In line with obligations under Commonwealth legislation, Pearsons School of Floristry (aka PSF) is committed to promoting a fair and equitable environment for personnel and clients that is free from discrimination, harassment and vilification.

Access and equity means policies and approaches aimed at ensuring that VET is responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes.

Access and Equity principles include:

  • Equity for all people through the fair and appropriate allocation of resources;
  • Equality of opportunity for all people without discrimination;
  • Access for all people to appropriate quality training and assessment services; and
  • Increased opportunity for people to participate in
Disadvantaged groups include the following groups who traditionally have been under-represented in Vocational Education and Training:
  • People with a disability;
  • Aboriginals and Torres Strait Islanders;
  • Women;
  • People from non-English speaking backgrounds;
  • People in rural and remote areas; and
  • Long term unemployed.

PSF is committed to complying with Commonwealth and State legislation and policies regarding access, equity and cultural diversity. This legislation includes the Disability Discrimination Act 1992 (Cth), the Anti- discrimination Act 1998 (Cth) and the Anti-Discrimination Act 1977 (NSW).

PSF also maintains compliance with the Disability Standards for Education 2005 (Cth) including processes relating to:

  • Enrolment;
  • Participation;
  • Curriculum development, accreditation and delivery;
  • Student support services; and
  • Elimination of harassment and victimisation.

PSF strives to maximise opportunities for access, participation and outcomes for all students within the vocational education, training and employment system.

PSF undertakes to identify and, where possible, remove barriers that prevent individuals from accessing and participating in our services. PSF is committed to treating all prospective and actual students on the same basis.

On the same basis

A person with a disability is able to seek admission to, or apply for enrolment in, an institution on the same basis as a prospective student without a disability if the person has opportunities and choices in admission or enrolment that are comparable with those offered to other prospective student without disabilities.

PSF ensures it treats prospective students with a disability on the same basis as prospective students without a disability as it makes any decisions about admission or enrolment on the basis that reasonable adjustments will be provided.

An adjustment is a measure or action (or a group of measures or actions) taken by PSF that has the effect of assisting a student with a disability:

  • In relation to an admission or enrolment — to apply for the admission or enrolment;
  • In relation to a course or program — to participate in the course or program; and
  • In relation to facilities or services — to use the facilities or services;

On the same basis as a student without a disability, and includes an aid, a facility, or a service that the student requires because of his or her disability. A fee will be charged for this service.

Reasonable adjustments

An adjustment is reasonable in relation to a student with a disability if it balances the interests of all parties affected. In assessing whether a particular adjustment for a student is reasonable, PSF has regard to all the relevant circumstances and interests, including the following:

  • The student’s disability;
  • The views of the student or the student’s associate;
  • The effect of the adjustment on the student, including the effect on the student’s:
    • Ability to achieve learning outcomes; and
    • Ability to participate in courses or programs; and
    • Independence;
  • The effect of the proposed adjustment on anyone else affected, including PSF, personnel and other students; and
  • The costs and benefits of making the
  • The likely outcome for students based on their ability to work in the Florist Fees may be charged for supplying additional support services.

Skills required to complete a Floristry Course and work in Floristry industry

In assessing if it is feasible to make reasonable adjustments for a student, the skills required to complete the learning and assessment and work effectively in the floristry industry have to be taken into consideration, these are:

  • A sound command of written and oral English for effective communication both during your course and in the For example, providing customer service in a flower shop, understanding client’s needs and quoting for wedding flowers and other events.
  • Year 10 or equivalent numeracy skills so you are able to calculate the value of flowers to be used in a bouquet and manage all retail
  • Physical attributes of working in a florist requiring both fine and gross motor skills. Your work day is likely to include unpacking flowers, lifting buckets, flower care and handling, maintaining the store display and standing for long When designing floral arrangements you will be using your hands for fine wiring and making large bouquets.

Equal Access

To ensure access and equity for all students PSF recognises that all students have the right to access and participate in training programs providing they can achieve the physical demands of the floristry industry

Students’ Rights PSF Responsibilities
Right to seek admission and enrol on the same basis as prospective students without disability including the right to reasonable adjustments. Take reasonable steps to ensure that the enrolment process is accessible.

Consider students with disability in the same way as students without disability when deciding to offer a place within the physical constraints of the floristry industry.

Consult with the prospective students or their associates about the effect of the disability on their ability to seek enrolment; and any reasonable adjustments necessary.
Right to access courses and programs; use services and facilities; and have reasonable adjustments, to ensure students with disability are able to participate in education and training on the same basis as students without disability

Take reasonable steps to ensure

Consult with the student or their associate about the effect of the disability on their ability to make a reasonable adjustment if repeating this process over time as necessary.

Curriculum Development, Accreditation and Delivery


Right to participate in courses and relevant supplementary programs that are designed to develop their skills, knowledge and understanding, on the same basis as students without disability and to have reasonable adjustments to ensure they are able to participate in education and training.

Enable students with disability to participate in learning experiences (including assessment and certification).

Consult with the student or their associate.

Take into consideration whether the disability affects the student’s ability to participate in the learning experiences.

 Student Support Services


Right to access student support services provided by education institutions, on the same basis as students without disability. Students with disability have the right to specialised services needed to participate in the educational activities they are enrolled in.

Ensure that students with disability are able to use general support services.

Ensure that students have access to specialised support services.

Facilitate the provision of specialised support services.


Harassment & Victimisation


Right to education and training in an environment that is free from discrimination caused by harassment and victimisation on the basis of their disability.

Implement strategies to prevent harassment or victimisation.

Take reasonable steps to ensure that personnel and students are informed about their obligation not to harass or victimise students with disability.

Take appropriate action if harassment or victimisation occurs.

Ensure complaint mechanisms are available to students.


Process for Considering Adjustments

PSF provides equitable access to all required educational and support services, so that no student is disadvantaged regardless of their mode of study or location. Where there may be limitations regarding access to these resources, PSF provides clear advice in pre-enrolment information so all clients can make an informed choice about which RTO and course of study best meets their needs.

PSF embraces the responsibility of ensuring that all personnel acquire the knowledge and skills to relate to students without direct or indirect discrimination. All personnel are aware of and know how to use available PSF or external resources or be able to confidently refer students to appropriate tutoring and community support services.

PSF personnel have access to a range of access and equity materials designed to assist students in undertaking and completing courses and qualifications.

In assessing whether an adjustment to the course or program in which the student is enrolled, or proposes to be enrolled, is reasonable, PSF is entitled to maintain the academic requirements of the course or program, and other requirements or components that are inherent in or essential to its nature.

Consulting the student

Before PSF makes an adjustment for the student, the student or their associate is consulted about:

  • Whether the adjustment is reasonable;
  • The extent to which the adjustment would achieve the aims in relation to the student; and
  • Whether there is any other reasonable adjustment that would be less disruptive and intrusive and no less beneficial for the student.

Deciding on an adjustment to be made

In deciding whether to make a particular reasonable adjustment for a student, PSF:

  • Assesses whether there is any other reasonable adjustment that would be less disruptive and intrusive and no less beneficial for the student; and
  • Assesses whether the adjustment may need to be changed over the period of a student’s education or

A detailed assessment may be required in order to determine what adjustments are necessary for a student. The type and extent of the adjustments may vary depending on the individual requirements of the student and other relevant circumstances. Multiple adjustments may be required and may include multiple activities.

Assessing reasonable adjustments

In assessing whether a particular adjustment is reasonable for the student with a disability, PSF takes into account:

  • The nature of the s student’s disability;
  • The information provided by, or on behalf of, the student about how the disability affects the student’s ability to participate;
  • Views of the student, or an associate of the student, about whether a proposed adjustment is reasonable and will enable the student with a disability to access and participate in education and training opportunities on the same basis as students without disabilities;
  • Information provided by, or on behalf of, the student about his or her preferred adjustments;
  • The effect of the proposed adjustment on the student, including the student’s ability to participate in courses or programmes and achieve learning outcomes;
  • The effect of the proposed adjustment on anyone else affected, including PSF operations, personnel and other students; and
  • The costs and benefits of making the adjustment.

In making a reasonable adjustment, PSF ensures that the integrity of the course or program and assessment requirements and processes are maintained.

PSF acts upon information about an adjustment in a timely way that optimises the student’s participation in education or training.

In meeting its obligations to provide reasonable adjustments, PSF may provide an alternative adjustment to the student’s preferred form of adjustment, if the alternative is effective in achieving the desired purpose.

Unjustifiable Hardship

Once a reasonable adjustment has been determined, PSF adjustment may consider if the adjustment would impose unjustifiable hardship on its operations.

In determining what constitutes unjustifiable hardship, all relevant circumstances of the particular case are taken into account including:

  • The nature of the benefit or detriment likely to accrue or be suffered by any persons concerned; and
  • The effect of the disability of a person concerned; and
  • The financial circumstances and the estimated amount of expenditure required to be made by the person claiming unjustifiable hardship.

In determining whether unjustifiable hardship applies, PSF:

  • Takes into account information about the nature of the student’s disability, his or her preferred adjustment, any adjustments that have been provided previously and any recommended or alternative This information may be provided by the student, an associate of the student or independent experts (or a combination of those persons);
  • Ensures that timely information is available to the student, or an associate of the student about the processes for determining whether the proposed adjustment would cause unjustifiable hardship; and
  • Ensures that these processes maintain the dignity, respect, privacy and confidentiality of the student and the associates of the student, consistent with the rights of the rest of the community.

Where a claim of unjustifiable hardship is made, PSF has taken into account all the financial and other resources that are reasonably available for the purpose of making any necessary adjustments for the student, and the impact of those adjustments on its capacity to provide education of high quality to all students while remaining financially viable.

PSF considers all costs and benefits both direct and indirect that are likely to result, the student and any associates of the student, and any other persons in the learning or wider community, including:

  • Costs associated with additional personnel, the provision of special resources or modification of the curriculum;
  • Costs resulting from the student’s participation in the learning environment, including any adverse impact on learning and social outcomes for the student, other students and teachers; and
  • Benefits deriving from the student’s participation in the learning environment, including positive learning and social outcomes for the student, other students and teachers, and any financial incentives, such as subsidies or grants, available to the provider as a result of the student’s participation.

Where PSF decides to rely on unjustifiable hardship, it ensures that a notice stating the decision and the reasons for the decision is given to the student, or an associate of the student, as soon as practicable after the decision is made.

Implementing Reasonable Adjustments

PSF takes reasonable steps to ensure that any adjustment required to be made is made within a reasonable time. Whether the time is reasonable depends, in particular, on whether and when the student, or his or her associate, has provided:

  • In a timely way, any relevant information in the possession of the student or associate about how the disability affects the student in relation to education or training; and
  • The student’s or the associate’s opinion about the matters.

Where reasonable adjustments are implemented, a detailed training and assessment plan including timetables, notes regarding the required adjustments, and any related communications regarding the adjustments is maintained in the student’s file.

 Reasonable Adjustments

Type of disability

Example reasonable adjustments

Hearing impairment

Students will be provided with their class workbooks prior to each cluster; students can attend additional SELF-PACED TUTORIALS (to a maximum of 4); Students can schedule PRIVATE TUITION at an additional fee

Intellectual disability

Students will be provided with their class workbooks prior to each cluster; students can attend additional SELF-PACED TUTORIALS (to a maximum of 4); Students can schedule PRIVATE TUITION at an additional fee

Speech impairment

 Students can attend additional SELF-PACED TUTORIALS (to a maximum of 4); Students can schedule PRIVATE TUITION at an additional fee

Minor physical    impairment

 Extra time may be allowed to complete a practical task or additional support may be used (clamp to hold wired bouquet) However standard of assessments must not be lowered. Private tuition (at an additional fee)

Support Services

The following support services are available and accessible for all students studying with PSF. PSF will provide students with contact details to refer any matters that require further follow up with relevant professionals.

 Referral Service Available


Phone: 13 11 14

Lifeline provides all Australians experiencing a personal crisis with access to online, phone and face-to-face crisis support and suicide prevention services. Find out how these services can help you, a friend or loved one.

 Referral Service Available

Reading and Writing Hotline Phone: 1300 655 506

For the price of a local call anywhere in Australia, the Hotline can provide you with advice and a referral to one of 1200 providers of courses in adult literacy and numeracy.


Discrimination can be direct, indirect or systemic.

Direct discrimination is any action which specifically excludes a person or group of people from a benefit or opportunity, or significantly reduces their chances of obtaining it, because their status or personal characteristics, irrelevant to the situation (e.g., sex, ethnic origin) are applied as a barrier. Direct discrimination has as a focus assumed differences between people.

Indirect discrimination is the outcome of rules, practices and decisions which treat people equally and therefore appear to be neutral; but which, in fact, perpetuate an initially unequal situation and therefore significantly reduce a person's chances of obtaining or retaining a benefit or opportunity. Rules, practices and decisions are applied to all groups alike but it is the very assumption of a likeness that constitutes the discrimination.

Systemic discrimination is system of discrimination perpetuated by rules, practices and decisions which are realised in actions that are discriminatory and disadvantage a group of people because of their status or characteristics and serve to advantage others of different status or characteristics. Direct and indirect discrimination contribute to systemic discrimination.

Bullying & Harassment

Bullying is repeated, unreasonable behaviour directed towards an individual or a group of individuals that creates a risk to health and safety and is unlawful. Repeated behaviour refers to the persistent nature of the behaviour and can involve a range of behaviours over time.

Unreasonable behaviour means behaviour that a reasonable person, having regard for the circumstances, would see as unreasonable, including behaviour that is victimising, humiliating intimidating or threatening. Examples of bullying may include (but are not limited to):

  • A manager or supervisor using a management style that is harsh, involves shouting, constant criticism or humiliation of an individual or group of individuals in private or in front of their peers;
  • An individual being treated less favourably by another individual or group of individual, including, but not limited to, bullying or intimidation; forcing an individual to participate in an “initiation” process; the playing of practical jokes or forcing an individual to undertake demeaning tasks;
  • Sniggering or gossiping behind someone’s back;
  • Laughing at someone which is intended to make them feel uncomfortable or distressed;
  • A manager setting unreasonable timelines or constantly changing deadlines for an individual to meet, or setting tasks that are unreasonably below or beyond a person’s skill level; and/or
  • Continuously and deliberately excluding someone from workplace activities including ignoring or keeping individuals isolated from relevant communications about work issues.

PSF is committed to providing a workplace and client services which are free from bullying, harassment and unlawful discrimination. PSF aims to ensure all those participating in the workplace and services are treated with respect, dignity and fairness with an aim of creating an environment which promotes positive working relationships.

PSF ensures that all stakeholders understand what will be regarded as bullying, how complaints of bullying can be made and how claims will be treated. This applies to all personnel, agents and clients engaging in PSF’s services.

PSF expectations are not limited to the workplace or working hours, and will include all work related events which includes, but is not limited to; lunches, client functions, meetings and conferences as well as social events.

PSF expectations relate to, but are not limited by the following types of communication:

  • Verbal communication either over the telephone or in person in the workplace, and outside of it;
  • Written communication including; letters, notes, minutes of meetings ;
  • Internal and external electronic communication including:
    • Email;
    • Instant messaging services;
    • Internal intranet;
    • Faxes;
    • Social media and networking forums including; Facebook, LinkedIn, Twitter and other forms of social media; and
    • Communications via text message

In line with PSF’s commitment to creating a workplace which is free from workplace health and safety risks and one which strives to create positive working relationships, all individuals are expected to observe the following minimum standards of behaviour, including:

  • Being polite and courteous to others;
  • Being respectful of the differences between people and their circumstances;
  • Ensuring they do not engage in any bullying behaviour(s) towards others in, or connected with the workplace which includes all individuals;
  • Ensuring they do not assist, or encourage others in the workplace, or in connection with the workplace to engage in bullying behaviour(s) of any type;
  • Adhering to the complaint procedure if they experience any bullying behaviour(s) personally;
  • Reporting any bullying behaviour(s) they see happening to others in the workplace, or connected with the workplace in line with the complaint procedure; and
  • Keeping information confidential if involved in any investigation of bullying.

Fair and reasonable management action taken in order to counsel an individual for instances of underperformance, investigating complaints made against personnel, discipline for misconduct and other work directions in line with business needs does not amount to bullying.

All individuals are expected to adhere to the standards of behaviour contained herein at all times. Any individual who is found to have breached these expectations will be disciplined accordingly, which may lead up to, and include termination of employment. If a contractor of PSF is found to have breached these expectations, their contract stands to be terminated, or may not be renewed in the future.

Equity & Bullying Complaints

Any individual who believes that they have been subject to actions or words that may constitute discrimination or bullying should act upon such bullying as soon as possible by following the Complaints and Appeals Process.