 reading and 6 numeracy questions you will be able to see online what you answered correctly or incorrectly and can go back and re-read the question(s).

    There is also an option to restart the practice assessment if you wish to try again before you exit. Once you exit the practice assessment you will not be able to use the link to the assessment you received again and will need to re-register with a different unique email address.

     

    Access SRNI Practice Material

    ACCM College strongly recommends you give these practice tests a try. It will familiarise you with the process and help you know what to expect.

     

    Arranging your SRNI Access

    If you haven't already booked your exams as part of the onboarding process, please reach out to ACCM College at cspa@accm.edu.au and let us know when you are available.

    Please let us know if you feel you need extra support (ie a special need).

     

  • Success and Wellbeing Services (SWS)

    Success and Wellbeing Services

    As part of our contract with Skills SA, ACCM College has partnered with Interskills, one of six Success and Wellbeing Services in South Australia.

    What does a Success and Wellbeing Services (SWS) organisation do?

    Supporting students and Trainees across the full range of possible needs take experience and expertise.

    While ACCM has decades of experience supporting students, the SWS is there to help.

    Success and Wellbeing Services (SWS) provides individualised support to students with barriers to training through a case management model.

    SWS aims to increase completions of vocational education and training (VET) courses by students with complex support needs and assist students to transition to further study or employment.

    Success and Wellbeing Services assists students to stay in training and complete their qualification by:

    • helping them to navigate the training system
    • addressing life issues interfering with training
    • addressing study skill support needs
    • obtaining supports available in the community

    While support for students to develop their study skills can be provided, Success and Wellbeing Services does not provide Language, Literacy and Numeracy training.

    Supports can also be provided for a wide range of specific issues that you may be facing, including:

    • Family issues
    • Domestic violence
    • Housing and homelessness
    • Interactions with the justice system
    • Financial stress
    • Mental health and other disability issues
    • Study skills development
    • In-class support needs
    • Transitioning into an adult learning environment from school or after not studying for a long time
    • Transitioning into work after study (post-course support is available for up to 3 months)

     

    ACCM College will set up an Introductory session 

    As part of the onboarding process, ACCM College will send you an invitation to meet a representative from Interskills.

    We will send you a direct link (via MS Teams) to attend virtually.  Don't worry, if you haven't used MS Teams before we will help you.

    You will have a chance to learn all about the many things Interskills can do for you.

    While this introductory session is not mandatory, we hope all students attend to ensure they know about all the support they are entitled to under a South Australian Skills SA program.

     

    Interskills really wants to hear directly from you too

    The Interskills team want to share information about their services and processes directly with Trainees as soon as possible.

    These caring and qualified individuals are always ready to help you, and we highly encourage you to reach out now to introduce yourself and let them know about any special needs you may want their assistance with.

    You can contact Alision directly at Alison.Jutilane@interskills.edu.au or call 1800 779 574 to introduce yourself.

    ACCM College is also able to contact Interskills on your behalf (upon your request) and set up a meeting with one of their team to discuss your individual circumstances and support needs.

  • UAN Privacy and Confidentiality Requirements

    Where a potential need has been identified during the UAN or SRNI process, ACCM College will quickly work with a SRNI Interpreter and/or the Learner Service Support (LSS) to determine what additional support is required.

    Additional training or support may be in the form of:

    • Completing foundation skills “bridging units” which will increase your Trainee’s Reading or Numeracy skills
    • Additional LLN support from ACCM College or external provider

     

    However, it is important for employers to understand that ACCM College is not permitted to discuss the results of the UAN or the SRNI with them.

    Privacy and Confidentiality requirements mean that only the Trainee/Learner can provide information on the additional support required.

    While ACCM College strongly encourages all parties (the Trainee and the Employer) to discuss the outcomes in a positive and supportive effort, it is the final decision of the Trainee that matters.

Additional or Specialised Support
How ACCM College is able to support our Distance Learners

  • Additional Learning Support Needs and Online Learning - Read this first!

    ACCM College is committed to ensuring each learner receives the support they need to be successful.

    Different delivery methods offer different opportunities for specialised support based on access to the learner or workplace and the abilities of the training provider.

    While distance and online delivery offers an incredible range of flexibility, it does limit the specialised or tailored support we can offer to what can be done via phone, email and video communication. 

    Additionally, some support measures require advanced training, qualifications or professional certifications that may not be available within ACCM College.

    This section provides information on the various methods within our capabilities that we have found to be successful supporting specific needs.

    This list is not meant to address every potential support need our students may need help with, these are only the most common supports our students have presented.

    You will notice that in many cases the support available is the same or similar between specific circumstances.  This is partly due to the support options available via online and distance delivery, but is also a factor of the overlap that certain support techniques have in helping a range of student requirements.

    That said, ACCM College is always eager to discuss how we can improve our student support and are always looking for new ideas to better support our learners.

    Should you have a support need that requires assistance that is not listed below, we will work with you to determine how we may be able to support your individual requirments.

    If one of our students (applicant, future or current) does have a specific support requirement that we can not support effectively or to their individual requirements, we will work with them and the appropriate stakeholders to identify a training method, training provider or support service that can.

    ACCM College recognises that we may not always be the right provider for specific circumstances and want to help ensure our learners find and work with a provider who can fully support their individual needs.

     

     

  • Anxiety

    Anxiety is defined as a natural human response to perceived threats, characterised by feelings of worry, nervousness, or apprehension, often accompanied by physical symptoms, and can become an ongoing support need when these feelings are persistent, excessive, and interfere with daily life

    ACCM College recognises the impact Anxiety may have on the day to day lives of our students and their ability to study.

    Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

     

    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

    We are always open to new ideas to better support our students with Anxiety and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Depression

    Depression is defined as a common and serious mental health concern characterized by persistent feelings of sadness, loss of interest in activities, and a range of other symptoms that significantly impact daily life.

    ACCM College understands that supporting our students who are working with Depression requires additional care, understanding and consideration.

    Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 


    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

    We are always open to new ideas to better support our students with Depression and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Cognitive and Learning Support Needs

    Cognitive and learning needs encompass a range of conditions affecting how individuals process, understand, and remember information, impacting areas like reading, writing, math, and reasoning.

    These needs can range from specific learning difficulties (like dyslexia) to broader cognitive impairments. 

    ACCM College understands there is no one direct need and no distinct list of potential support requirements.

    Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

    We are always open to new ideas to better support our students with Cognitive and Learning needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Attention-Deficit Hyperactivity Disorder (ADHD)

    ADHD, or Attention-Deficit/Hyperactivity Disorder, is a neurodevelopmental factor characterized by persistent symptoms of inattention, hyperactivity, and impulsivity, which can impact daily functioning and development, and can have a significant impact on study / professional development.

    ACCM College recognises that learners working with ADHD, especially via distance learning, may require additional support and assistance.

    Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

     

    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

    We are always open to new ideas to better support our students with ADHD and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College. 

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Autism Spectrum Disorder

    Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that may affect how a person communicates, interacts, and experiences the world. It presents in diverse ways, with individuals having unique strengths and challenges related to social communication, interests and behaviors.

    As an online learning provider, ACCM College is dedicated to supporting a diverse range of learners. However, we may face limitations in providing the level of support needed for learners who experience significant challenges associated with Autism.

    Based on past experience, research, consultation and feedback from our students and stakeholders, we have adapted support for our distance / on-line learners in the following ways to try to assist. 

     

     

    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

     

    We are always open to new ideas to better support our students with Autism and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Dyslexia and Dyscalcula

    Dyslexia is learning disability that primarily affects a person's ability to read, including accurate and fluent word recognition and poor spelling and decoding abilities, while Dyscalcula affects a person's ability to understand and work with numbers and math concepts.

    Our Student Training Advisers will check in on our learners who have identified this as a need to ensure our support methods are working.

    Understanding that Dyslexia and Dycalcula are best support via course design strategies (and using the principles behind Universal Design for Learning), ACCM College has created course material to minimise the impacts of these two learning challenges.

    Intentional Course Design:

    • Course material is broken into small, manageable sections
    • Information is organised logically and flows smoothly
    • Clear instructions and opportunities for practice if needed
    • Effective use of headings and sub-headings to make scanning easier
    • Variety of learning methods such as visual, auditory and kinesthetic (hands on).
    • Visual Aids are used where possible to include diagrams, charts and tables
    • Written in plain English text, using ample white space and dot points where possible
    • Dyslexia friendly fonts used (primarily sans-serif family)

    ACCM College Support

    • Timely and Constructive feedback
    • Supportive learning environment
    • Regular assessment of learner progress
    • Feedback from learner is sought and acted upon.


    We are always open to new ideas to better support our students with Dyslexia and Dyscalcula and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

     If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

     

  • Mental Health

    Mental Health is a very broad term that encompasses emotional, psychological, and social well-being factors.  Similarly, the potential impacts on Mental Health can come from a wide range of internal and external sources.

    ACCM College understands that just as there is a wide range of Mental Health concerns or factors, there are a wide range of ways they can be supported.

    If a potential student is living with a Mental Health support need that has not been covered earlier in this section, it is important that it be raised during the on-boarding process or at any point in your program where you believe additional support is needed.

    There are some proven methods we employ that will assist based on past experience, research, consultation and feedback from our students and stakeholders.

    We have used these methods to adapt support for our distance / on-line learners in the following ways to try to assist. 

     

    Course Design and ACCM Processes

    • Being open to discussing the needs of the student and working with the student to put any supports in place that may help.
    • Offering learning materials designed using Universal Design for Learning (UDL) best practices
    • Keep information and instructions clear and specific, offering opportunities for clarification and discussion
    • Information is organised logically and flows smoothly
    • Effective use of headings and sub-headings to make reading and scanning easier
    • Variety of learning methods such as visual, auditory and kinaesthetic (hands on)

     

    Student Training Adviser Support

    • Offer assistance interpreting or clarifying assessment instructions and feedback with ACCM Student Adviser
    • Advising of upcoming requirements ahead of time, including skills checks and role plays
    • Encourage students to flag and discuss problematic assessment activities with their Student Adviser
    • Ensure guidance and feedback is straightforward, clear and to the point, providing clarification as needed
    • Assistance developing a study plan, study preparations and resource requirements
    • Assisting learner to set small, realistic study and assessment goals
    • Offer ongoing positive encouragement and constructive feedback to validate current skills and progress
    • Assisting with review on study environment and identifying possible distractions

     

    Learner Communication

    • Awareness and sensitivity to learner's communication style during contact, skills check or assessment feedback
    • Adjust preferred communication methods (phone, email or video) to suit the needs of the learner
    • Agree on methods, timing or limits of contact to minimise unscheduled communication
    • To the maximum extent possible, keeping to one point of contact to build rapport and relationships
    • Tailor communication to meet the needs of the student in a way that is easy to understand and follow.
    • Regular and meaningful communication  to help build familiarity and routine with the learner
    • Taking extra time during calls with the student to allow for questions and clarification
    • If possible, target check in calls around study time to help with time management and organisation.
    • Sending reminder emails on day of study outlining the study plan for the day
    • Send an email outlining the details of phone conversations for the student to revisit when needed

     

    Coaching Support

    • Provide on the spot or scheduled coaching on course materials or assessment activities
    • Schedule additional or longer time for coaching to promote progress and understanding
    • Offering shorter coaching sessions on a more frequent basis to help maintain focus rather than longer sessions

     

    Helping Support Learner Progress

    • Authorise additional time to complete subjects or sections, subject to course timeframe requirements
    • Allowing extra time for learner to practice skills checks and role plays with someone they are comfortable with
    • Offering alternate study options to work on during days of low focus or motivation.
    • Suggest and design study strategies that will assist in keeping workloads manageable.
    • Assist with breaking down larger multi-part questions into smaller easier to understand questions
    • Suggesting the use of planning, reminder and organising tools or applications where required
    • Encourage regular study breaks and using a study plan to manage short and long-term progress
    • Explain and discuss course expectations regarding study and assessment activities

     

     We are always open to new ideas to better support our students with Mental Health needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

     If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

  • Physical Support Needs

    Physical support needs encompass assistance with activities of daily living, mobility, and other physical tasks for individuals with ongoing limitations or those recovering from illness.

    Technology, the internet and online / distance delivery has been beneficial to countless learners with physical or mobility challenges.

    Unfortunately, apart from the factors listed above, there are limits to the support ACCM College's delivery method of online learning can provide for our students with physical support needs.

    If a potential student has a physical support need that may impact their online studies,  it is important that it be raised during the on-boarding process.

    Our onboarding team and management will work with them to see how we may be able to support.

    Common physical Support Needs we can assist with:

     

    Vision Related Support Needs

    Assistive technology has offered major advancements in support of vision related concerns.

    Most, if not all, computers and devices offer assistive technology to help with vision.

    While we are not able to directly access our learner's technology, we are normally able to help them find a source of information (as possible) that will explain how they can adjust their setting to create a more supportive device for their needs.

    Vison Australia found at https://www.visionaustralia.org/technology-products/resources/using-technology has a useful page on how people can make changes in Windows based systems, to allow different enhancements for larger texts, different colour schemes etc. 

     

    Hearing Related Support Needs

    The majority of ACCM College's learning material are text based, however we have also used video learning opportunities as well.

    Where possible we have selected videos that offer captioning or text options.  Unfortunately, this is not always possible.

    Technology and AI have created opportunities to convert audio/video feeds into text to assist with hearing related needs.

    For students who do not have experience with this, we are happy to provide some basic guidance and suggestions on how to capitalise on this technology.  

    Additionally, if a student requires special consideration based on a hearing support need, we can alter our means of ongoing communication and certain assessment activities in specific cases.  

    Additionally, we are always happy to work with the Nation Relay Service.

    The National Relay Service, https://www.accesshub.gov.au/about-the-nrs , offers free and confidential service that can help during phone calls, coaching and skills checks.  The NRS can even attend an online meeting with a student and use sign language or real time captioning. 

     

    We are always open to new ideas to better support our students with Physical support needs and welcome both students and their support network to discuss additional supports they may need during their study with ACCM College.

    If you are an existing or potential student and feel our published support options may not or is not meeting your needs, please contact the Director of RTO Operations directly with any additional support requests or concerns via student-support@accm.edu.au

Quick Links
Getting you the right information quickly

We understand that you may have questions, and being new to ACCM College, getting the answers quickly is important.

These links will take you straight to the most commonly requested information

All of our policies can be found here ACCM Policy Page

Please know that you can call us directly at 1300 201 881 or write to contact@accm.edu.au if you don't find the answer or need any help.

We want to help and we want you to succeed.

 

 

Can't find an answer to your question?