This course reflects the role of individuals in the community, home or residential care setting who
work under supervision and delegation as a part of a multi-disciplinary team, following an
individualised plan to provide person-centred support to people who may require support due to
ageing, disability or some other reason.
These individuals take responsibility for their own outputs within the scope of their job role and
delegation. 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.
*Speak to our team to know about current scholarships.
The Certificate III in Individual Support provides individuals with the
essential skills to support people in ageing and disability care. The course focuses
on
person-centred care, assisting clients with daily activities, and
promoting independence and well-being. Graduates are equipped to work in roles such
as Aged Care Worker or Disability Support Worker, providing high-quality care in
residential, home, or community settings.
Choose Online Theory Classes
On-Campus Simulation Workshops
Professional Experience Placement
New batches starting bi-monthly
Flexible Learning: Online theory classes with on-campus
simulation
workshops.
Placement: Gain hands-on experience with
professional
placements.
Bi-Monthly Intakes: New batches starting bi-monthly.
Comprehensive Student Support: 24/7 access to resources,
personalised
guidance, and career support.
Industry Connections: Network with healthcare leaders and gain
real-world exposure.
State-of-the-Art Facilities: Train with the latest equipment in
modern
learning environments.
15 units are required for award of this qualification including:
9 core units
6 elective units
CORE UNITS
CHCDIV001
Work with diverse people
HLTWHS002
Follow safe work practices for direct client care
CHCCOM005
Communicate
and work in health or community services
CHCLEG001
Work legally and ethically
CHCCCS041
Recognise healthy body systems
CHCCCS031
Provide individualised support
CHCCCS040
Support independence and wellbeing
CHCCCS038
Facilitate the empowerment of people receiving support
HLTINF006
Apply basic principles and practices of infection prevention and control
ELECTIVES
CHCAGE011
Provide support to people living with dementia
CHCAGE013
Work effectively in aged care
CHCPAL003
Deliver care services using a palliative approach
CHCDIS011
Contribute to ongoing skills development using a
strengths-based approach
CHCDIS012
Support community participation and social inclusion
CHCDIS020
Work effectively in disability support
May 2026 Intake
Admissions Open
Enrolments are open until
17th June 2026.
06
July
2026
07
September
2026
02
November
2026
11
January
2027
Pathways from this course: Students may progress to higher
level
courses within and/or across the community/health sector such as:
We would like to inform you about a
recent
surge in cyber
scams. Your security is of utmost importance to
us,
and
we
want to ensure
that you stay safe from potential threats.
Scammers have been employing
sophisticated
tactics to deceive
individuals and steal sensitive information.
It’s
essential
to be vigilant
and cautious when dealing with online
communications
and
transactions.
For IHNA’s students, it’s good to
know
that
IHNA’s bank account
details are not shared through email. Instead,
the
information is accessible
through the secure Student
Hub
under
Student Invoice
& Payment. This method ensures that only
authorised
users with secure
login credentials can access and view the
information.
Additionally, making payments
through
the
IHNA
website
provides
another secure option for
transactions, ensuring that personal and
financial
details
are handled in a
safe and protected environment.
For any questions or concerns
related
to
payments or account
details, students should reach out to IHNA
directly
through
official contact
channels (accounts@ihna.edu.au)
to ensure the highest level of
security and privacy.
Students are required to attend 20 contact hours per week
physically at the campus and professional experience placements.
Professional Experience Placement (PEP) is an essential component of
some
of
the units of this qualification. IHNA Guarantees Professional Experience
Placement
for all its student studying
Certificate III in Individual Support. Students will commence the 120 hours
of
placement
(PEP) upon completing all theory assessments including simulation-based
assessments
(SBA). During the PEP, students will apply the required essential knowledge
and
skills to demonstrate competency for each unit of this qualification.
Each student will work in pairs with a buddy staff member under the
supervision
of
the workplace supervisor at the PEP facility.
An IHNA trainer and assessor will monitor the student’s progress during the
PEP.
All
PEPs are arranged by IHNA. Students may arrange PEP by themselves if
preferred,
as
agreed with and in consultation with, the course coordinator.
Want to know more about IHNA’s clinical and industry partners? Click here
Note: Where a student breaches
the PEP
requirements as stated in the Entry Requirements, they could be excluded
from
their
PEP. IHNA will not be responsible for any such exclusion.
There are no formal entry requirements for this course; however, applicants
should
demonstrate ability to perform tasks as required by the industry.
IHNA Admission Requirements
Successful completion of Australian Year 12 or equivalent.
Must be 18 years or older at the start of the course.
Pass the Language, Literacy, and Numeracy (LLN) test at ACSF level 3.
To learn more about Exceptions to English Language Proficiency Test
requirements, click
here
Language, Literacy, Numeracy and
Digital
(LLND)
All students are required to complete IHNA’s LLND test to
ensure
their
readiness for the course and are encouraged to have basic computer skills to
enhance
their learning experience.
Professional Experience Placement
Requirements
A satisfactory National Police Clearance (NCC) or Australian Federal
Police
(AFP) Clearance certificate
Required immunisation
Working with Children Check (WWCC)
A valid NDIS Worker Screening Check
IHNA assessments ensure consistency with training product
requirements, principles of assessment and rules of evidence. Tools are reviewed
by subject matter experts, and assessors evaluate evidence to ensure fair
judgments of student competency. The system is contextualised for industry
needs, accommodating diverse students and allowing
reassessment.
The course includes three assessment methods:
Theory Assessment (TA)
Simulation-based Assessment (SBA)
Professional Experience Placement (PEP)
Recognition of Prior Learning (RPL) & Credit Transfer (CT)
Recognition of Prior Learning (RPL)
Students will be offered opportunities to seek recognition of prior
learning (RPL) in accordance with IHNA’s RPL policy and procedures. RPL
decisions are based on evidence of a student’s previous skills, experience and
learning, whether formal, informal or non-formal. IHNA makes these decisions
using its assessment system and records them clearly and fairly to ensure
consistency for all VET students, while keeping the training quality and
standards intact.
Credit Transfer(CT)
IHNA grants Credit Transfer for units of competency previously
completed at IHNA or other RTOs, provided the units are deemed equivalent to
those in the current qualification. Students are informed of their right to
apply for CT at multiple stages, including during the Pre-Training Review,
admission process and on orientation day.
Application: Submit your online application by clicking “Enrol
Now”
on
the top right corner of the course page.
Interview: Once you’ve met IHNA’s eligibility criteria you will
be
contacted for an interview with an admissions consultant
Offer Letter: If you’re successful with the interview you will be
offered
a place for the course as per the availability of each intake.
Enrolment Fee: After signing the offer acceptance an invoice will
be
issued for the course. You may be eligible for government funding, so
please
call our team to know more.
Confirmation of Admission: We will issue a conformation of
admission
once
the enrolment fee has been received.
Call us on 1800 22 52 83 for any
questions
regarding your application.
The Certificate III in Individual Support provides
individuals with the
essential skills to support people in ageing and disability care. The
course focuses
on
person-centred care, assisting clients with daily activities, and
promoting independence and well-being. Graduates are equipped to work in
roles such
as Aged Care Worker or Disability Support Worker, providing high-quality
care in
residential, home, or community settings.
We would like to inform you about a
recent
surge in cyber
scams. Your security is of utmost importance to
us,
and
we
want to ensure
that you stay safe from potential threats.
Scammers have been employing
sophisticated
tactics to deceive
individuals and steal sensitive information.
It’s
essential
to be vigilant
and cautious when dealing with online
communications
and
transactions.
For IHNA’s students, it’s good to
know
that
IHNA’s bank account
details are not shared through email. Instead,
the
information is accessible
through the secure Student
Hub
under
Student Invoice
& Payment. This method ensures that only
authorised
users with secure
login credentials can access and view the
information.
Additionally, making payments
through
the
IHNA
website
provides
another secure option for
transactions, ensuring that personal and
financial
details
are handled in a
safe and protected environment.
For any questions or concerns
related
to
payments or account
details, students should reach out to IHNA
directly
through
official contact
channels (accounts@ihna.edu.au)
to ensure the highest level of
security and privacy.
Professional Experience Placement (PEP) is an essential component
of some of
the units of this qualification. IHNA Guarantees Professional Experience
Placement
for all its student studying
Certificate III in Individual Support. Students will commence the 120
hours of
placement
(PEP) upon completing all theory assessments including simulation-based
assessments
(SBA). During the PEP, students will apply the required essential
knowledge and
skills to demonstrate competency for each unit of this qualification.
Each student will work in pairs with a buddy staff member under the
supervision of
the workplace supervisor at the PEP facility.
An IHNA trainer and assessor will monitor the student’s progress during
the PEP. All
PEPs are arranged by IHNA. Students may arrange PEP by themselves if
preferred, as
agreed with and in consultation with, the course coordinator.
Want to know more about IHNA’s clinical and industry partners? Click here
Note: Where a student
breaches
the PEP
requirements as stated in the Entry Requirements, they could be
excluded
from
their
PEP. IHNA will not be responsible for any such exclusion.
To learn more about Exceptions to English Language
Proficiency Test
requirements, click
here
Language, Literacy, Numeracy and
Digital
(LLND)
All students are required to complete IHNA’s LLND test to
ensure their
readiness for the course and are encouraged to have basic computer
skills to enhance
their learning experience.
Professional Experience Placement
(PEP)
Requirements
Satisfactory National Police Clearance (NCC) or Australian Federal
Police (AFP)
Clearance certificate.
IHNA assessments ensure consistency with training product
requirements,
principles of assessment and rules of evidence. Tools are reviewed by
subject matter
experts, and assessors evaluate evidence to ensure fair judgments of
student
competency. The system is contextualised for industry needs,
accommodating diverse
students and allowing reassessment.
Students will be offered opportunities to seek recognition
of prior
learning (RPL) in accordance with IHNA’s RPL policy and procedures. RPL
decisions
are based on evidence of a student’s previous skills, experience and
learning,
whether formal, informal or non-formal. IHNA makes these decisions using
its
assessment system and records them clearly and fairly to ensure
consistency for all
VET students, while keeping the training quality and standards intact.
Credit Transfer (CT)
IHNA grants Credit Transfer for units of competency
previously
completed at IHNA or other RTOs, provided the units are deemed
equivalent to those
in the current qualification. Students are informed of their right to
apply for CT
at multiple stages, including during the Pre-Training Review, admission
process and
on orientation day.
Sri Lanka to Australia – Nishanthi’s Inspiring Journey in Australia
I came to Australia with the sole focus of providing better opportunities for me and my
family. On the way, I discovered a purposeful career. I’ve tried my hand in many industries,
but it’s nursing that stuck with me the most. A career in nursing aligned with my core
values of caring for others and service. It fulfilled my intellectual appetite for working
in the medical field.
How IHNA Empowered Paula Baglieri to Pursue Her Nursing Dream
After years of exploring various industries, Paula Baglieri discovered her true calling: a
rewarding and profoundly impactful career. Her passion for healthcare and dedication to
helping others ignited her interest in nursing, driving her to find the right educational
pathway. That’s when she saw the Diploma of Nursing at IHNA, a program designed to provide
hands-on training, invaluable industry exposure, and a solid foundation for a prosperous
future in healthcare.
Get an answer on courses, costs, careers as well as facilities, entry
requirements or just about anything else relating to studying at IHNA. We are here to help
you
Download Brochure/Handbook
Acknowledgement
IHNA acknowledges the Traditional Owners of the country throughout Australia and recognises continuing connection to land, waters, and culture. We pay our respects to Elders past, present and emerging.
Building on a robust foundation of vocational training, Australia's VET system, operational for
over four decades, exemplifies educational excellence. HCI, with its seventeen-year tenure,
expands this legacy internationally, offering innovative training models tailored for a
globally-mobile workforce. These initiatives are instrumental in fortifying individual
capabilities and catalysing economic growth, by nurturing a skilled labour force attuned to the
demands of diverse industries.
The Global Skill Training Academy, also known as HCI Skilldemy, is a dynamic initiative by
HCI aimed at elevating vocational education in
healthcare. HCI Skilldemy specialises in offering internationally-focused training
courses, developed by HCI's curriculum experts for offshore delivery.
The HCI Skilldemy is strategically designed to extend HCI's expertise in vocational training
to the global stage, catering specifically to international students offshore. Our tailored courses, crafted by seasoned curriculum specialists, ensure a comprehensive
learning experience that aligns with the needs of international markets and upholds the
educational excellence synonymous with HCI.
The HCI Skilldemy aspires to be the bridge in global healthcare education, preparing
individuals to meet the demands of the industry with an expansive skill set. Committed to
'Education for Employment,' our mission encapsulates the provision of comprehensive training
programs tailored to foster work-ready graduates. We strive to equip our students with both the
practical and theoretical knowledge required to excel in the healthcare sector, ensuring they
remain at the forefront of innovation and service.
Skill sets offer a flexible approach to vocational education, allowing learners to accumulate
partial qualifications that collectively lead to a full qualification. This method of 'stacking'
units aligns with the concept of staking in cryptocurrency, where individual contributions lead
to greater rewards over time. By engaging with individual units that contribute to a larger
goal, learners can pace their education to fit their life circumstances, making each step
manageable and significant towards achieving their ultimate vocational aspirations.
Online systems for HCI SKILLDEMY course delivery bring multiple benefits, enhancing the educational
experience. They provide a structured environment for learning, with consistent quality in both
content and assessment. This ensures that all students receive the same comprehensive
information and are evaluated against the same standards, regardless of their location.
Moreover, digital platforms facilitate interactive and flexible learning, allowing students to
engage with the material at their own pace and in a manner that suits their individual learning
styles.
The Skilldemy program focuses on the following key objectives to make international
workforces
stronger and more skilled:
It aims to fill important skill gaps that workers across the world need, boosting the global
economy.
It plans to increase the availability of skilled workers internationally by ensuring they
meet Australian vocational education standards, which will help them work in various
industries and countries.
It will address the worldwide demand for Australian educational courses and high-quality
skill training delivered outside Australia.
Access to the Australian education system's high standards, without the need for
international students to travel.
Opportunities for students to gain valuable English language skills.
Flexibility to meet domestic standards and offer these courses globally.
Support for global workforce development with skills relevant to healthcare industries.
Expansion of Australia’s educational reach, providing quality training to students
worldwide.
Once complete multiple ‘Skilldemy’ qualifications, students have the choice
to gain Australian qualifications through ‘gap training’ and ‘Recognition of Prior Learning
(RPL)’ processes if required.
