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LMS

Child Care Combo

CHC30113 Certificate III in Early Childhood Education and Care & CHC40113 Certificate IV in School Age Education and Care

The child care combo has been designed for learners who wish to complete both the CHC30113 Certificate III in Early Childhood Education and Care and the CHC40113 Certificate IV in School Age Education and Care in a streamlined program that is value for money and saves time. This qualification is available for child care workers who are currently employed as well as new entrants to the child care sector seeking a competitive advantage in the job market. Enrolling in the child care combo is excellent value for money and saves considerable time compared to completing both qualifications separately due to the significant overlap in course content. The benefits of this program include the simplicity of completing a single integrated program, a better qualified resume and increased employment opportunities.

Learners who undertake the child care Combo complete a series of theory assessments as well as a placement in a local school. Learners have 24/7 access to their portal to view videos, lectures, webinars, readings, complete activities and submit assessments. Learners undertake a structured & supported self-paced learning program with regular contact from their allocated trainer. Trainers regularly hold workshops, tutorials, webinars or you can book a one on one session.

With more than 4000 graduates, government subsidised courses from $25, an 80% completion rate, payment plans and no additional or hidden fees, FTTA has long been the go-to provider for child care courses in Brisbane, QLD and Perth WA. Speak to one of our friendly student advisers today about your career aspirations and begin your new journey with FTTA.

MORE INFORMATION

Qualification

CHC30113 Certificate III in Early Childhood Education and Care & CHC40113 Certificate IV in School Aged Education and Care

Nationally recognised

Yes. This qualification is recognised in all states and territories of Australia.

Locations

Available all areas in Western Australia and Queensland Brisbane. For regional, rural and other areas speak to a friendly student adviser.

Distance mode

Supported, structured & self-paced mode for learners likely to be successful in an external program of study. Next intake: May 1 2019

Duration

Learners are enrolled for a 12 months period and can apply for extensions if needed. This course is expected to take 1250 hours.

Assessments

Short answer questions, case studies, projects, scenarios, logbook experience record, assessor observations conducted in the workplace.

Placement

120 hours minimum in a local workplace. All students are visited in the workplace by their trainer for support and guidance.

Topics

Topics include health & safety, caring for babies & toddlers, activity planning, nutrition, early childhood development, play based learning, learning frameworks and compliance.

Child care jobs

Graduates may be employed as an early childhood educator, family day care educator or before and after school educator.

Click here to view the units for CHC30113 Certificate III in Early Childhood Education and Care

Units of Competency - Click on any unit for additional information

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety CHCECE001 Develop cultural competence CHCECE002 Ensure the health and safety of children CHCECE003 Provide care for children CHCECE004 Promote and provide healthy food and drinks CHCECE005 Provide care for babies and toddlers CHCECE007 Develop positive and respectful relationships with children CHCECE009 Use an approved learning framework to guide practice CHCECE010 Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children's play and learning CHCECE013 Use information about children to inform practice CHCLEG001 Work legally and ethically CHCPRT001 Identify and respond to children and young people at risk HLTAID004 Provide an emergency first aid response in an education and care setting HLTWHS001 Participate in workplace health and safety CHCEDS012 Set up and sustain individual and small group learning areas CHCDIV001 Work with diverse people CHCECE006 Support behaviour of children and young people

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.


This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE001 Develop cultural competence

This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE002 Ensure the health and safety of children

This unit describes the skills and knowledge to ensure the health and safety of children.


This unit applies to educators working in a variety of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE003 Provide care for children

This unit describes the skills and knowledge required to ensure children’s physical and emotional well-being is maintained and their self-sufficiency is nurtured.


This unit applies to people who work with children in a range of early education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE004 Promote and provide healthy food and drinks

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE005 Provide care for babies and toddlers

This unit describes the skills and knowledge required by educators working with babies and toddlers to ensure that the children’s physical and emotional wellbeing is maintained.


This unit applies to work with babies and toddlers from birth to 24 months in a range of early education and care contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE007 Develop positive and respectful relationships with children

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.


This unit applies to educators who work with children in a range of education and care service settings.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE009 Use an approved learning framework to guide practice

This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE010 Support the holistic development of children in early childhood

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age.


This unit applies to educators working in a range of early childhood education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE011 Provide experiences to support children's play and learning

This unit describes the skills and knowledge required to support children’s play and learning.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE013 Use information about children to inform practice

This unit describes the skills and knowledge required to gather information about children through observation and other sources as a basis to inform program-planning cycles and to share with children and their families.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCLEG001 Work legally and ethically

This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.


This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCPRT001 Identify and respond to children and young people at risk

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.


This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

HLTAID004 Provide an emergency first aid response in an education and care setting

This unit describes the skills and knowledge required to provide a first aid response to infants, children and adults.


The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.


This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).


Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children’s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.

HLTWHS001 Participate in workplace health and safety

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.


The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCEDS012 Set up and sustain individual and small group learning areas

This unit describes the skills and knowledge required to establish and organise individual and/or small group learning environments, such as a home-based classroom, activity area in a classroom or library, or a virtual schooling area.


This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCDIV001 Work with diverse people

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.


This unit applies to all workers.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE006 Support behaviour of children and young people

This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.


The unit applies to workers in a range of community service contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Click here to view the units for CHC40113 Certificate IV in School Age Education and Care

Units of Competency - Click on any unit for additional information

CHCDIV001 Work with diverse people CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety CHCECE001 Develop cultural competence CHCECE002 Ensure the health and safety of children CHCECE004 Promote and provide healthy food and drinks CHCECE009 Use an approved learning framework to guide practice CHCECE011 Provide experiences to support children's play and learning CHCLEG001 Work legally and ethically CHCPRT001 Identify and respond to children and young people at risk CHCSAC001 Support children to participate in school age care CHCSAC002 Develop and implement play and leisure experiences in school age care CHCSAC003 Work collaboratively and respectfully with children in school age care CHCSAC004 Support the holistic development of children in school age care HLTAID004 Provide an emergency first aid response in an education and care setting HLTWHS001 Participate in workplace health and safety CHCECE006 Support behaviour of children and young people CHCECE010 Support the holistic development of children in early childhood CHCEDS002 Assist in implementation of planned educational programs CHCECE007 Develop positive and respectful relationships with children

CHCDIV001 Work with diverse people

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.


This unit applies to all workers.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.


This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE001 Develop cultural competence

This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE002 Ensure the health and safety of children

This unit describes the skills and knowledge to ensure the health and safety of children.


This unit applies to educators working in a variety of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE004 Promote and provide healthy food and drinks

This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE009 Use an approved learning framework to guide practice

This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE011 Provide experiences to support children's play and learning

This unit describes the skills and knowledge required to support children’s play and learning.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCLEG001 Work legally and ethically

This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.


This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCPRT001 Identify and respond to children and young people at risk

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.


This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCSAC001 Support children to participate in school age care

This unit describes the skills and knowledge required to support and guide children’s effective participation in school age care.


This unit applies to educators working in school age education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCSAC002 Develop and implement play and leisure experiences in school age care

This unit describes the skills and knowledge required to develop and implement play and leisure experiences for children participating in school age care.


This unit applies to educators working in school age care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCSAC003 Work collaboratively and respectfully with children in school age care

This unit describes the skills and knowledge required to engage and interact with children in school age care services.


This unit applies to educators working in school age education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCSAC004 Support the holistic development of children in school age care

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from 5 to 12 years of age.


This unit applies to educators working in a range of education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

HLTAID004 Provide an emergency first aid response in an education and care setting

This unit describes the skills and knowledge required to provide a first aid response to infants, children and adults.


The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.


This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).


Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children’s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.

HLTWHS001 Participate in workplace health and safety

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.


The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE006 Support behaviour of children and young people

This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.


The unit applies to workers in a range of community service contexts.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE010 Support the holistic development of children in early childhood

This unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age.


This unit applies to educators working in a range of early childhood education and care services.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCEDS002 Assist in implementation of planned educational programs

This unit describes the skills and knowledge required to assist a worker to support the teacher/s in delivering planned education programs. Classroom-level support is provided to ensure the learning environment is inclusive and relevant, and appropriately resourced and maintained.


This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

CHCECE007 Develop positive and respectful relationships with children

This unit describes the skills and knowledge required by educators working with children to ensure they can develop and maintain effective relationships and promote positive behaviour.


This unit applies to educators who work with children in a range of education and care service settings.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Please note that the First Aid unit HLTAID004 is not provided by FTTA. Students will need to enrol with a local provider and submit the certificate to their trainer.

Minimum requirements

No previous qualifications or experience required.

Physical capability

Conduct learning activities with children including games inside and outside of the classroom.

IT resources

Access to computer with internet connection, desktop applications, PDF reader.

IT skills

Ability to complete basic tasks such as opening PDFs and watching videos.

Numeracy skills

Candidates will need basic numeracy skills to count, add and subtract.

Language skills

Ability to complete basic tasks such as reading and comprehending lesson plans.

Age

Be aged 16 years or over.

Clearances

Eligibility to obtain clearances such as Blue Card or WWCC.

Visas

FTTA are unable to enrol individuals on a student visa.

Standard enrolment - $2500 (WA & QLD)

Payment Plans - $250 x 10, $500 x 5 or $1250 x 2

Standard RPL - $1850

Payment Plans - $185 x 10, $370 x 5 or $925 x 2

QLD funded

see individual course fees or speak to FTTA

Queensland Government Subsidies - certificate 3 guaranteed
C3G Boost

Additional fees may apply in some circumstances such as direct debit fees, overdue fees, re-assessment fees, replacement of resource fees and extension fees. See student handbook for further details.

Please be advised that FTTA cannot accept more than $1500 in advance due to government regulations. Please contact FTTA for payment information if you wish to pay upfront.

Certificate 3 Guarantee (QLD):

To be eligible to enrol in the Certificate 3 Guarantee, prospective students must:

  • Permanently reside in Queensland
  • Be an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen
  • Not hold, and not be enrolled in, a certificate III or higher-level qualification, not including qualifications completed at school and foundation skills training
  • Be aged 15 years or above and no longer at school (with the exception of VET in School (VETiS) students — see the VETiS fact sheet for more information)

Higher Level Skills (QLD):

To be eligible to enrol in the Higher Level Skills program, prospective students must:

  • Permanently reside in Queensland
  • Be an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen
  • not hold, and not be enrolled in, a certificate IV or higher-level qualification, not including qualifications completed at school and foundation skills training.

Concessional student status (QLD) applies when:

  • The student meets the criteria for the co-contribution subsidised fee and
  • The student holds a Health Care or Pensioner Concession Card issued under Commonwealth law, or is the partner or a dependant of a person who holds a Health Care or Pensioner Concession Card and is named on the card or
  • The student provides FTTA with an official form under Commonwealth law confirming that the student, their partner or the person of whom the student is a dependant is entitled to concessions under a Health Care or Pensioner Concession Card or
  • The student is an Aboriginal or Torres Strait Islander or
  • The student is a school student and is enrolled in a VETiS program (may include young people in detention) or
  • The student has a disability

C3G Boost
C3G Boost may be available if you are not eligible for any other Queensland funded program such as the Certificate 3 Guarantee. Participants must register with a Back to Work Jobseeker Officer, who will assess your eligibility. Participants must meet one of the following criteria:

  • Be unemployed and need new skills to obtain a job or
  • Be at risk of losing their job and require reskilling to move to alternative employment opportunities or
  • Be working, but looking to increase hours of work or shift from part-time to full-time employment.

Students enrolling in a funded program (QLD) should be aware of the following:

  • The Certificate 3 Guarantee and Higher Level Skills program are funded by the Queensland Government.
  • The Departments program fact sheets can be found by clicking here or by visiting www.training.qld.gov.au.
  • Students are required to complete the Training and Employment Survey within three months of completing or discontinuing a subsidised qualification.
  • Students will no longer be eligible for a government subsidised training place under the Certificate 3 Guarantee once they complete a certificate level III qualification.
  • Students will no longer be eligible for a government subsidised training place under the Higher Level Skills program once they complete a certificate level IV or higher qualification.
  • Students should also familiarise themselves with FTTA’s policies including the refund policy and complaints policy and procedure found in the student handbook.

INCLUDED IN THE COURSE

SUBSIDISED FROM $25 (QLD)

SELF-PACED DISTANCE MODE

AVAILABLE PERTH & BRISBANE

NO HIDDEN OR ADDITIONAL FEES

FEE INCLUDES ALL TEXTBOOKS

COURSE FLYER

CHC30113 Certificate III in Early Childhood Education and Care

FAQ

Have a look at some of our most frequently asked questions.

Enrolment Form

Enrol online and begin your new journey with FTTA.

CAREER OVERVIEW

An overview of your new career as a early childhood educator.

BLOG

Learn more about working with children.

WHY CHOOSE US

Teacher Aide & Child Care Courses

ESTABLISHED PROVIDER

Learn with an established provider with more than 4000 happy graduates and 20,000 unit enrolments per year.

PAYMENT PLANS

Interest free payment plans with no hidden fees and learner guides included in the price.

GOVERNMENT SUBSIDIES

From as little as $25, you could enrol in a Nationally Recognised Qualification subsidized by the QLD government.

SUPPORT

Attend workshops, webinars & tutorials or contact your trainer by phone or email for unlimited support.

PLACEMENT

We visit every learner in the workplace to provide you with an exception level of support and guidance.

MODES

Choose between supported and self-paced distance mode, or enrol in class based mode from 1 day per week.

VIDEOS

OUR MOST WATCHED VIDEOS

STUDY BY DISTANCE MODE

Transcript

STUDY BY CLASS MODE

Transcript

TEACHER AIDE GUIDE

Transcript

Distance

In today’s busy and demanding world, adult learners are looking for more flexible ways to gain qualifications, increase their job prospects and improve their earning potential. Gone are the days where students can afford to spend 20 or 30 hours per week in classroom. Advances in technology now allows students to access high quality and engaging resources in their own home.

Many students prefer to study their course without coming into class on a regular basis. This is commonly referred to as distance learning but can also be called external, online, blended or flexible learning. These terms are very similar and generally mean that:

  • There is little or no attendance on campus
  • Most learning materials are accessed through a website portal
  • Students will often have hardcopy materials as well
  • Students will still have access to support via email and phone
  • Many students still attend tutorials for additional assistance

Flexible learning (also called blended learning) is a combination of class and distance and is where a student attends some online learning and some class based learning. There are many reasons why students choose to study by distance:

  • Classes are not held in the local area
  • Work commitments
  • Family commitments
  • Health reasons
  • A want of more flexible study times
  • Time poor for various reasons
  • Previous experience meaning classes cover existing knowledge
  • Alternative study programs or pathways
  • Regular travel or hospital stays
  • Existing worker completing a traineeships or RPL

Many courses have a work placement requirement such as aged care and child care regardless of which mode of study selected however this is usually completed in the local area.

Even though students are not attending classes, they are still able to access support services including:

  • Email and phone support
  • Booking one on one tutoring
  • Attending regularly held workshops
  • Attending some classes (subject to available places)
  • Orientation and engagement sessions early and throughout the course

The online portal is a structured learning pathway. This means that students work though activities and assessments in a structured manner. This structure is easy to follow and explained step by step. Each topic has instructions on how to complete that particular topic. Resources in the portal generally include:

  • Learner guides for each topic
  • Power point presentations
  • Links to YouTube videos and websites
  • Additional readings
  • Toolboxes with videos and a range of activities
  • Practice activities
  • Free short courses such as work skills, literacy skills and Microsoft Office
  • Assessments and assessment tips and guides
  • Lectures from your trainers

Online learning is becoming more and more popular each year and many courses now enrol more online students than class based students.

If you would like more information please speak to one of our student advisors or you can enrol using our online enrolment form at ftta.com.au

Class Based Learning

Class based learning is a popular study mode and is great for students who have not studied for a long period of time, who live closer to the training location or who simply enjoy being in class. We always recommend enrolling in a class based mode where possible as students who attend classes are typically more successful.

In today’s busy and demanding world, adult learners are looking for more flexible ways to gain qualifications, increase their job prospects and improve their earning potential. Gone are the days where students can afford to spend 20 or 30 hours per week in a classroom. Advances in technology now allows students to access high quality and engaging resources in their own home.

Flexible learning (also called blended learning) is a combination of class and distance and is where a student attends some online learning and some class based learning. Class based learning with FTTA involves the following:

  • Attend class one day per week over a period of time
  • Complete set homework activities and assessments between classes
  • Attend tutorial as needed and recommended by your trainer
  • Complete the workplace learning component
  • Regularly accessing resources and learning materials in the online portal
  • Regular contact with trainers via email, phone, individual meetings/tutorials or during class

Students tell us that they enjoy being in class for two main reasons:
Firstly, because they can easily ask questions and trainers can help students when stuck. Note that many courses have online lectures (recorded in class) for distance students.

Secondly, students enjoy the social aspect of class based learning: swapping stories, talking about the course and helping each other along the way. Many students make new friends and study together outside of class time.

There are many reasons why students choose a flexible class based study mode:

  • Attending full time is not possible
  • Work commitments
  • Family commitments
  • Health reasons
  • A want of more flexible study times
  • Time poor for various reasons
  • Previous experience meaning extensive class time is not an efficient use of time
  • Enrolled in other education programs
  • Regular travel or hospital stays

Many courses have a work placement requirement such as aged care and child care regardless of which mode of study selected however this is usually completed in the local area.

Even though students are attending classes, they are still able to access support services including:

  • Email and phone support
  • Booking one on one tutoring
  • Attending regularly held workshops
  • Attending some classes (subject to available places)
  • Orientation and engagement sessions early and throughout the course

The online portal is a structured learning pathway. This means that students work though activities and assessments in a structured manner as directed by their trainer. This structure is easy to follow and explained step by step. Each topic has instructions on how to complete that particular topic. Resources in the portal generally include:

  • Learner guides for each topic
  • Power point presentations
  • Links to YouTube videos and websites
  • Additional readings
  • Toolboxes with videos and a range of activities
  • Practice activities
  • Free short courses such as work skills, literacy skills and Microsoft Office
  • Assessments and assessment tips and guides
  • Lectures from your trainers

Flexible learning is becoming more and more popular as people become busier.

If you would like more information please speak to one of our student advisors or you can enrol using our online enrolment form at ftta.com.au

Education Support - A Guide

Education Assistants work in schools such as kindergartens, primary schools, high schools and special needs centres.

Education Assistants work under the guidance and instruction of teachers. They can work with a single student for most of the day or float in a class or a number of classes helping many different students.

Education Assistants or EAs for short can also be called integration aides, teacher aides, support workers, teacher assistants, Aboriginal and Indigenous Education Officers or AIEOs, Home Economic Assistants, or school support officers.

Some of the main tasks of an EA includes:

  • Helping individual students with activities and learning
  • Helping small groups of students with activities and learning
  • Helping students with core skills such as reading, writing and numeracy
  • Helping students who have learning difficulties, a disability or a disorder
  • Helping the teacher with behaviour management, ensuring that students are on task
  • Helping the teacher with activities such as cleaning and preparing resources
  • Ensuring that students are safe at all times

Education Assistants are most often employed to work with students who need additional support in learning or due to a disability or behavioural issues.

EAs may also work in specialist positions such as in literacy programs or youth at risk programs.

To obtain work as an EA you will need to have the following:

  • A Working with Children Check
  • Usually a police clearance is also required
  • A relevant qualification such as the Certificate III in Disability or Certificate III in Education Support
  • A suitable demeanour, attitude and presentation to work in a school environment
  • A love of working with children and other people in a team environment
  • A good quality resume and cover letter

Education Assistants undertake many community service work tasks including but not limited to:

  • Working with parents and guardians on a daily basis
  • Assisting with case management (IEPs and IBPs)
  • Organising community events such as excursions and fetes
  • Assisting vulnerable groups of people such as low-socio economic
  • Ensuring abuse and neglect is reported to supervisors
  • Obtaining funding such as grants from government departments or local businesses
  • Organising and assisting with events such as art displays
  • Working with local Aboriginal and Torres Strait Islander people
  • Assisting with a range of disabilities and disorders
  • Researching and informing clients of support services and networks
  • Liaising with community groups
  • Liaising with specialist case workers such as psychologists and teachers
  • Managing behaviour and learning
  • Planning activities and creating resources

Education assistants often work with children with disabilities including but not limited to:

  • Autism Spectrum Disorder
  • Attention Deficit Hyperactivity Disorder
  • Dyslexia
  • Processing disorders
  • Developmental delay disorders
  • Foetal Alcohol Syndrome
  • Oppositional Defiance Disorder
  • Cerebral palsy
  • Mental health
  • Fragile X
  • Downs Syndrome

It is generally easy to find casual and part time work as an education assistant by putting your name down at all schools in your local area. This often leads to more permanent employment. Many education assistants work part time.

When looking for work, don’t forget special needs schools which are schools within the main school that even have their own Principal, teachers and administration staff. Over 90% of people who enrol in a course to become an education assistant are female and are often mothers who are looking for family friendly work hours.

Depending on the course and level, education assistants learn the following:

  • Safety including duty of care laws
  • Education policy and regulations
  • Supporting students literacy and numeracy learning
  • Instructional techniques (how to help students learn)
  • Techniques for working with a diverse range of people
  • Behaviour management techniques
  • Developmental domains such as cognitive, language and social development
  • Basics of and techniques for working with specific disabilities and disorders
  • Creating activities and basic planning
  • Working with Individual Education Plans (IEPs) and Individual Behaviour Plans (IBPs)
  • Early Years Learning Framework implementation

Working in the education sector is challenging, rewarding and is a never ending learning curve. Rarely will you be bored working as an education assistant as each day presents a new challenge.

If you would like more information, please speak to one of our student advisors.

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