CHC30213 CERTIFICATE III IN EDUCATION SUPPORT

Hills International Institute of Education > CHC30213 CERTIFICATE III IN EDUCATION SUPPORT

Course Overview: 

The Certificate III in Education Support course provides you with the necessary skills to work in a range of educational settings in support of a teacher or supervisor. It is an extensive program that readily equips graduates with theoretical and as well as practical skills to support a quality learning environment.

Seventeen (17) units including twelve (12) core units and five (5) electives

Includes one hundred (100) hours of practical placement

SUBJECT 1 - SUPPORT STUDENT DEVELOPMENT

CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

  • – Contribute to a safe and supportive environment
  • – Use positive support techniques
  • – Observe and collect data to assist with development of appropriate strategies for support
  • – Implement strategies to support children or young people who require additional support
  • – Monitor and review strategies

CHCEDS003 CONTRIBUTE TO STUDENT EDUCATION IN ALL DEVELOPMENT DOMAINS

  • – Understand human development
  • – Know about social and emotional development
  • – Appreciate cognitive development
  • – Be familiar with language development
  • – Recognise physical growth and development
  • – Identify students with additional needs

CHCEDS007 WORK EFFECTIVELY WITH STUDENTS AND COLLEAGUES

  • – Work collaboratively with the teacher
  • – Work as a member of a team
  • – Communicate effectively
  • Understand cultural and linguistic diversity
  • Value personal belief systems

SUBJECT 2 - SUPPORT PROGRAM IMPLEMENTATION

CHCEDS002 ASSIST IMPLEMENTATION OF PLANNED EDUCATIONAL PROGRAMS

  • – Understand learning
  • – Prepare for learning
  • – Prepare and maintain learning materials and resources
  • – Appreciate the learning environment
  • – Plan for safety

CHCEDS005 SUPPORT THE DEVELOPMENT OF LITERACY AND ORAL LANGUAGE SKILLS

  • – Understand the link between language and literacy
  • -Support oral language development
  • – Apply practical oral language activities
  • – Recognise speech, language and communication needs
  • – Understand the importance of literacy

CHCEDS006 SUPPORT THE DEVELOPMENT OF NUMERACY SKILLS

  • – See the difference between numeracy and mathematics
  • – Understand the development and progression of core numeracy concepts
  • – Know about the mathematics curriculum
  • – Apply strategies for supporting numeracy
  • – Document numeracy development

CHCEDS011 SEARCH AND ASSESS ONLINE INFORMATION (elective)

  • – Determine and assess information requirements in consultation with teacher
  • – Locate online information
  • – Retrieve, evaluate and report on information

SUBJECT 3 - WORK WITHIN AN EDUCATIONAL FRAMEWORK

CHCEDSOO1 COMPLY WITH LEGISLATIVE, POLICY AND INDUSTRIAL REQUIREMENTS IN THE EDUCATION ENVIRONMENT

  • – Understand employment contracts and awards
  • – Comprehend child protection legislation
  • – Appreciate human rights and equal opportunity
  • – Comply with Disability standards for education
  • – Know about anti– discrimination legislation
  • – Be familiar with Workplace health and safety: national and State/Territory legislation
  • – Recognise privacy and personal information protection
  • – Apply duty of care in relation to students

CHCEDS004 CONTRIBUTE TO ORGANISATION AND MANAGEMENT OF CLASSROOM OR CENTRE

  • – Understand the teacher aides role
  • – Know about the skills and knowledge required to be a competent teacher aide
  • – Communicate a learning task
  • – Appreciate diversity and inclusion in education

CHCDIV001 WORK WITH DIVERSE PEOPLE

  • – reflect on own perspectives
  • – appreciate diversity and inclusiveness, and their benefits
  • – communicate with people from diverse backgrounds and situations
  • – promote understanding across diverse groups

CHCDIV002 PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY

  • – Identify cultural safety issues in the workplace
  • – Model cultural safety in own work
  • – Develop strategies for improved cultural safety
  • – Evaluate cultural safety strategies

SUBJECT 4 - PARTICIPATE IN WORK HEALTH AND SAFETY

CHCEDS017 CONTRIBUTE TO THE HEALTH AND SAFETY OF STUDENTS

  • – Understand workplace health and safety
  • – Plan for emergencies
  • – Recognise WHS systems, policies and procedures
  • – Identify hazards and manage risks
  • – Appreciate student health , safety and wellbeing

HLTWHS001 PARTICIPATE IN WORK HEALTH AND SAFETY (elective)

  • – Follow safe work practices
  • – Implement safe work practices
  • – Contribute to safe work practices in the workplace
  • – Reflect on own safe work practices

SUBJECT 5 - SUPPORT STUDENTS WITH SPECIAL NEEDS

CHCEDS016 SUPPORT LEARNING FOR STUDENTS WITH DISABILITIES IN THE CLASSROOM (elective)

  • – Conduct a self reflection on own personal beliefs
  • – Value individual differences
  • – Understand inclusion
  • – Plan for inclusion
  • – Work with students with multiple disabilities

CHCEDS018 SUPPORT STUDENTS WITH ADDITIONAL NEEDS IN THE CLASSROOM ENVIRONMENT

  • – Know about the physical environment for students with addtional needs
  • – Assist in developing an individual education plan
  • – Understand diversity and inclusion in education
  • – Identify students with additional needs
  • – Recognise a snapshot of disabilities

CHCEDS025 FACILITATE LEARNING FOR STUDENTS WITH DISABILITIES (elective)

  • – Supervise students with disabilities in a professional manner
  • – Understand disability standards for education
  • – Understand about students with disabilities from birth
  • – Understand about students with disabilities as a result of an accident or illness
  • – Apply augmentative and alternative communication strategies for teacher aides

CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY (elective)

  • – Demonstrate commitment to empowerment for people with disability
  • – Foster human rights
  • – Facilitate choice and self determination

SUBJECT 6 – VOCATIONAL PLACEMENT SKILLS WORKBOOK 

Practical assessment tasks from all units

The Certificate III in Education Support will take up to two (2) years specifically thirty four (34) weeks per year.

  •  Face to face training
  •  Self-paced study
  •  Self-paced research
  •  Theory Assessment
  •  Case Scenario Assessment
  • Leaner Guide
  •  Practical Assessment/ Workplace Observations (100hrs)
  •  Ongoing communication provided by trainer and assessor
  •  Ongoing training driven by the trainer and assessor
  •  Ongoing student support provided by trainer and assessor

Students are supplied with their assessment materials and associated resources on a USB device or via email. Hard copies of resource materials can also be provided in person or via Australia Post.

  •  Students seeking professional development
  •  Individuals seeking an alternative career path
  •  Assistants and/or workers who may choose to formalise their experience by attaining this qualification.

The program is delivered over a period of two (2) years. Specifically thirty four (34) weeks per year allowing for scheduled holiday periods.  

Entry into this course is via an application process including a pre-enrolment interview and questionnaire and also a Language Literacy and Numeracy (LLN) test (if applicable).

Working with Children Blue Card / Voluntary Working with Children Blue Card

Each student must have access to specific resources in order to complete the course. These requirements apply to each unit within the course. Prospective students must have access to the following resources:

  •  Desktop computer or laptop
  •  Compatible operating systems on the computer/laptop: Windows 7, 8 or higher OR MAC
  •  Stable internet connection with a minimum download speed of 3mbps. Prospective students can go to www.speedtest.net to perform a speed test of their internet connection
  •  Current version of a web browser, for example: Chrome OR Mozilla Firefox
  •  An email account – this can be created through yahoo, hotmail and gmail
  •  The latest version of Adobe Reader, Windows Media Player, Team Viewer and Skype (voice and/or video)
  •  Microsoft Office (2007 version or later) that includes Word, Excel and PowerPoint
  •  Printer and scanner

Each unit comprises primarily of Theory Assessments, Case Studies and Practical Assessments which must be completed in full before being submitted for marking. Practical Assessments include workplace observations where students will be assessed by a qualified trainer/assessor for competency. Assessments for qualifications are competency based, which means students are assessed against the unit of competency (unit) requirements

Assessment marking system:

  •  Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register www.training.gov.au).
  •  Not Yet Satisfactory (NYS) result: the student’s submitted work does not demonstrate their understanding of all competency standards in the unit. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit their assessment for marking.

Once a student receives a satisfactory result for all required assessment tasks a satisfactory (S) outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards in each unit before receiving a satisfactory outcome.

Students have three (3) attempts to demonstrate competency, if the unit is still unsatisfactory the student will have to re-enrol in the unit of competency and pay any associated fees.

All HIIE students are provided with and have access to the following resources

Course introduction

 

  • Compliant Learning Resources – electronic version
  •  Theory Assessment Booklet
  •  Practical Assessment Booklet
  •  Case Scenario Booklet
  •  Student Study Guides
  •  Additional research and reference sources
  •  Recommended reading texts
  •  Relevant websites.

Reasonable adjustment options are available to accommodate students who have a learning need, disability or impairment. Any reasonable adjustments that are made to the training materials and/or assessments will be recorded in the student’s training plan and file.

Support services offered by HIIE are listed below

  •  Literacy and Numeracy Specialist is available to all students whom require extra assistance with their studies
  •  Enlarged font size for learning materials
  •  Allowing trainers to read assessment materials to students
  •  Having a student’s spoken responses to assessment questions recorded
  •  Allowing a student to sit for an assessment alone in a different room.
  •  Bilingual support and counselling staff (Korean, Chinese, Japanese)
  •  ESL Teachers Aids available for all students from non-English speaking backgrounds
  • Trainer Support

Each enrolled student will have access to trainer support. Trainers can be contacted by telephone, email and Skype during business hours. There is no additional cost to chat with a trainer. All of our trainers are passionate industry experts who are available to guide you through this learning experience.

HIIE offers all candidates the opportunity to be assessed through an assessment only pathway also known as recognition of prior learning. Prospective students are encouraged to apply for RPL immediately after enrolment if they believe they may be eligible. An RPL Application form can be requested by email enquiries@hiie.edu.au

Recognition of Prior Learning (RPL) is a method of assessing your current knowledge, skills and experiences that may have been acquired through informal training such as work history or formal training. HIIE’s Recognition of Prior Learning RPL Policy and associated fees can be found in HIIE’s Student Handbook link to student handbook or alternatively by contacting enquiries@hiie.edu.au

Evidence Gathering

Documented evidence to support your RPL claims is imperative and collecting as much evidence as possible will allow HIIE to assess your competency in your chosen qualification and/or units of competency. You need to ensure that all areas are covered and supply supporting evidence to build a portfolio of your skills and experience.

Without documented evidence, your RPL application will not be successful, so it is important to link your evidence to the outcomes of the units you have selected. Remember that collecting your evidence can take time; however, we require this evidence to ensure that we can establish your competencies in the relevant areas.

Authenticity and validity of your documents

It is vital that all evidence you supply is authentic and valid. This simply means it must be what you say it is and be verifiable as such. Work samples must be a product of your own work output either wholly or collaboratively. Ensure any evidence supplied that includes other people’s work product or other sources, is appropriately referenced to prevent any issues regarding plagiarism. For more information on plagiarism, refer to the Student Handbook.

Verified Documents

When providing certificates and transcripts to support your RPL claims, it is part of our compliance requirements that these are certified by a Justice of the Peace, to ensure these are reliable and accurate. This will also allow us to apply direct credits where previously completed units of competency are applicable to your RPL application and have exactly the same unit code and title. Please note that a credit transfer is recognition of your formal training completed through another registered training organisation (RTO). Credit transfers are considered as part of the RPL process.

Credit Transfer (CT)

HIIE also recognises Statements of Attainment and Record of Results issued by other registered training organisations (RTOs). Candidates must submit a JP certified copy of their certificate and transcripts.

Full course fee $1900

The course fee is inclusive of the following items;

  •  The learning resources
  •  Trainer and assessor support by phone, email and Skype
  •  Certificate and Record of Results issuance (does not include replacement certificates)

Payment Methods

Payment for the course can be made by;

  •  Eftpos
  •  MasterCard and Visa Card
  •  Pay per unit
  •  Telephone payment for credit card payments
  •  Bank deposit – see details below

HIIE’s bank details

Account Name – Hills International Institute of Education

Bank – Westpac

BSB – 034 115

Account No – 634 631

All successful applicants are required to pay an enrolment fee (non-refundable) of $100 immediately before commencing any studies.

Payment Options

Enrolment fee $100 – non-refundable must be paid immediately

Option 1 – full course fee including enrolment fee paid upfront

Option 2 – monthly payment plan

Option 3 – pay per unit of study

HIIE have the right to suspend any study if payment plans are not adhered to at all times.

Refunds

HIIE is committed to fair and transparent application fees and charges as well as the processing of refunds where applicable. HIIE’s refund policy can be found in the student handbook supplied with your enrolment pack or alternatively can be found on our website.

Student Handbook

Support Worker

Teacher Assistant

Teacher Aide

Aboriginal and/or Torres Strait Islander Education Assistant

Multicultural Aide

Pathway to a Certificate IV in Education Support

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