CHC43015 Certificate IV in Ageing Support
Human Welfare Course
Overview
This qualification reflects the role of support workers who complete specialised tasks and functions in aged services; either in residential, home or community based environments. Workers will take responsibility for their own outputs within defined organisation guidelines and maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery.
Workers may be required to demonstrate leadership and have limited responsibility for the organisation and the quantity and quality of outputs of others within limited parameters.
Course Details
CHC43015 Certificate IV in Ageing Support : Click Here For Details
The CHC43015 Certificate IV in Ageing Support requires the successful completion of fifteen (15) core units and three (3) elective units, totalling eighteen (18) units of competency.
Elective units for this qualification have been selected by Australian Federation College to ensure that students develop a broad and practical range of skills and knowledge relevant to the ageing and aged care sector, while maintaining the integrity of the AQF Level 4 qualification and industry alignment.
The CHC43015 Certificate IV in Ageing Support requires the successful completion of fifteen (15) core units and three (3) elective units, totalling eighteen (18) units of competency.
Elective units for this qualification have been selected by Australian Federation College to ensure that students develop a broad and practical range of skills and knowledge relevant to the ageing and aged care sector, while maintaining the integrity of the AQF Level 4 qualification and industry alignment.
This course is delivered via classroom-based training and assessment at Level 1, 126 Charles Street, Launceston TAS 7250 and Level 5, 250 Collins Street, Melbourne VIC 3000, Australia.
Students must complete at least 120 hours of mandatory work placement (vocational placement) in an approved aged care, health or community care facility. Students are responsible for organising their own travel arrangements for their placement.
Weekly scheduled face-to-face class hours for attendance at Australian Federation College are 20 hours per week.
Launceston Campus: Level 1, 126 Charles St, Launceston, Tasmania 7250, Australia.
Melbourne Campus: Level 5, 250 Collins St, Melbourne, Victoria 3000, Australia.
This qualification will be delivered over 52 weeks, including 40 weeks of training and assessment spread over 4 terms, and 12 weeks of scheduled holidays.
This course is offered on the following days and times subject to enrolment of students:
Shift 1:
Monday and Tuesday: 8:15 am – 5:00 pm
Friday: 8:15 am – 12.30 pm
Shift 2:
Wednesday and Thursday: 8:15 am – 5.00 pm
Friday: 12:45 pm – 05:00 pm
Shift 3:
Monday – Friday: 5.30 pm – 9.45 pm
Students will be advised of the timing prior commencement of their term.
The costs for this course are as follows:
- Enrolment Fee: AUD 250 (non-refundable)
- Material Fee: AUD 1,000
- Tuition Fees: AUD 14,000
- Total Course Fees: AUD 15,250
Course fees do not include laptops, computer software or textbooks, which are to be purchased at the student’s own cost and approximate costs for these are listed in resources requirements.
Australian Federation College reserves the right to vary Tuition Fees and/or Material Fees time to time.
Australian Federation College has the following entry requirements:
- Be at least 18 years of age at course commencement;
- Have completed Australian year 12 or equivalent or successfully completed AQF Certificate IV qualification or above;
- Participate in a course entry interview to determine suitability for the course and student needs;
- Meet Australian student visa subclass 500 requirements; and
- Have an IELTS* score of 6.0 (test results must be no more than 2 years old). English language competence can also be demonstrated through documented evidence of any of the following:
- Educated for at least 5 years in an English-speaking country where the medium of instructions was in English; or
- Completed at least a Certificate IV level course in an Australian RTO within the last 2 years;
*Note that other English language tests such as PTE and TOEFL can be accepted. Students are required to provide their results so that Australian Federation College can confirm they are equivalent to IELTS 6.0. Refer to ECT for further guidance.
Job roles and titles vary across different industry sectors. Potential employment options include:
- Residential Care Worker,
- Community Services Support Worker,
- Care Worker/Team Leader,
- Community Program Coordinator,
- Accommodation Support Worker,
- Personal Care Worker,
- Personal Care Giver,
- Welfare Support Worker.
Potential employment options are in a range of community services management roles. Students who complete this course may wish to continue their education into the CHC62015 Advanced Diploma of Community Sector Management or higher education qualification in community services.
Potential employment options are in a range of community services management roles. Students who complete this course may wish to continue their education into the CHC62015 Advanced Diploma of Community Sector Management or higher education qualification in community services.
There are no exit points from the course that provide vocational or educational outcomes or a full qualification. Students have the opportunity to exit the program prior to completion at any stage.
Students will be issued with a Statement of Attainment upon withdrawal for all units of competency successfully completed in partial completion of the course.
All students, including those with disabilities, are treated equally, with dignity and can enjoy the benefits of the educational experience in the same way.
If there are students with special needs, the trainer/assessor considers the students’ needs and makes appropriate adjustments to the training environment, wherever feasible and practicable.
Adjustments can be made to the way assessments are conducted but not to the requirements of the assessment. The purpose of these adjustments is to enhance fairness and flexibility so that the specific needs of students can be met.
Examples of reasonable adjustments:
- Providing additional time for the student to practice the assessment tasks.
- Asking questions in a relevant practical context.
It is the responsibility of each assessor to assess students’ needs and make whatever reasonable adjustments are practicable to maximise students’ opportunity to demonstrate their competence.
An Intervention Strategy is a plan of action that anticipates barriers and resources in relation to achieving a specific objective.
Australian Federation College endeavours to anticipate students’ needs and implement a range of intervention strategies. Resources and facilities provide students with options to complete each unit of competency.
International students’ Course Progress Monitoring and Attendance Monitoring Policy and Procedures will be adhered to.
| CODE | TITLE |
|---|---|
| CORE | |
| CHCADV001 | Facilitate the interests and rights of clients |
| CHCAGE001 | Facilitate the empowerment of older people |
| CHCAGE003 | Coordinate services for older people |
| CHCAGE004 | Implement interventions with older people at risk |
| CHCAGE005 | Provide support to people living with dementia |
| CHCCCS006 | Facilitate individual service planning and delivery |
| CHCCCS011 | Meet personal support needs |
| CHCCCS023 | Support independence and wellbeing |
| CHCCCS025 | Support relationships with carers and families |
| CHCDIV001 | Work with diverse people |
| CHCLEG003 | Manage legal and ethical compliance |
| CHCPAL001 | Deliver care services using a palliative approach |
| CHCPRP001 | Develop and maintain networks and collaborative partnerships |
| HLTAAP001 | Recognise healthy body systems |
| HLTWHS002 | Follow safe work practices for direct client care |
| ELECTIVE | |
| CHCDIS017 | Facilitate community participation and social inclusion |
| CHCDIS020 | Work effectively in disability support |
| CHCDIS018 | Facilitate ongoing skills development using a person-centred approach |
Assessment Overview
Assessment will occur through a variety of methods, including projects incorporating role-plays, presentations, report, portfolios, case studies and short answer questions.
Assessment conditions will ensure a simulated workplace environment.
Assessment tasks:
• Reflect real life work tasks.
• Are required to be performed within industry standard timeframes as specified by assessors in relation to each task.
• Are assessed using assessment criteria that relate to the quality of work expected by the industry.
• Are performed to industry safety requirements as relevant.
• Utilise authentic workplace documentation.
• Require students to work with others as part of a team.
• Require students to plan and prioritise competing work tasks.
• Involve the use of standard, workplace equipment such as computers and software.
• Ensure that students are required to consider workplace constraints such as time and budgets.
- Student Assessment Tasks:There is one for each unit of competency that includes instructions to students about each of their assessments. It also includes an assessment plan where students can record the due dates of each task and an Assessment Task Cover Sheet that must be completed for each Assessment submission.
- Other documents specific to the workplace simulation task requirements are also included with the assessment tasks. These include document templates and simulated workplace policies and procedures and are described in the student and assessor instructions as relevant.
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for the unit. If one or more of the tasks are assessed as Not Satisfactory, they will be given an outcome for the unit of Not Yet Competent (NYC).
The student can have a total of 3 attempts to complete each task and achieve a ‘Satisfactory’ outcome (noting that the third attempt is chargeable as per the fees and refunds policy). If, after the third attempt, the student is still assessed as Not Satisfactory for a task, they will need to re-enrol in the unit.
Students can make an appeal against any assessment decision by following the Complaints and Appeals Policy outlined in the Student Handbook.
Appeals will be dealt with following the Complaints and Appeals Procedure.
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