Course Overview

As a multi-culture-based county, community service plays the role to help connect everyone to the community to make a better place for all residents to live in Australia. Community Services could deliver across various areas, such as support for Aboriginal and Torres Strait Islander peoples, support for the LGBTIQ+ community, aged care and disability support. 

This qualification reflects the roles of community services, case management and social housing workers involved in the managing, co-ordinating and/or delivering of person-centred services to individuals, groups and communities. 

Mode of Study

Face-to-face classroom delivery
Placement 100 hours (compulsory)

Duration

56 Weeks

Units Number

20 Units

Location

Brisbane Campus

Our Courses

Course Name Diploma of Community Services
Nationally Recognised Yes
National Code CHC52025
CRICOS Code 118806D
Delivery mode Face-to-face classroom delivery
Vocational Placement – 100-hours (compulsory)
Course Duration 56 weeks (including 4 weeks holiday)
Start dates 30/03/2026,
04/05/2026,
08/06/2026,
13/07/2026,
24/08/2026,
19/10/2026,
16/11/2026,
18/01/2027,
22/02/2027,
29/03/2027,
03/05/2027,
07/06/2027,
12/07/2027,
16/08/2027,
27/09/2027,
22/11/2027
Career Opportunities Community Services Manager
Community Services Case Manager
Centre Manager
Family Support Worker
Entry Requirements Minimum 17 years of age, Year 12 or 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 engage consumers, analyse service needs of particular groups and develop programs and services to meet those needs.

This unit applies to workers coordinating or managing teams and operations in varied service delivery contexts.

This unit describes the skills and knowledge required to sensitively recognise and respond to situations where domestic and family violence is present or suspected.

This unit applies to workers in a range of job roles providing services to clients who may be experiencing, or have experienced, domestic and family violence.

This unit describes the skills and knowledge required to work with sociological factors affecting people in the community services industry, in order to plan and undertake community work and associated services.

This unit applies to community services workers who seek to better understand their client groups and the broad social and cultural context that impacts the lives of their clients and the delivery of services.

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 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 workers in all industry sectors who have responsibility for promoting, developing and/or maintaining a culturally safe environment.

This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities.

This unit applies to people working in roles with managerial responsibility for legal and ethical compliance in small to medium sized organisations. There may or may not be a team of workers involved.

This unit describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This unit applies to leadership or management roles where the individual provides peer-to-peer support to colleagues and refers to specialised support services in line with organisation guidelines as required.

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

This unit describes the skills and knowledge required to implement and monitor an organisation’s work health and safety (WHS) policies, procedures and programs to meet legislative requirements.

This unit applies to workers who have a role in maintaining work health and safety, including ensuring their own safety and that of others.

This unit describes the skills and knowledge required to assess the diverse and multi-faceted needs of people and determine both internal and external services required to meet those needs.

This unit applies in a range of community service contexts.

This unit describes the skills and knowledge required to facilitate case management meetings to plan, monitor and review service provision for clients with complex needs, and to review and evaluate the case management process.

This unit applies to work in a range of health and community services contexts where workers are responsible for coordinating multiple service requirements for clients within a case management framework.

This unit describes the skills and knowledge required to recognise situations where people may be at imminent risk of harm, and to respond appropriately to minimise the risks to self and others.

This unit applies to workers in a range of community services contexts who may be working with people at risk.

This unit describes the skills and knowledge required to identify people at risk of suicide and implement appropriate interventions to keep the person safe in the immediate term, and to connect them with ongoing support.

This unit applies to work with people in a range of community services contexts.

This unit describes the skills and knowledge required to provide person-centred services to people with disability with complex needs. This includes planning, implementing, monitoring and evaluating services in collaboration with the person and relevant others.

This unit applies to workers who support people with disability with complex needs in a range of service settings.

This unit describes the skills and knowledge required to provide services in a non-discriminatory way for people with co-existing mental health and alcohol and other drugs (AOD) issues.

This unit applies to work in a range of health and community services contexts.

This unit describes the skills and knowledge required to identify and respond to the traumatic experiences of clients and to implement the principles of trauma informed care in service delivery.

This unit applies to work in a range of health and community services contexts.

This unit describes the skills and knowledge required to identify risk factors for children and young people and respond appropriately, including by reporting through organisational and legislative channels.

This unit applies to work with children and young people in a range of community services contexts.

This unit describes the skills and knowledge required to develop communication protocols for a team or business unit.

This unit applies to workers responsible for overseeing the communication of organisation-specific information to a range of internal and external stakeholders.

This unit describes the skills and knowledge required to establish respectful relationships with people experiencing mental health issues and to promote and support their self-directed recovery.

This unit applies to work in a range of mental health contexts.

This unit describes the skills and knowledge required to implement community development strategies with communities and groups to support them to identify and address their own needs.

This unit applies to work in a range of community development and community services contexts.

You will need to complete the minimum hours of vocational placement for CHC52025 Diploma of Community Services (minimum 100 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 Diploma of Community Services (CHC52025) will prepare you to become qualified as a community service manager and will provide you with the skills, knowledge and understanding required for this demanding but rewarding career. Career outcomes include:

  • Community Services Manager
  • Community Services Case Manager
  • Centre Manager
  • Family Support Worker

“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 – 100-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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