Course Overview

Aged care is one of the fastest-growing industries in Australia due to being an ageing population. This qualification will provide learners with the skills and knowledge to provide person-centred approach 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. Students will learn to assist clients to maximise and maintain independence and build well-being. Training and assessment will ensure learners are able to work legally and ethically with a diverse range of people, within the scope of practice for a support worker, applying a holistic person-centred approach and providing safe healthy support in a direct care environment.

Mode of Study

Face-to-face classroom delivery
Vocational Placement – 120-hours (compulsory)

Duration

 56 Weeks (Standard Track) or
16 Weeks (Fast Track)

Units Number

13 Units

Location

Brisbane Campus

Our Courses

Course Name Certificate III in Individual Support
Nationally Recognised Yes
National Code CHC33015
CRICOS Code 106048C
Delivery mode Face-to-face classroom delivery
Vocational Placement – 120-hours (compulsory)
Course Duration Standard Track: 56 Weeks (including 4 weeks holiday)
Fast Track: 16 Weeks
Start dates 24/07/2023 (Fast Track Only)
31/07/2023 (Fast Track Only)If you wish to apply for this course in 2024 or 2025, please contact us directly and one of our International Recruitment and Relations team members will be happy to speak with you.
Career Opportunities Aged Care Worker
Personal Care Giver
Residential Ageing Support
Entry Requirements Minimum 17 years of age, with Year 10 equivalent.
English levels at minimum IELTS 5.5 or equivalent.
Assessments Methodology Written tasks, examination, observation (real or simulated environments), vocational placement.
Awarded by Shafston International Pty Ltd, CRICOS Provider Code: 03917H, RTO Code: 45694

This unit describes the skills and knowledge required to follow organisational infection prevention and control procedures, including implementing standard and transmission-based precautions and responding to infection risks.

This unit applies to individuals working in health and direct client 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.

This unit describes the skills and knowledge required for a worker to participate in safe work practices to ensure their own health and safety, and that of others in work environments that involve caring directly for clients. It has a focus on maintaining safety of the worker, the people being supported and other community members.

This unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, in both centre-based and home-based service provision.

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.

This unit describes the skills and knowledge required to work with basic information about the human body and to recognise and promote ways to maintain healthy functioning of the body.

This unit applies to any worker who needs to use and interpret information that includes references to client anatomy and physiology.

This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional
wellbeing.

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.

This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan.

The individualised plan refers to the support or service provision plan developed for the individual accessing the service and may have many different names in different organisations.

This unit applies to workers who provide support under direct or indirect supervision in any community services or health context.

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.

This unit describes the skills and knowledge required to communicate effectively with clients, colleagues, management and other industry providers.

This unit applies to a range of health and community service contexts where workers may communicate face-to-face, in writing or using digital media and work with limited responsibility under direct or indirect supervision.

This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life, using a person-centred approach.

This unit applies to support workers in residential or community contexts.

This unit describes the skills and knowledge required to determine and respond to an individual’s physical personal support needs and to support activities of daily living.

This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan.

This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

This unit describes the skills and knowledge required to care for people with life-threatening or life-limiting illness and/or normal ageing process within a palliative approach.

This unit applies to workers in a residential or community context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

This unit describes the skills and knowledge required to provide a first aid response to a casualty in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

The unit applies to all persons who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

You will need to complete the minimum hours of vocational placement for CHC33015 Certificate III in Individual Care (Ageing) (minimum 120 hours)

You will be assisted in securing your vocational placement in an Approved Care Service and be mentored by a qualified experienced Care Service Team Leader.

During vocational placement you will put into action everything you have learnt throughout your course.

The Certificate III in Individual Support and Care (CHC33015) will prepare you to become qualified as an individual care worker and will provide you with the skills, knowledge and understanding required for this demanding but rewarding career. Career outcomes include:

  • Aged Care Worker
  • Personal Care Giver
  • Residential Ageing Support

“The process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace, as specified in a training package or a VET accredited course.” https://www.asqa.gov.au/standards-vac/definitions

Your Shafston teacher will formally assess your skills, knowledge and understanding.   Assessment is competency based, this means you will be required to show / demonstrate the required competencies for the units of competency you are studying.

In order to ensure that Shafston’s assessment is valid, reliable, flexible and fair, Shafston trainers will conduct assessment as per the assessment conditions for each unit of competency you are studying. 

There are many different types of assessment.  Multiple and varied assessments are used to ensure that learners are able to demonstrate competency.  We will ensure that the assessment is conducted in a manner that is fair, flexible, valid and reliable. 

Assessments have the following sections Activities, Questioning, Project, and Observation which span across these different tasks.   Some of the assessment tasks are ‘stand-alone’ or they may be a combination of these methods of assessment.

There may be

• Written tasks

Written assessments include case studies, question-answer type tasks, written reports and assignments, including reflective evaluations, self-evaluations,  project work, demonstrations and class presentations.

• Examination

This includes written or spoken ‘question-answer’ type tasks in an examination. 

• Observation

Your teacher will observe your performance of tasks in real or simulated workplace environments.  This includes participation in role-plays, group discussions and demonstrations of practical skills and knowledge.  Students on vocational placement will be observed by a qualified professional.

• Vocational Placement

Vocational placement provides the opportunity to observe professionals in your vocation, gain skills specific to your vocation, engage and interact with your community, and most importantly, to apply what you have learnt in the classroom to the ‘real-world’ vocational environment.  You will be mentored and supported by an industry professional and have a valuable opportunity to learn in a structured workplace environment.  Your teacher as well as the industry professional will both observe your ability to apply the skills, knowledge and attitudes required in workplace situations and environments.

• RPL

You may already have the skills and knowledge.  For more information about Recognition of Prior Learning Student Information,  please refer to:  http://shafston.edu/forms-policies-and-procedures/

Mixed / Blended

The formal learning takes place through a structured program of instruction through face to face delivery with your Shafston teacher on the Shafston campus.

You will be able to learn from your teacher and classmates as you study together through a combination of formal classroom based learning and independent study / research.

– Further support is provided at the weekly Class Tutorial Support sessions with your teacher.
– Face-to-face classroom delivery (20 hours of scheduled contact per week) and
– Placement – 120-hours (compulsory)
– This includes real world experience through vocational placement for students enrolled in Individual Care qualifications

SHAFSTON ENGLISH LEVEL – ENGLISH EQUIVALENCY TABLE

Shafston General English C E F R Cambridge Cambridge Business Pearson PTE I E L T S T O E I C  T O E F L
C2 CPE PTE
General Level 5 9.0
Academic 85+ 110 – 120
8.0
C1 CAE BEC – H PTE 850
Advanced General Level 4 7.0 87 – 109
Academic 76 – 84 6.5
Upper-Intermediate B2 FCE BEC – V PTE 6.0 750
General Level 3
Academic 59 – 75 5.0 57 – 86
Intermediate
B1 PET BEC – P PTE 4.5 550
General Level 2 4.0
Pre-Intermediate Academic 43 – 58
41 – 56
A2 KET PTE 30 – 40
Elementary General Level 1
Academic 30-42
Beginner A1

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