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CHC33015 Certificate III in Individual Support


This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason. Work involves using discretion and judgement in relation to individual support as well as taking responsibility for own outputs. Workers have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge of the concepts and practices required to provide person-centred support.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.


58 weeks total course duration


$ 3900 ($900 up-front, then $1200 at the commencement of Cluster 2, $900 at the commencement of Cluster 3 and then $900 at the commencement of Cluster 4). Payment plans are available – call us to discuss.

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Ageing specialisation:

  • Delivery Mode: Blended (online learning and assessment + workplace training and assessment)
  • Total Course Duration: Fifty Eight (58) weeks
  • Academic Year Duration: Fifty Two (52) weeks
  • Clusters/Semesters: Four [4]: 3@12 weeks plus 1@14 weeks
  • Mid-semester break/holidays: Six [6] weeks: 3 x 2 weeks
  • Approximate Hours*:  532 hours (342 self-directed learning hours + 192 work placement hours)
  • Estimated Full Time Study Load: 10.23 hours per week

* Applicants that have previous skills or knowledge in any Unit of Competency, or who achieve Recognition for previous work or study will complete the course within the approximate timeframe.


$ 3900 ($900 up-front, then $1200 at the commencement of Cluster 2, $900 at the commencement of Cluster 3 and then $900 at the commencement of Cluster 4)

Release of each Cluster of units also coincides with payment of tuition fees. Participants are required to pay for each Cluster in advance. As there are 4 Clusters, each Cluster will attract approximately 25% of the total Tuition Fees for the Course.

For details on cancellations, withdrawals and refunds please consult the Refund Policy.


This Course is made up of 13 Units Of Competency (7 Core Units and 6 Electives). The Units of Competency provided in the Course, including the specialisation stream elective units are detailed in the Training Delivery Schedule below.

Specialisation: Ageing

ClusterUnits of CompetencyWeeksAccumulated  Weeks
1HLTAID003 Provide first aid
HLTAAP001 Recognise healthy body systems
HLTHPS006 Assist clients with medication
Mid-Semester Break214
2CHCCCS015 Provide individualised support
CHCCCS023 Support independence and well being
CHCCOM005 Communicate and work in health or community services
CHCDIV001 Work with diverse people
Mid-Semester Break232
3CHCLEG001 Work legally and ethically
HLTWHS002 Follow safe work practices for direct client care                                                      CHCAGE001 Facilitate the empowerment of older perple
Mid-Semester Break246
4CHCCCS011 Meet personal support needs                                                                                                      CHCAGE005 Provide support to people living with dementia                                                      CHCCCS025 Support relationships with carers and families 1258

Specialisation: Disability


Units of Competency


Accumulated  Weeks


HLTAID003 Provide first aid

HLTAAP001 Recognise healthy body systems

HLTHPS006 Assist clients with medication




Mid-Semester Break




CHCCCS015 Provide individualised support

CHCCCS023 Support independence and well being

CHCCOM005 Communicate and work in health or community services

CHCDIV001 Work with diverse people




Mid-Semester Break




CHCLEG001 Work legally and ethically

HLTWHS002 Follow safe work practices for direct client care

CHCDIS001 Contribute to ongoing skills development using a strengths-based approach




Mid-Semester Break




CHCDIS002 Follow established person-centred behaviour supports

CHCDIS003 Support community participation and social inclusion

CHCDIS007 Facilitate the empowerment of people with disability   



To provide flexibility and facilitate the holistic assessment of some Units, participants are not provided access to all 13 units in the qualification simultaneously. The structure of the qualification has been designed to allow common units per Cluster to be made available to each participant in the order outlined in the Training Delivery Schedule table above. Units within Clusters must be attempted in the order presented in the delivery schedule to allow for practical workplace training and assessment scheduling to occur.

The 3 units from Cluster 1 will appear by default as the ‘Active’ units when the student first logs into the LMS to begin the Course. Participants must satisfactorily complete all Cluster 1 units before the Cluster 2 units are available to be attempted; and Cluster 3 units are not made available until all units in Cluster 2 are completed.; and so on.


Persons who are pursuing a career as an Individual Support carer, or those working in the Aged Care industry and seeking to increase their skills and/or achieve a formal qualification.Persons who are pursuing a career as an Individual Support carer, or those working in the Aged Care industry and seeking to increase their skills and/or achieve a formal qualification.

The Course is designed to allow for the practical training and assessment components of the Course to be conducted in conjunction with on-the-job activities on actual clients/residents of the workplace, under the direct supervision of a Trainer/Assessor, or a Workplace Supervisor and/or an Enrolled Nurse and/or a Registered Nurse who will act as a third-party observer under the supervision of the Trainer/Assessor.

By providing a flexible, self-paced, blended delivery model the Academy is targeting the following identified clients:

  • Under 18’s, school leavers or unemployed persons looking to enter the workforce in the Aged or Home Care sectors.
  • Part-time and full-time employees not working in the Aged Care industry looking for a career change, to increase their skills and/or achieve a formal qualification.
  • Part-time and full-time employees working in the Aged Care industry looking seeking to increase their skills and/or achieve a formal qualification, and/or articulate into further study in the fields of Ageing Support or Community Services

All applicants into this Course must:All applicants into this Course must:

  • Be employed in the Aged or Community care industries in a care support role OR be available to undertake an average of 4 hours per week of unpaid Workplacement throughout the duration of the Course.
  • Work with the Academy and an organisation to obtain a Workplace Training Agreement (WTA). Refer to the Workplace Training Agreement section below.

There are no pre-requisite or any general academic entry requirements to any Units Of Competency.

All applicants into this course will need:

  • A clear National Police History Check for the ‘Children/Vulnerable Groups’ category – for Workplacement.
  • Access to stable broadband internet.
  • Access to a personal computer or tablet-style device with web-browser software, Gmail or similar email platform, and other general office software such as; Word and PDF reader.
  • Scanned colour image of your own Government-issued photo-ID, an active personal email address and an active (mobile) phone number.
  • A valid Unique Student Identifier (USI). If you don’t have a USI you can create one here www.usi.gov.au.
  • Access to a printer/scanner
  • To undertake a Language, Literacy and Numeracy assessment.

 The planned duration of training and assessment for this Course is on average 532 hours over 52 weeks. This is achieved by a combination of self-paced study, watching training videos, receiving scheduled training calls, preparing and submitting online assessment tasks, and practical skills training and assessment in the workplace. Once enrolled in the course, each participant will be emailed login details to the Learning Management System (LMS). The LMS contains all learning and assessment resources for this Course:

  • Self-paced study – is time spent reading and engaging with the on-screen and downloadable Learner Guides, and completing the learning activities within the Learner Guides.
  • Watching training videos – we have provided in this Course 51 training videos from the Altura Learning catalogue of professional development training resources. The total viewing hours are 1260 minutes or just under 21 hours. Included with each Video are a range of non-assessable Self-Extension questions and activities which should take approximately 30-35 minutes to complete.
  • Online Assessment tasks – All Units of Competency in this Course contain a range of multiple-choice and short-answer written knowledge questions, and a range of short-medium response research activities. These assessments are submitted electronically in the LMS.
  • Workplace training and assessment – These activities may occur in conjunction with the Workplacement activities, or they may not as the clients care plan and availability will dictate if this can occur. Evidence collected in these assessment tasks and activities are also submitted into the LMS.


For more information on Workplace/Workplacement refer to the section below.For more information on the LMS, submitting assessments, demonstrating competency and collecting evidence please consult the Client Handbook


Participants in the Course are required to participate in a minimum of 120 hours of Workplacement or paid employment in a suitable organisation such as an: Aged Care facility; Home Care provider; Disability provider; Group Home. Noting this, the Academy program is delivered over 52 weeks of tuition and expects that each participant will be engaged in a minimum of 4 hours’ unpaid work placement, or at least 4 hours of paid employment, per week throughout the duration of the course (192 hours in total). This allocation exceeds the minimum 120 hours of required work placement.

The onus is upon applicants into this course to organise their own access to a suitable workplace for the purposes of practical training and assessment. Participants may nominate their current place of employment if it is an appropriate facility, or for those Participants who wish to enrol in the Course and are not employed in the industry, the Academy will work with the Participant to find possible organisations based on the Participants location and the Academy network of facilities available via Bolton Clarke and Altura Learning clients. Participants should note that unless they have established arrangements with the Workplace or are employed there, practical placement is generally seen by employers as unpaid work.

A suitable organisation will a service that contains the following:

  • Access to at least 10 different aged care clients and their individualised plans,• Access to a range of workplace colleagues for workplace communication and WHS assessments
  • Access to an EN or RN to act as the Workplace Supervisor and as a third-party observer for some of the practical assessment activities.
  • The organisations workplace policies and procedures and all administration equipment, charts and documentation required for the provision of care in the organisation
  • A safe and secure environment
  • PPE relevant to the workplace and job role of the worker

Applicants must download and complete the Workplace Training Agreement application form before proceeding to enrol in this Course. Without a suitable Workplace applicants are unable to enrol in this Course. Applicants should submit the completed form with their other documents when submitting the online enrolment form.  

Download the WTA application form here.

Each participant will commence their Workplacement training as soon as possible after the Course commencement. Prior to commencing Workplacement, Participants will be provided access to a Workplace/Placement Workbook, which must be completed during each shift in the Workplace. The Workplace/Placement Workbook incorporates the following ‘on the job’ components:

  • Part 1: Reflective Journal and Logbook
  • Part 2: Third Party Report

For more information on Workplacement please consult the  Client Handbook


The 51 training videos in this course are not provided as the Participants primary source of learning information – they are provided as supplementary learning resources to the Learner Guide. Viewing these training videos will enable all Participants to obtain a broader context to the learning outcomes of each unit, and to the Aged and Community Care industry in general.
Each relevant training video resides in the LMS within the nominated unit and is selected based on the learning outcomes of each Video. Participants may access the videos from a module in the LMS, which is played in a web browser window. Participants cannot download the videos, but can view them on any device that has web browser software installed

Samples of training videos provided
Understanding the Condition: Dementia

LGBTI: Inclusion and Awareness

Summary of all training videos provided

Learning Outcomes
After viewing this program participants should be able to:
01-120829 Teamwork helping each other26.38* Identify the benefits of good team work for staff and for older people.
* Appreciate that all staff need to actively contribute to create an effective team
* Demonstrate better communication skills
* Explain the importance of preparation and planning when creating and maintaining a good team
02-130807 Use of restraints21.05* Identify the types of restraints that may be used in an aged care setting
* Comprehend the medical, legal and ethical issues involved in the use of restrains
* Employ a range of strategies to avoid the use of restraints while fulfilling a duty of care to residents
03-120411 Promoting health and wellness26.48* Define wellbeing (wellness)
* Describe the relationship between health and wellbeing
* Consider the impact that life in residential aged care has on a person’s wellbeing
* Implement strategies that will promote and improve residents wellbeing
03-130130 Spirituality in practice26.56* Explain what is meant by the term ‘spiritually’ and list various forms that spiritually may take
* Recognise the MacKinlay model of spiritual care/needs assessment of older people
* Identify strategies to meet the spiritual needs of older people including spiritual reminiscence, and organised worship and know where to locate additional support to meet the spiritual needs of older people
03-130529 The new resident; transitioning to a new way of life.20.55* Comprehend why older people move into aged care facilities and appreciate the enormity of the change this represents in a person’s life
* Identify issues faced by family carers
* Outline strategies to assist a new resident to settle into a residential service
03-130619 Cultural diversity in ageing22.34* Discuss issues affecting older people from culturally and linguistically diverse backgrounds
* Identify their needs
* Appreciate the cultural diversity of staff within their work place and the impact on work practices
* Implement basic strategies for cultural inclusive aged care
03-131023 Person centred activities28.21* Recognise the need for individualised activities
* Identify programming ideas that may enhance the lifestyles of older people in their care * Modify activities to suit individual needs
04-121003 WHS; Understanding your roles and responsibilities23.08* Identify designated people and their responsibilities
* Describe the importance of hazard identification and risk assessment
* Recognise hazards
* Outline practical implications for workers
C140219 Dementia; everyday care27.41* Appreciate the need for respect, communication, an appropriate environment and safety * Know how to implement these principles to improve quality of life
C140326 Care leavers in Australia
C140528 Effective Written Documentation21.1* Identify types of documentation
* Recognise problems caused by poor documentation
* Describe key features of effective documentation including the correct way to document using the mnemonic term ‘DOCUMENT’
C141022 Resolving confrontational situations; visitors18.49* Identify possible causes, signs and symptoms of confrontational behaviour with visitors to the care home
* Implement strategies that can prevent or reduce episodes of confrontational behaviour with visitors to the care home
* Demonstrate how to respond appropriately to someone visiting the care home and displaying confrontational behaviours
C150128 Bathing and grooming a person confined to bed25.2* Know how to meet the bathing needs of a person confined to bed, while maintaining their dignity * Apply practical strategies to assist with this process
C150401 WHS; Safe manual handling34.11* Prepare to move a person safely (risk assessment)
* Employ measures that promote dignity and encourage independence
* Identify when bariatric handling measures and equipment are required
* Safely assist a person to: Roll, Get out of bed, Sit to stand, Get off the floor.
C150513 Dementia; understanding and responding to BPSD27.16* Identify behaviours that may challenge staff that are commonly associated with dementia
* Explore the reasons for behaviours that may challenge staff
* Implement short term solutions to response to episodes of behaviour that ensure safety for all
C160518 Sexuality and the older person25.36* Define ‘sexuality’ and recognise its benefits
* Recognise expressions of sexuality in older people
* Identify practical ways your care home can support older people’s expressions of sexuality
C160817 Orientating new staff, being a better buddy19.25* Define what a buddy program is and outline the key roles and responsibilities of a buddy
* Discuss the benefits of a buddy program and how to select a buddy
* Define effective communication and teaching skills required to be an effective buddy * Explore ways to effectively evaluate a buddy program
C161123 Effective Handover17.37* Define the key principles of an effective handover process
* Explain the tools and techniques required for an effective handover
* Identify barriers to effective handover and implement practical strategies to overcome these barriers
H01-121203 Responding to emergencies; disaster preparedness30.08* List the types of emergency events or disasters that may impact on the delivery of community care services
* Outline the role of governments and the wider community in an emergency event
* Understand the correlation between service user vulnerability and prioritisation of care
* Identify what should happen during a disaster
* Recognise the need for regular testing, evaluation and improvement of organisational policies and procedures relating to disaster preparedness
H01-130304 Understanding the community care common standards27.02* Describe the 3 Community Care Common Standards and the general intent of each of the Standards
* Discuss the expected outcomes for each Standard
* Identify how the Standards may impact their role within the organisation
H01-130726 Responding to challenging behaviours; aggression29.11* Identify possible causes, signs and symptoms of aggressive behaviour
* Implement strategies, that can prevent or reduce episodes of aggressive behaviour
* Demonstrate how to respond appropriately to someone displaying aggressive behaviour
H01-130908 Professional roles and boundaries30.45* Describe what a professional relationship means
* Understand the power imbalance in relations in community care
* Know how to modify their language and behaviour to ensure professional relationships are maintained
* Identify the limits of their role as an advocate for the client
H02-121202 Recognising and communicating changing client needs.25.38* Explain the need to regularly assess service user’s care needs and the role of the care plan.
* Identify the benefits of revising service user care/service plans and the importance of the care staffs contribution.
* Recognise key behavioural, physical, environmental and verbal indicators of changes in clients.
* Explain procedures for reassessment and care/service planning.
* Assist others to make changes to service delivery in consultation with the client and/or their representatives.
H03-121201 Privacy, confidentiality and dignity29.43* Describe the rights of clients to privacy, confidentiality and dignity .
* Define what privacy, confidentiality mean and their relationship to the collection, use and disclosure of personal information.
* Recognise behaviour that does not respect client’s rights to privacy, confidentiality and dignity.
* Evaluate their own workplace behaviours and practices that may or may not reflect adherence to policies and procedures informed by legislation.
H03-130628 Complaint Handling; service user rights and responsibilities31.52* Define ‘complaints’ and list reasons why service users make complaints.
* Identify the benefits of complaints
* Recognise the care worker’s role in the complaints handling process.
* Appreciate the relevant standard, its implications and the additional services available to assist the resolution of complaints.
H03-131129 Social inclusion and engagement25.45* Define social inclusion and explain the factors affecting social inclusion and the factors increasing the risk of social inclusion
* Discuss social inclusion approaches that can be used in community settings
* Appreciate the role of the carer in the social inclusion and engagement of older adults
HC 140926 Working with cultural diversity26.09* Identify the needs of older people from culturally and linguistically diverse backgrounds
* Implement practical strategies to provide culturally appropriate care
* Appreciate the cultural diversity of staff within the work place
HC140328 Promoting independence20.3* Define independence
* Recognise how promoting independence can enhance quality of life
*Identify strategies to promote independence in the home care setting
HC140530 How to document in the homecare setting19.26* Explain the need to document
* Recall the dos and don’ts of documentation
HC141031 Minimising the risk of falls in the home20.44* Define the meaning of the term ‘fall’ and identify risk factors impacting the rate of falls
* Describe the impact of a fall on a client’s quality of life
* Outline strategies to minimise the risk of a fall
HC150828 Activities of daily living; oral hygiene21* Define oral health and identify the risk factors
* Explain the consequences of poor oral hygiene
* Implement strategies for preventing poor oral hygiene
* Assist an older person with the cleaning of their teeth and/or dentures
HC151127 Activities of daily living; showering21.14* Understand the importance of maintaining personal hygiene
* Assist the person to shower safely whilst maintaining their dignity
* Assess and monitor the person and report any changes in their condition
HC160318 Manual handling – Assisting clients safely31.3* Define what manual handling is
* Explain the risks involved in assisting a person to move and the home environment issues
* Describe how to perform various manual handling procedures
HC160422 Consumer directed care16.26* Define Consumer Directed Care
* List the principles of Consumer Directed Care
* Describe how Consumer Directed Care approach is applied in the Home Care Setting
HC160624 Understanding the Condition: Dementia30.47* Define the different types and causes of dementia
* Explore the impact dementia has on the individual’s ability to perform activities of daily living
* Identify how to communicate effectively with people with dementia
* Discover how to support and assist people with dementia participate in everyday activities in meaningful ways
HC160930 Risk assessment in the home24.46* Recognise the importance of assessing risk when providing care to a client in the home environment * Explain how to identify, assess and report common hazards and risks
* Discuss strategies to minimise risks in a client’s home
HC161021 Activities of daily living; hydration and nutrition21.03* Explain what is adequate nutrition and hydration for the older person & why it is so important
* Discuss why the older person may become malnourished and dehydrated
* Explain how to assess for adequate nutrition and hydration
* Describe practical tips for care workers to support an older person with their hydration & nutrition
HC161125 Reablement23.59* Define reablement care.
* Identify the principles of an effective reablement care model in practice.
* Recognise the benefits of a reablement model.
HC-170224-AU Fire safety in the home26.26* Identify fire dynamics including the start and spreading of fire
* Identify the fire risks within the home environment
* Explain fire prevention strategies that can be adopted for the home environment
* Discuss how to respond in a fire emergency
HC-180323-AU Infection control; an introduction30.09* Describe the different types of infectious agents (micro-organisms) and the harm they can cause
* Explain why older people are at an increased risk from infections
* Outline considerations when promoting infection control in a home care environment
* Distinguish the links in the chain of infection and identify the role of standard precautions in breaking those links
HC-180427-AU Recognising and responding to abuse24.44* Understand the different types of elder abuse
* How to recognise the signs of elder abuse
* Understand staff roles and responsibilities if abuse is suspected
R-170125-AU Dysphagia; awareness and support of swallowing difficulties21.37* Define the term dysphagia and how to recognise signs and symptoms
* Describe complications that can occur due to dysphagia
* Discuss how to assess for swallowing difficulties
* Describe how to support a person with dysphagia during eating and drinking
R-170215-AU Elder abuse; missing persons and compulsory reporting21.38* What is elder abuse and how do staff recognise it?
* Discuss staff roles and responsibilities if abuse is suspected
* Explain compulsory reporting and the requirements for all staff
* Describe how to report missing people from a residential facility
R-170510AU LGBTI; Inclusion and awareness24.12* Define who are the LGBTI communities
* Explain why the LGBTI communities may experience difficulties moving into aged care
* Discuss the government strategies to improve the inclusivity of aged care and how to create inclusive services
R-170726-AU Privacy and confidentiality19.59* Define privacy and confidentiality and discuss the legislative requirements for Aged Care Facilities
* Explain what information is collected by Aged Care Facilities
* Explain the strategies Aged Care Facilities can implement to protect privacy and confidentiality
* Explain the responsibilities when a breach of privacy or confidentiality has occurred
R-170809-AU Diabetes; Managing complications and use of medications26* Identify complications that can occur when a person has diabetes
* Explain how to respond to and manage complications
* Recognise the role of medication in managing the condition
R-170913-AU Loneliness; alone in the crowd.26.3* Define loneliness and its causes and potential triggers for the person living in the care home.
* Recognise the physiological & psychological impacts of loneliness.
* Implement appropriate strategies to support individuals affected by loneliness in the care home.
R-171025AU Hydration and nutrition; managing weight to promote health28.19Define what good hydration and nutrition is for the older person and why it is so important
* Define the role of weight management in maintaining good health in the older person
* Define unexpected weight loss and identify strategies for management
R-171122-AU Caring for indigenous Australians27.24* Discuss the impact of historical events on Aboriginal and Torres Strait Islander people
* Understand the culture of Aboriginal and Torres Strait Islander people
* Discuss the health status of older Aboriginal and Torres Strait Islander people
* Explain how to provide culturally appropriate support
* Discuss government strategies that are currently being implemented
R-171206-AU Dementia: engaging the person with meaningful activities.24.52* Outline what is meant by meaningful engagement and activity for people living with dementia
* Understand the connection between meaningful activity and a person’s emotional, psychological and physical well being
* Describe the key themes and practical approaches that support meaningful engagement and activity provision
R-180606-AU Dignity and personalised care22.5* Discuss the ethos of promoting dignity in care and ensuring the individual’s needs and wishes remain at the centre of care delivery.

Award Issued

  • Testamur certificate and a statement of results for the qualification

Participants have the opportunity to exit the Course prior to completion at any stage.  Students will be issued a Statement of Attainment certificate for any units completed.

Pathways from the course

  • Academic – Graduates of this qualification may articulate to a range of qualifications in the CHC Community Services Training Package or HLT Health Training Package at Certificate IV and Diploma level, such as:
    • CHC43015 Certificate IV in Ageing Support
    • CHC40312 Certificate IV Disability
    • CHC52015 Diploma of Community Services


Occupational Outcomes :

Graduates of this qualification are ideally placed to maintain or seek employment in the Aged and Community Care industry in roles such as:

  • Accommodation Support Worker
  • Food Services Worker (Aged Care)
  • Personal Care Giver
  • Respite Care Worker
  • Residential Care Worker
  • Care Assistant
  • Residential Support Worker

Recognition is a method of assessing if applicants have evidence of competency for a particular Unit of Competency that you are enrolled in.  It is important to remember that Recognition is an assessment process not an assumption of competence.  Recognition is the determination, on an individual basis, of the competencies obtained by an applicant through:Recognition is a method of assessing if applicants have evidence of competency for a particular Unit of Competency that you are enrolled in.  It is important to remember that Recognition is an assessment process not an assumption of competence.  Recognition is the determination, on an individual basis, of the competencies obtained by an applicant through:

  • previous formal training, and/or
  • work experience, and/or
  • life experience


Recognition of prior learning 

Some applicants may already have some or all of the skills and knowledge covered in the any of the 13 Units of Competency in this Course Set. Participants may have:

  • Work experience in the Health or Community Services industry other related industries, and/or
  • Have successfully completed assessments in any unit of competency, or a related unit of competency.


If applicants have a relevant qualification, or any documentation from previous related training, then they should present this to the Academy upon enrolment as proof of competence. Applicants may also have documentation of their past work experience. All of these documents should be presented as evidence for a Recognition of Prior Learning (RPL) assessment.

Credit Transfer

Credit transfer is automatic recognition, not requiring applicants to go through the RPL process.  If you have completed courses from a Registered Training Organisation that delivers AQF qualifications or units of competency that are nationally accredited, then these courses or units will be automatically recognised by the Academy providing they are identical as those offered by the Academy. Units of competency with different codes or titles but which are equivalent to those offered by the Academy (as determined by the Training Package developer) may be recognised providing they have been completed within the last 5 years. 

For more information on recognition including fees and how to apply, please consult the  Client Handbook

  1. Collate the following information and documentation:
    1. Colour copy of your National Police History Check for the ‘Children/Vulnerable Groups’.
    2. Unique Student Identifier (USI).
    3. Clear colour photo of your Government-issued identification (Driver Licence or Passport)
    4. Completed Workplace Training Agreement application form.
  2. Navigate to the Enrol Tab at the top of this page.
  3. Select the course name and then complete all mandatory sections on the form, and then upload your ID, Police Check and WTA Application Form
  4. Pay for the course – either by Credit Card or by Invoice

When we receive your completed enrolment form and supporting documentation we will:

  1. Call you to discuss your application and any missing or unclear information provided
  2. Validate your USI and personal information
  3. Contact the nominated organisation about the Workplace Training Agreement, and if suitable, establish a written agreement with them on your behalf. You will be required to also sign the agreement.
  4. Provide access to undertake an online Language, Literacy and Numeracy (LLN) assessment.

You will be enrolled into your selected Course once:

  1. Payment for tuition fees has been made;
  2. All of your information and identity has been validated
  3. You have completed the LLN assessment and have demonstrated the academic capacity to successfully undertake your chosen course
  4. Any required written WTA’s are signed by all parties

NameCourse Start DateCourse End Date1st Payment
SEP20PCHC33015 - Ageing specialisation07/09/202022/10/2021$900.00
SEP20PCHC33015 - Disability specialisation07/09/202022/10/2021$900.00
OCT20PCHC33015 - Ageing specialisation05/10/202019/11/2021$900.00
OCT20PCHC33015 - Disability specialisation05/10/202019/11/2021$900.00

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