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Institute of Health & Nursing Australia

EAP + CHC43015 – Certificate IV in Ageing Support + CHC50113 – Diploma of Early Childhood Education and Care

English for Academic Purposes (EAP)

Our ELICOS English for Academic Purposes (EAP) is designed for students intending to complete further Vocational or Higher Education (university) level studies, especially in the healthcare professions.

  • Course : English for Academic Purposes (ELICOS)
  • Delivery Mode : On Campus
  • Duration : 28 weeks
  • CRICOS Code : 096787K
  • Class times : Monday – Friday, Morning or Afternoon option
  • Class hours : 20 hours per week
  • Intakes : Weekly (Every Monday)
  • Suitable for Student Visa Holders : Yes
  • ELICOS Brochure

Why study English for Academic Purposes?

Offered as part of our ELICOS program; there are two levels of this course including:

  • English for Academic Purposes 1 (EAP1)
  • English for Academic Purposes 2 (EAP2)

English for Academic Purposes (EAP) is designed for students intending to
complete further Vocational or Higher Education (university) level studies,
especially in the healthcare professions. However, this course is also suitable
for students intending to complete further study in other fields.

Key academic skills learnt in the program are relevant and applicable to many
areas of study such as business, the arts and humanities, I.T and marketing
for example. Student progression through successive levels will prepare them
for higher and more challenging levels of study. This course will help students
with:

  • Open pathways to further study in English
  • Learn and master formal academic writing skills in English
  • Allow students to participate in university-like group projects
  • Learn to properly reference texts in academic writing and avoid plagiarism
  • Teach important study and time-management skills essential for success in further study
  • Prepare and practice to participate in formal public speaking in English
  • Familiarise students with Australian classroom setting and learning environment

BENEFITS OF THE COURSE

  • Regular Assessment

    Regular in-class assessments with your teacher ensure that you get regular feedback regarding your ability and areas of improvement you need to focus on.

  • Small Class Sizes

    Small class sizes ensure the optimum learning environment. Less than 18 students to a class assists with language learning.

  • Level Classes

    Separate EAP 1 and EAP 2 classes ensure you are placed with students at the appropriate English level.

  • Dedicated Course Co-ordinator

    HCLA has a dedicated Course Co-ordinator to assist students.

  • Academic Study Skills

    Students learn how to participate and be successful in an academic environment. Students learn about referencing, essay writing, plagiarism and time management.

  • Access to Online Resources

    Students are provided ongoing access to a wide variety of learning resources through our e-learning portal.

  • Flexible Study

    Morning or afternoon timetables are available, allowing students maximum flexibility. Students can start their course on any Monday (except Christmas holiday periods).

  • Prepare for study in a university-type environment

    EAP students will learn how to best participate in an English-speaking learning environment. This includes activities such as group assignments, exam preparation and public speaking.

  • Suitable for Student Visa Holders

    As an ‘intensive’ course with 20 class hours per week, this course is suitable for those that intend to study on a Student Visa.

  • Pathways to Further Study

    Students can unlock their potential and articulate into further studies in vocational and higher educational (university) level courses.

ADMISSION REQUIREMENTS

Students should be at General English (Upper-Intermediate) level or above to join the EAP 1 course.

Successful completion of EAP 1 (or equivalent) is required for entry to EAP 2.

Students who join this program will need to demonstrate their current English proficiency through the provision of test results (IELTS, PTE, TOEFL IBT, OET) at time of application and/or be asked to complete an internal placement test.

CHC43015 – CERTIFICATE IV IN AGEING SUPPORT

The CHC43015 – Certificate IV in Ageing Support reflects the role of support workers who complete specialized tasks and functions in aged services. They work either in residential, hospital or community based environments and are required to take responsibility for their own work within defined organization guidelines.

They will also be required to maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery. Workers will be required to demonstrate leadership and take responsibility for other team members.

The course modules are structured to provide a balanced program of theory and practice relevant to the career opportunities across the aged care industry.

  • Qualification Code : CHC43015
  • Qualification Name : CHC43015 – Certificate IV in Ageing support
  • Duration : 44 weeks
  • Volume of Learning : 1 year
  • Amount of Training : 875 hours
  • AQF Level : 4
  • Course Delivery : Face-to-Face
  • RTO ID : 21985
  • Campuses : Melbourne (Heidelberg), North Melbourne, Perth and Sydney
  • CRICOS Code : 092899A
  • Fees : Click here for more details

ENTRY REQUIREMENTS

There are no pre-requisites or any other training package entry requirements for this course.

ADMISSION CRITERIA:

IHNA has in place admission criteria for courses in its scope as required by its ‘International Students Admission Policy and Procedure’ to ensure that candidates meet industry requirements.

Offshore International students who wish to apply for this course must meet the following requirements.

  • Applicants are required to be 18 years old and above.
  • International English Language Testing System (IELTS) examination (Academic) with a minimum total band score of 6.0 and minimum score of 6.0 in each of the four components of listening, reading, writing and speaking or meets equivalent English language proficiency requirements

n addition, all the applicants are required to have successfully completed an ACSF test and demonstrate competence as working at Level 3 for all indicators to enrol for this qualification (issued within the last 12 months from the time of admission).

It is essential for the student to possess basic computer skills.

PROFESSIONAL EXPERIENCE PLACEMENTS (PEP)

Professional Experience Placements (PEP) is a compulsory component of this course and 100% attendance is mandatory. Students must complete all theory and simulation components satisfactorily prior to attending placements.

The Professional Experience Placements will be 5 days a week. Students may be allocated a morning (AM) or afternoon (PM) shifts. Morning shifts usually start at 7 am and evening shifts can finish at 10.30pm. Each shift is 8.5 hours long (including 30 mins meal break).

PEPs are undertaken in partnership with a wide range of placement providers. These providers are located throughout metropolitan, regional and rural areas, and in some cases interstate. Students must consider that they may be required to travel or relocate for the duration of the placement to the facility location. Students must attend as per schedule; no special arrangements or changes will be made on the allocated placements. PEPs may be cancelled without prior notice by the facility.

Additional Requirement for professional experience placement.

  • A satisfactory National Police Clearance / Australian Federal Police Clearance Certificate (AFP)/ NCC will be required for all PEPs
  • IHNA highly recommends students to complete the immunization process before the Professional Experience Placement start date as some facilities will not provide placement to student without immunisation.

PHYSICAL REQUIREMENTS:

While IHNA will work with you to make “reasonable adjustments” in the campus lab and classroom, there are work place practice conditions that occur in the workplace environment that are beyond IHNA’s control.

The physical requirements below are necessary to function in the healthcare facility and/or community setting. Students must be able to perform and complete course objectives and requirements with or without reasonable adjustments. Our courses cater to a range of candidates. The candidates are required to be physically fit to manage tasks.

Skills and abilities that are needed to perform client care to pass the course objectives and requirements are:

  • Strength: Sufficient to assist with lifting and transferring a client, and perform CPR
  • Mobility: Sufficient mobility to bend, stoop, and bend down to the floor; ability to move around rapidly; and to move in small, confined areas.
  • Hearing: Sufficient to hear through the stethoscope to discriminate sounds; to hear cries for help; to hear alarms on equipment and emergency signals; and various overhead pages.
  • Vision: Sufficient to make physical assessments of client and equipment.
  • Communication: Able to communicate in both verbal and written formats; and interact with clients, staff, and faculty supervisors.

If you have a disability or disorder or on any longer medications that will require reasonable adjustments to fulfil these requirements, then please declare in your course application.

HOW IS THE COURSE ASSESSED?

Assessment strategies are implemented for collecting evidence and making judgements about whether competency has been achieved by the learner.

The assessments confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Students will be assessed in both a formative and summative way. These assessment methods and strategies are consistent with the Training Package Assessment Guidelines.

Assessment tools used include :

  • Theory Assessments (TA)
  • Knowledge Based Assessments (KBA)
  • Simulation Based Assessments (SBA)
  • Professional Experience Placement (PEP) Book

CHC50113 – DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE

The CHC50113 – Diploma of Early Childhood Education and Care qualification is suited to the role of childhood educators who are responsible for designing and implementing curriculum in Early childhood education and care services. You will be required to implement an approved learning framework within the requirements of the Education and Care Services National Regulations and the National Quality Standards.

This course teaches you the skills and knowledge to provide appropriate education and care to children. You may choose to work under direct supervision or autonomously and may also be required to supervise others. Students who have successfully completed Certificate III in Early Childhood Education and Care will receive advance standing for this course.

  • Qualification Code : CHC50113
  • Qualification Name : CHC50113 – Diploma of Early Childhood Education and Care
  • Duration : 82 Weeks
  • Volume of Learning : 2 years
  • Amount of Training : 1710 hours
  • AQF Level : 5
  • RTO ID : 21985
  • Course Delivery : Face-to-Face
  • Campuses : Perth and North Melbourne
  • CRICOS Code : 093191G
  • Fees : Click here for more details

ENTRY REQUIREMENTS

There are no pre-requisites or any other training package entry requirements for this course.

ADMISSION CRITERIA

IHNA has in place admission criteria for courses in its scope as required by its ‘International Students Admission Policy and Procedure’ to ensure that candidates meet industry requirements.

Offshore International students who wish to apply for this course must meet the following requirements.

  • Applicants are required to be 18 years old and above.
  • International English Language Testing System (IELTS) examination (Academic) with a minimum total band score of 6.0 and minimum score of 5.5 in each of the four components of listening, reading, writing and speaking or meets equivalent English language proficiency requirements

It is essential for the student to possess basic computer skills.

PROFESSIONAL EXPERIENCE PLACEMENTS (PEP)

Professional Experience Placements (PEP) is a compulsory component of this course and 100% attendance is mandatory. Students must complete all theory and simulation components satisfactorily prior to attending placements.

The Professional Experience Placements will be 5 days a week. Students may be allocated a morning (AM) or afternoon (PM) shifts. Morning shifts usually start at 7 am and evening shifts can finish at 10.30pm. Each shift is 8.5 hours long (including 30 mins meal break).

PEPs are undertaken in partnership with a wide range of placement providers. These providers are located throughout metropolitan, regional and rural areas, and in some cases interstate. Students must consider that they may be required to travel or relocate for the duration of the placement to the facility location. Students must attend as per schedule; no special arrangements or changes will be made on the allocated placements. PEPs may be cancelled without prior notice by the facility.

Additional Requirement for professional experience placement.

  • A satisfactory National Police Clearance / Australian Federal Police Clearance Certificate(AFP) / NCC will be required for all practical placements.
  • IHNA highly recommends students to complete the immunization process before the Professional Experience Placement start date as some facilities will not provide placement to student without Immunisation.
  • Achieve competency in the unit HLTAID004 Provide an emergency first aid response in an education and care setting.
  • A satisfactory Working with Children Clearance is required.

Please note that care provided in someone’s home/FDC will only be considered if the following requirements are met/fulfilled by the student and the FDC scheme:

  • FDC service management/supervisor signs and agrees to work along with the RTO ECEC trainer to ensure the student is assessed as per the RTO’s training requirements.
  • FDC service and the student agree for more visiting arrangements from the RTO approved trainer to assess the student for different units of competency.
  • In situations where the student working as an FDC educator has not got an access of all appropriate age group of children attending their care, the student is required to undertake allocated extra placement hours in a childcare centre to verify and meet the requirements of particular unit of competency.
  • Student working as an FDC educators will be required to complete all required documentation and assessment like attending SBA’s, PEP’s and KBA’s to achieve competency and fulfil course requirements.

PHYSICAL REQUIREMENTS:

While IHNA will work with you to make “reasonable adjustments” in the campus lab and classroom, there are work place practice conditions that occur in the workplace environment that are beyond IHNA’s control.

The physical requirements below are necessary to function in the healthcare facility and/or community setting. Students must be able to perform and complete course objectives and requirements with or without reasonable adjustments. Our courses cater to a range of candidates. The candidates are required to be physically fit to manage tasks.

Skills and abilities that are needed to perform client care to pass the course objectives and requirements are:

  • Strength: Sufficient to assist with lifting and transferring a client, and perform CPR
  • Mobility: Sufficient mobility to bend, stoop, and bend down to the floor; ability to move around rapidly; and to move in small, confined areas.
  • Hearing: Sufficient to hear through the stethoscope to discriminate sounds; to hear cries for help; to hear alarms on equipment and emergency signals; and various overhead pages.
  • Vision: Sufficient to make physical assessments of client and equipment.
  • Communication:Able to communicate in both verbal and written formats; and interact with clients, staff, and faculty supervisors.

If you have a disability or disorder or on any longer medications that will require reasonable adjustments to fulfil these requirements, then please declare in your course application.

HOW IS THE COURSE ASSESSED?

Assessment strategies are implemented for collecting evidence and making judgements about whether competency has been achieved by the learner.

The assessments confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

Assessment tools used include :

  • Knowledge Based Assessments (KBA)
  • Simulation Based Assessments (SBA)
  • Professional Experience Placement (PEP) Book

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