Bringing the workplace onto campus

South Metropolitan TAFE: Mini Woolies program, a simulated retail workplace within Certificate I (GATE)

Standards alignment

This case study demonstrates the registered training organisation’s commitment to quality, inclusion and learner success through its authentic simulated workplace, foundation skills support, structured work placements and accessible learning design. These initiatives create meaningful pathways to employment while helping learners build confidence, independence and job-ready skills.

The initiative provides practical, industry-aligned training (Standard 1.1 Training), tailored learner support (Standard 2.3 Training support), and an inclusive learning environment that promotes participation, accessibility and independence (Standard 2.5 Diversity and inclusion).

Supporting strategies include the Woolworths partnership and work placement opportunities (Standard 1.2 Industry engagement), the Mini Woolies simulated workplace and accessible resources (Standard 1.8 Facilities, resources and equipment), and the provision of clear information about training and employment pathways (Standard 2.1 Information).

Background

South Metropolitan TAFE (SM TAFE) is a Western Australian Government TAFE college delivering vocational training across multiple campuses in the southern Perth region and Mandurah. Within its 52875WA Certificate I in Gaining Access to Training and Employment (GATE), SM TAFE offers a Retail pathway delivered through a simulated Woolworths supermarket on campus, known as the Mini Woolies program. The Retail pathway operates at the Bentley, and Mandurah campuses.

The Certificate I in GATE is an introductory course that builds personal, social and employability skills that are applicable across a wide range of industries. GATE is designed to prepare students for further education and training while enhancing their employment opportunities.

The course develops foundation skills in numeracy, literacy, communication, digital literacy and personal development. It is described by Andre Watson (Portfolio Manager Foundation Skills East) as “an introductory course designed to prepare students for further training and employment”.

How the program works

The Mini Woolies environment is set up to simulate a Woolworths store. The simulation includes two registers – including the option of a wheelchair-accessible register – store shelving, fresh food displays, signage and shopping baskets, providing students with a realistic and supportive retail learning experience.

When students undertake the Retail pathway elective units, delivery is supported by two lecturers. A Foundation Skills lecturer works with students to develop literacy and numeracy skills, communication strategies, digital literacy and personal development strategies that build confidence and readiness for employment. A qualified Retail lecturer provides hands-on training in customer service and store operations. The Retail elective units cover engaging the customer, working effectively in a service environment, organising and maintaining the store, and engaging in workplace practice.

Partnership with Woolworths

SM TAFE is the first Western Australian vocational training provider to partner with the Woolworths Group to deliver the Mini Woolies initiative, at its Bentley and Mandurah campuses.

The partnership extends beyond the simulated store. Students undertake a five-week work placement with Woolworths, attending one day per week. The placement gives students the chance to apply the skills built in the Mini Woolies environment in a real store, with lecturers supporting students throughout and working in collaboration with Woolworths staff.

What good practice looks like here

A few features stand out from the approach:

A simulated retail workplace on campus. Students gain hands-on experience in an environment that mirrors many aspects of a real retail store while remaining a safe and supportive learning setting.
Integrated foundation and vocational learning. During delivery of the Retail pathway elective units, Foundation Skills and Retail lecturers work together to support students’ development of both employability skills and industry-specific capabilities.
A clear pathway to further training and employment. The Retail pathway sits within GATE, a pre-vocational qualification designed to support progression into further study and employment.

Outcomes

SM TAFE reports a module load completion rate of 72% for the program, with 85% of the Semester 1, 2026 intake expected to be on track for successful completion.

In their words

Student feedback (2025) on the program reflects both the social and practical sides of the experience:

We did awesome role-plays in customer service.

I had fun working on the check outs and baking cookies while on work placement.

Parent feedback (2025):

I’m so impressed with the way that the course has been designed and is run. The classroom spaces, simulated environment and resources are perfectly suited to the students and allow them to engage in the learning and assessment without compromising the integrity of the units. It is wonderful that the students get the chance to practise their skills in an authentic, safe and supportive environment before venturing into work placement. I was also impressed with the support that the lecturers provided to the students whilst on work placement, and their collaboration with the staff at Woolies.

The wider GATE program

The Retail pathway is one of three study pathways available through GATE. The others are:

Animal Studies pathway

Under the supervision of an experienced Animal Studies lecturer, students gain practical experience in approaching and handling calm animals, feeding animals and handling companion animals safely.

Students receive credit for completed units. While entry is not guaranteed, successful completion of the pathway can assist students seeking entry into ACM20121 Certificate II in Animal Care.

General pathway (Abilities)

This is a beginner-level course for people with intellectual disability. It helps students build everyday skills, confidence and independence for training, work and community life. Learning is highly supported and tailored to each student’s abilities, goals and support needs.

Students learn through practical activities connected to real-life situations. They develop skills in communication, technology use, working with others, managing daily tasks, community participation and independent living, while preparing for employment, further study and greater independence.

Retail pathway (Mini Woolies program)

Students work with a Foundation Skills lecturer to develop literacy and numeracy skills, communication strategies, digital literacy and personal development strategies that support employment readiness. Under the supervision of a qualified Retail lecturer, students gain hands-on experience in customer service in the Mini Woolies space, learning how to organise and maintain a store environment.

Video: "Big Dreams at Mini Woolies | GATE Student at South Metro TAFE"

Mapping: National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025

Key standards	Practice evidence
1.1 Training	Training is engaging and well structured around authentic workplace activities (e.g. Mini Woolies simulated workplace, customer service role-plays, store operations training, and retail-focused learning activities), which ensures the training reflects current workplace expectations Delivered through a simulated retail environment, training mirrors industry practice and is designed to prepare students for further training and employment
2.3 Training support	Access to support services, trainers, assessors and other staff who can support learner progress Dual lecturer support (Foundation Skills and Retail lecturers) for language, literacy, numeracy, communication and digital literacy development Support embedded into both classroom and workplace learning to help students successfully participate and progress
2.5 Diversity and inclusion	Specifically designed for learners requiring additional assistance to access training and employment pathways Inclusive learning environments that promote participation and independence, such as providing a wheelchair-accessible register within the Mini Woolies environment Tailored learning and assessment support based on learner abilities and goals

Supporting standards	Practice evidence
1.2 Industry engagement	Woolworths partnership and work placements
1.8 Facilities, resources and equipment	Mini Woolies simulation and accessible resources
2.1 Information	Clear, accessible and accurate information about the training, pathways to employment and further training

Reflection questions
How do I involve learners in identifying the adjustments, supports or learning strategies that work best for them, rather than making assumptions about their needs?
To what extent does my learning environment foster a sense of belonging, psychological safety and peer support for all learners, including those with disability?
Are there barriers within my learning activities, assessments, technologies or communication methods that could be removed or redesigned to improve accessibility and participation?
How responsive am I when new support needs emerge during a course, and what processes do I have in place to review and adjust supports over time?
How can I create flexible ways for learners to access information, demonstrate their skills and engage with their peers while maintaining the integrity of learning outcomes?

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