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Monitoring progress in the Pre-Enrolment English Program (PEP)

• On a weekly basis, teachers record aims, activities and learning outcomes for the students, together with a short summary on the appropriateness and effectiveness of tasks and activities.

• ‘Course Conversations’ will take place once within each 5 weeks.  Teachers will prepare brief comments in dot points on a ‘Course Conversations Record (CCR)’ including advice and encouragement on a maximum of three skill areas.  To prepare for the ‘Course Conversations’, students will participate in a peer activity where they discuss their Areas of Progress,ÌýAreas for Improvement and Areas to Challenge in academic skill areas.  During the student’s CCR, these skill areas will be discussed and the teacher will record and provide recommendations.   Students will also share their Reflective Skills ePortfolio evidence for general guided reflective discussion and feedback from the teacher.   Teachers and students will sign the document which will be saved in the student’s folder.

Progress consultations in the PEP

There are four types of consultations available to students in the PEP:

• In-class conversations
• Course conversation consultation
• Academic Progress Review (APR) consultation
• Education Program Manager, Education Advisor or Manager of Learning and Teaching consultation.

The in-class conversations include discussions and questions on topics such as:

• specific feedback on student work
• clarification when lesson content is not understood
• checking task instructions and requirements
• asking about life in Australia
• asking for advice on how to improve in specific academic skills or tertiary study skills areas.

The course conversation consultation is a compulsory one-to-one consultation between the teacher and students and occurs once in every five-week period of study. Students are provided with time to reflect individually and with their peers, prior to discussing their Areas of Progress,ÌýAreas for Improvement and Areas to Challenge in academic skill areas. During the discussion, the teacher will record and provide recommendations. This record is signed by both teacher and student. The student receives a copy and another copy is kept in the student’s file.

The aim of the Academic Progress Review (APR) consultation is to help students focus on key areas of weakness in skill development. If a student fails to improve in skill areas which are necessary for passing the course, teacher/s request a consultation with the student to discuss the particular areas of concern. The skill area, specific sub-skills needing work and the related tasks are identified by the teacher and documented on the APR form. The teacher explains to the student that due to weaknesses documented on the form, the student is at risk of failing the course. By signing the form the students demonstrate understanding of areas of specific concern.

If class teachers consider a student is at risk of not meeting the program requirements and the student is not responding to their advice, an appointment is made with the Education Program Manager, Education Advisor or Manager of Learning and Teaching, who discusses the referred issues with the student and in a written report, recommends appropriate interventions.

Intervention strategies in the PEP

During consultation with the Education Program Manager, Education Advisor or Manager of Learning and Teaching, an appropriate intervention strategy is discussed and negotiated with the student and may include:

• A learning contract drawn up by the Education Program Manager, Education Advisor or Manager of Learning and Teaching in cooperation with the student;
• Additional tasks provided by the class teacher/s focused on particular areas of weakness;
• One-to-one tuition in the areas of designated weakness;
• A student mentor assigned during class to assist student at risk;
• Referral to campus counselling services.  

Copies of the written report of the above consultation are provided to the Manager of Learning and Teaching, Education Advisor, Education Program Manager, class teacher/s and the student. The student’s progress is monitored on a regular basis by the Education Program Manager in consultation with the teacher/s.

Assessment and reporting in the PEP

Students must complete the program with an overall pass grade dependent on the IELTS entry level requirement for their designated university award program. For students with extenuating circumstances, the make-up assessment period will be held during the week after the PEP Completion Ceremony.  Students eligible for a make-up assessment will need to be available in Adelaide during this time, as they cannot be deferred.

A Final Assessment Screening Panel is held to moderate the final results of students who do not meet the required grade. The Screening Panel consists of the class teacher and academic representatives with appropriate qualifications and experience to assess a student’s linguistic proficiency.

Unsatisfactory Academic Progress in the PEP

During the course of the program, a student who is identified ‘at risk’ and fails to participate in the intervention process will be considered as making unsatisfactory academic progress and will be subject to the following procedures:

• Students on an international student visa will be provided with a letter of intention to report them through PRISMS for unsatisfactory progress.
• The letter will include a copy of the Student Progress and Intervention Policy and Procedures and inform the student that they have access to the ELC’s complaints and appeals process, and have 20 working days in which to do so.
• Where the student does not lodge an appeal within the required 20 working days, or if the appeal is rejected, the student’s enrolment will be terminated. A student who is terminated under this procedure will be reported through PRISMS for unsatisfactory academic progress.

Appeal protocol for the PEP

If, at the conclusion of their course, students are deemed to have failed to meet their English language progress requirements, they are advised that their options include:

• Repeating the program (although students are not permitted to repeat the program more than once);
• Sitting for an approved English language test such as IELTS or TOEFL;
• Appealing the outcome if they have valid grounds;
• Seeking on-campus counselling advice;

In addition, students are also advised to:

• Notify International Admissions regarding award program withdrawal or deferral;
• Contact the  regarding their student visa;

Any student who does not meet the criteria to successfully complete the PEP is encouraged to meet with the Education Advisor or Manager of Learning and Teaching to discuss their situation. During this meeting options are discussed about the student’s future and they will be advised that:

• If they have appropriate grounds, they may have the right to an appeal process with the Appeal Committee.
• If they are eligible for such a meeting, they must submit a request in writing to the Appeal Committee, stating their grounds for appealing the results. They are advised they may take a friend with them.
• The Appeal Committee has the authority to allow the student to sit an additional examination, provided it is an appropriate outcome to address the student's particular ground for appeal.

Monitoring progress for the GEAP

• Students are provided with five-weekly Assessment Reports which indicate student progress over the five- weekly cycle by grading the skills of Reading, Writing, Listening, Speaking and Participation.
• The Education Program Manager and teachers meet at the conclusion of each five-week module and discuss student progress and levels of achievement within each class and level. Satisfactory progress is achieved if they meet the requirements to move to the next five-week stage.  In cases where students are required to repeat a stage, they will have a consultation with their teacher or Education Program Manager. The teacher/s must provide documentary evidence including attendance records, samples of the student’s work and written progress or consultation reports.

Progress consultations in the GEAP

There are three types of student/teacher consultations available to students in the GEAP:

• Course conversation consultation
• Academic Progress Review (APR) consultation
• Education Program Manager, Education Advisor or Manager of Learning and Teaching consultation

The course conversation consultation is an opportunity for students to meet with teacher/s (either in or out of the classroom) to discuss concerns, learning strategies and/or action plans. Students are expected to have their discussion points and queries prepared before the consultation. Discussions are documented and signed by the teacher and the student, who receives a copy.

The aim of the Academic Progress Review (APR) consultation is to help students focus on key areas of weakness in skill development. If a student fails to improve in skill areas that are necessary for passing the course, teacher/s request a consultation with the student to discuss the particular areas of concern. The skill area, specific sub-skills needing further development and the related tasks are identified by the teacher and documented on the APR form. The teacher explains to the student that due to weaknesses documented on the form, the student is at risk of failing the course. By signing the form the students demonstrate understanding of areas of specific concern.

If class teachers consider a student is at risk of not meeting the program requirements and the student is not responding to their advice, an appointment is made with the Education Program Manager, Education Advisor or Manager of Learning and Teaching, who discusses the referred issues with the student and, in a written report, recommends appropriate interventions.

Intervention strategies in the GEAP

During consultation with the Education Program Manager, Education Advisor or Manager of Learning and Teaching, an appropriate intervention strategy is discussed and negotiated with the student and may include:

• A learning contract drawn up by the Education Program Manager, Education Advisor or Manager of Learning and Teaching in cooperation with the student;
• Additional tasks provided by the class teacher/s focused on particular areas of weakness;
• One-to-one tuition in the areas of designated weakness;
• Repeating the five-week block or moving to a lower level class;
• Referral to campus counselling services.

Copies of the written report of the above consultation are provided to the Manager of Learning and Teaching, Education Advisor or Education Program Manager, class teacher/s and the student. The student’s progress is monitored on a regular basis by the Education Program Manager in consultation with the teacher/s.

Assessment and reporting in the GEAP

• Throughout the course, teachers provide detailed comments and suggestions for improvement on both student assignments and assessment rubrics. Teachers give a copy of each assessment rubric to the students as feedback for each assignment, and file a copy in the student’s file.
• Students are given a new class placement at the end of each five-weekly cycle and usually spend three five-week stages at each level. Therefore, placements may range from GEAP Stages 1, 2, 3 or the next GEAP Level.
• Students must meet the criteria for each main skill section within their program to successfully progress either to the next GEAP Stage or GEAP Level. [Note: presentation of a ³ÉÈË´óƬ accepted English language proficiency test score (e.g. IELTS, TOEFL iBT) will also be taken into consideration when determining a student’s Level.]

Unsatisfactory Academic Progress in the GEAP

During the program, a student who is identified ‘at risk’ and fails to participate in the intervention process will be considered as making unsatisfactory academic progress and will be subject to the following procedures:

• Students on an international student visa will be provided with a letter of intention to report them through PRISMS for unsatisfactory progress.
• The letter will include a copy of the Student Progress and Intervention Policy and Procedures and inform the student that they have access to the ELC’s complaints and appeals process, and have 20 working days in which to do so.
• Where the student does not lodge an appeal within the required 20 working days, or if the appeal is rejected, the student’s enrolment will be terminated. A student who is terminated under this procedure will be reported through PRISMS for unsatisfactory academic progress.

Appeal protocol for the GEAP

At the end of each five-week cycle, if a student disputes their assessment report and/or grade or continuing class placement, they are advised to make a formal request to the Education Program Manager to have grades reviewed by emailing the English Language Centre (ELC).

Appeal Process:

•     Grades and placements are reviewed
•     Student is informed of the decision by return email
•     Education Program Manager meets with the student.