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Certificate III in School Based Education Support

SKU: CHC30221

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Intro to Certificate III in School Based Education Support

Encourage, Nurture, and Support Children

This nationally recognised CHC30221 Certificate III in School Based Education Support will equip you with the skills to support and assist children to learn numeracy, literacy, and language skills. Start your career in education support and make a real difference in the lives of young people.

Job Outcomes

• Aboriginal and/or Torres Strait Islander education worker
• Education Assistant
• Education Assistant (special needs)
• Education Support Worker
• Homeland Teaching Assistant
• Language Worker
• Literacy Worker
• School Learning Support Officer
• Support Worker (working with children with disabilities)
• Teacher Assistant
• Teaching Assistant
• Behaviour support techniques
• Oral language skills
• Numeracy skills
• Plan & implement educational programs

Course breakdown

What you’ll learn in this course.

This qualification includes a range of units to help you support students with additional needs in the classroom environment and assist with planned educational programs.

Support responsible student behaviour

• Contribute to a safe and supportive environment.
• Use positive behaviour support techniques.
• Implement and monitor strategies to support student behaviour.

Work effectively with students and colleagues

• Interact positively with students.
• Respect and support students.
• Work effectively with diverse students and colleagues.

Support students with additional needs in the classroom

• Work with others to support students with additional needs.
• Support individual students with additional needs.
• Support the rights, interests and needs of students with additional needs as part of the education team.
• Assist with classroom programs to support students with additional needs.
• Contribute to learning opportunities.

Support the development of literacy and oral language skills

• Work within guidelines for a literacy program.
• Provide literacy support.
• Monitor progress.

Support the development of numeracy skills

• Work within guidelines for a numeracy program.
• Provide numeracy support.

Contribute to the planning and implementation of educational programs

• Contribute to planning and preparation.
• Implement program under guidance of teacher.
• Contribute to a consistent and stable learning environment.
• Contribute to individual and group assessment.
• Review the implementation of educational programs to identify potential strategies for improvement.

Contribute to student education in all developmental domains

• Contribute to the inclusion of all students.
• Support physical development of students.
• Support the social and emotional development of students.
• Support the cognitive development of students.
• Support the language development of students.

Contribute to the health, safety and wellbeing of students

• Maintain a safe environment.
• Maintain a hygienic and healthy environment.
• Supervise students in conjunction with teacher.
• Deal with emergency situations.
• Support the health and wellbeing of students.

Meet legal and ethical obligations in an education support environment

• Identify legal and ethical obligations.
• Comply with legal and ethical obligations.
• Contribute to workplace improvements

Identify and respond to children and young people at risk

• Implement work practices which support the protection of children and young people.
• Report indications of possible risk of harm.
• Apply ethical and nurturing practices in work with children and young people.

Work with diverse people

• Reflect on own perspectives
• Appreciate diversity and inclusiveness, and their benefits
• Communicate with people from diverse backgrounds and situations
• Promote understanding across diverse groups

Engage in workplace communication

• Plan workplace communication
• Undertake routine communication
• Participate in workplace communication

Implement and monitor environmentally sustainable work practices

• Establish sustainable work contexts. 
• Implement sustainable work practices.
• Monitor performance of sustainable work practices.

Search and access online information

• Determine information requirements.
• Locate online information.
• Retrieve, evaluate and report on information.

Provide an emergency first aid response in an education and care setting

• Respond to an emergency situation.
• Apply appropriate first aid procedures.
• Communicate details of the incident.
• Review the incident.

Open Colleges does not offer this Unit of Competency. You will be required to undertake the Unit of Competency with an external provider at your own cost.

Open Colleges proved to be an excellent choice for my course, Certificate III in Education Support! The course material was totally relevant, delivered in a manner that was sufficiently challenging to give value to me as a student. In other words, I was not spoon-fed but had to exert effort to complete readings and assigned submissions. When coupled with competent and helpful teachers, as well as administrators, the whole learning experience was one of great value to me, and I endorse Open Colleges as a provider of choice for higher studies!

I really enjoyed the flexibility of studying online. With two young kids it meant I could fit study in around them and their needs. Student support was always available and everyone was very helpful and friendly. I now work as an Education Assistant at a Primary School and I love it! I’ve recommended OC to heaps of people.

The course changed my life. I got a full time job in a primary school. Extremely happy and glad that I decided to do this course.

Studying with Open Colleges

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What ever your reason for study, our courses are designed to fit into your routine. 

We mean it. Instead, assessments range from open book multiple choice quizzes, portfolios, videos & written assessments

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Study anywhere at any time with 24/7 access to your units.

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Study for a minimum 27 hours per week to complete modules in 12 months

Study for a minimum 18 hours per week to complete modules in 18 months.

Your course may include work placement which will be completed in addition to weekly study blocks.

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Erika russell, frequently asked questions, how many hours of work placement do i need to do for certificate iii in school based education support.

The course contains a minimum of 140 hours of work placement. Work placement hours can be done part time or as a block, depending on the host organisation's requirements and availability. To find out what the suitable workplaces are for this course, download the course guide.

What is the difference between the CIII and CIV of school based education support?

The main difference is our Certificate IV offers more specialised areas of support than the Certificate III. This includes learning how to support students with disabilities, autism and how to provide Aboriginal and/or Torres Strait Islander education.

Will this course allow me to be able to work with special needs children

Yes! Certificate III in School Based Education Support will allow you to work with special needs children and is part of the job of an ESO. In this course, there are several units dedicated to providing you with the skills and knowledge to support students with special needs: Support students with additional needs in the classroom, Support responsible student behaviour and contribute to student education in all developmental domains.

Can I become a teacher with this qualification?

The Certificate III in School Based Education Support could help you gain entry to a Bachelor of Education through an alternative pathway. However, generally, a Certificate IV is more recognised by universities. Work experience as an ESO can provide a helpful pathway and application for a Bachelor of Education. It is also excellent experience to work as an ESO while studying teaching. 

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Course Code: CHC40221

Certificate IV in School Based Education Support

Government Funded Teacher Aide Training Courses

• Course Details
• Funding and Cost
• Bridging Course

CHC40221 Certificate IV in School Based Education Support

This course is aimed at teacher aides (Education Support Officers). The course will qualify you to work from Prep – Yr12 in public or private schools and is inclusive of a special education setting. 

• This course replaces the old course CHC40213 Certificate IV in Education Support and is commonly known as the Teacher Aide course.
• Nationally Recognised – enrolments welcome from anywhere in Australia.
• Unlimited Trainer Support.
• Quality Provider? Yes – rather than offer 100’s of courses, we specialise in a small number of courses and we do them exceptionally well. In our 2021 student survey we gained over 99% student satisfaction!
• Government Funded? Yes – there are several funded programs we are approved to offer. View the funding & cost tab above for information and eligibility criteria. Funded course prices start from $100. 

Study Modes

• Self-paced – Study at times that suit you from anywhere in Australia. No assessment due dates and no time tabled lectures. Fast track your study or take your time, the choice is yours.
• Blended, onsite and classroom study modes may be available on request. Please discuss with an Adapt Education staff member.

Online or Correspondence

• Online – Our world class online platform is user friendly and interactive. We provide webinars, videos and other visually engaging resources so there’s less reading for you.  Optional Q&A sessions are run live throughout the week and give students an opportunity to interact in person with their trainer and other students. 
• C orrespondenc e  – Great for those who prefer hard copy books or have a poor internet connection. Receive a hardcopy textbook. All other resources are provided on a USB stick so the course can be completed offline. 

In most instances you will have up to 2 years to complete this qualification. Being self-paced study you can enrol at any time and progress at any speed you like without the stress of due dates and rigid class time tables. Study duration depends on the hours you put in and your skill level. As a guide, someone dedicating 8 hours per week to study, could expect to complete the assessment component of the course in 8 – 11 months.

Note: students receiving the education supplement from Centrelink will be obligated to complete the program in a set time frame: Full time 53 weeks, part time 89 weeks.

GOVERNMENT FUNDING

Subsidised price from as little as $153 for eligible participants. View the funding and cost section for more information.

Practical Placement

• There is a mandatory 100 hr practical placement in a Prep – Yr 12 school environment. Our flexible course structure means you can complete the practical component at any point during your course timeframe.
• Adapt can organise a suitable placement for you or you can arrange your own.
• Additional hours (up to 100) may be required for school based students, students on a Traineeship, Early School Leavers or those that have been assessed as having limited work/life experience so as to allow more time to develop skills in a work setting.
• COVID Note: many States have mandated that people completing a practical placement in certain industries (such as schools) must have received 2 doses of the COVID-19 vaccination. It is your responsibility to check the requirements of your State prior to enrolling and prior to commencing your practical placement.

Entry Requirements

• You will have access to a computer and the internet to complete the assessment requirements of the course. Please discuss with Adapt if this is an issue as strategies can be put in place to assist.
• All students will complete a Language Literacy and Numeracy (LLN) test and a phone interview to confirm suitability for this course. 
• For information regarding Adapt Education’s policies and procedures please refer to our  Student Handbook.

How to Enrol to Education Support Certificate 4 Course

There are no set in-take dates, so you can  enrol online at any time. Alternatively call 1300 380 335 to enrol in the Certificate 3 in School Based Education Support over the phone. To find out more about our enrolment process go to the How to Enrol page  on this site.

For full course details  Download Certificate IV School Based Education Support course outline .

If you have already completed the Certificate III in School Based Education Support, check out our Certificate IV School Based Education Support Bridging Course . 

We get it! Sifting through all this information can be overwhelming. Call 1300 380 335  for a free course consultation if you would like to confirm aspects such as study mode, funding eligibility, pricing, course structure, practical placement, duration, etc. .

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Apart from being a crucial life skill, having up-to-date First Aid certification can improve your employability. You have the option of selecting HLTAID012 Provide first aid in an education and care setting as an elective unit within this course. Note: selecting this unit is not mandatory. You may book into an Adapt Education first aid course or you can complete it with any provider in Australia. Simply present your certificate to us on completion and we will credit the unit towards your Education Support course.

Some important points to consider if selecting first aid as an elective:

• The cost of the first aid unit is not included in Adapt Education’s course fee. You will need to pay the listed course fee to your selected first aid provider;
• Ensure you are booking into a first aid course that includes the nationally recognised unit HLTAID012 Provide First Aid in an education and care setting.

Working With Children Check

As working with children is a part of this course, it is required that students obtain clearance from the relevant authority prior to commencing their practical placement.

• Queensland: Blue card. www.bluecard.qld.gov.au
• New South Wales: Working with Children check. www.ocg.nsw.gov.au
• Victoria: Working with Children check. www.workingwithchildren.vic.gov.au/
• South Australia: Working with Children Check.   https://www.education.sa.gov.au/working-us/relevant-history-screening/apply-working-children-check-working-education Note: you may also need to complete the online Responding to abuse and neglect course. Click here for more info.
• Northern Territory: Working with Children Clearance. https://forms.pfes.nt.gov.au/safent/
• Western Australia: Working with Children Check. https://workingwithchildren.wa.gov.au/
• ACT: Working with Vulnerable People.  https://form.act.gov.au/smartforms/servlet/SmartForm.html?formCode=1318
• Tasmania: Registration to Work with Vulnerable People.  https://wwcforms.justice.tas.gov.au/RegistrationForm.aspx

Learning and Assessment for Certificate IV in Education Support

Learning consists of webinars, interactive learning modules and readings. We reduce the assessment workload in this course through the use of integrated assessments. Each course module consists of two key assessment components:

• Theory: quizzes, written questions, case studies, projects, and role plays;
• Practical: observations conducted as part of your practical placement.

Teacher Aide Certificate 4 Course Fees

• Fees quoted below are per student for the self-paced online study mode.
• Please contact us for a quote for classroom based study, corporate or school groups.
• Enrolments cannot be accepted from international students or those in Australia on a student or education visa.
• Fees quoted include:  course fees, administration fees and compulsory course materials such as text books, workbooks and handouts. Prices quoted do not include: face-to-face classes or tutoring, site visits, internet costs, stationary and other consumables such as printing paper, etc.
• Additional fees may apply if you are completing the first aid unit as part of your course. Refer to the relevant course outline for further details.

Payment Plans

Payment plans are offered at no additional cost! That’s right, you DO NOT pay more if you opt for a payment plan. No Interest, account, or administration fees. No contracts with external finance companies. You nominate the payment periods (i.e. weekly, fortnightly or monthly). You nominate the amount you are comfortable paying (i.e. $50, $100, $200, etc.). Payment plans are processed with our direct debit system.

Upfront Payments can be made by credit card, bank transfer, cheque, money order or cash.

Funding Information for Certificate IV in School Based Education Support

Higher level skills subsidy.

Adapt Education is an approved Skills Assure provider funded by the QLD Government to deliver this course.

The course is heavily subsidised, however a small student co-contribution fee is applicable. Concession card holders (health care card or pension concession card) and Aboriginal or Torres Strait Islander persons will qualify for the concessional rates indicated. Student contribution fees can be incorporated into an interest free payment plan.

To be eligible for the Higher Level Skills subsidy, a student must:

• Be a Queensland resident over the age of 15;
• Be an Australian citizen or New Zealand citizen or Australian permanent resident (including humanitarian entrants), or a temporary resident with the necessary visa and work permits on the pathway to permanent residency;
• Have finished secondary school or left school;
• Not hold or be currently undertaking a certificate level IV or higher qualification. This does not include qualifications completed while at secondary school. Qualifications completed abroad may impact eligibility and must be submitted for assessment prior to commencing the course. 

Some important points about the Higher Level Skills subsidy:

• Students are only eligible for one subsidised training place;
• The Queensland Government Higher Level Skills subsidy student factsheet is available here.

This course is Centrelink approved and you may be eligible to receive ongoing study support benefits while you study from home. If you are on a single parent pension, a carers pension, disability pension, NewStart and several others, you may be eligible for the Education Supplement ($62 p/fortnight for full time study for the nominated duration of the course) and/or the Education Entry Payment ($208 one off payment). To find out if you’re eligible for Centrelink payments check their website or call 13 24 90 and ask about the above payments. For eligible participants to claim the education supplement, simply take a signed copy of your training plan (issued upon enrolment) into centrelink and attach it to the relevant centrelink form.

CHC40221 Certificate IV in School Based Education Support – For Yr 11 – 12 students

Available as Fee For Service to students anywhere in Australia.

Completion of the course will:

• Contribute up to 8 Credit Points towards a QCE;
• Ensure a minimum ATAR rank of 74;
• Create meaningful pathways into employment and university.

Note: ATAR & QCE information is generic only. Students individual circumstances (such as previous qualifications) can impact eligibility for QCE points. Refer to university policies regarding acceptance of VET qualifications and rankings as they can differ (Some universities do not accept Cert III courses for entry).

Download Certificate IV School Based Education Support outline for schools

Delivery Options

RTO Delivery : Students undertake the course Self-Paced Online .  This may be:

• fully independent from school studies, with the student dedicating their own time or spare periods to the completion of the course;
• Built into the students timetable. With a dedicated line on their timetable or selected incursion days to complete the course.

Adapt Education provide unlimited online, phone and email support to students. 

All enrolment  paperwork, student induction, training and assessment is conducted by Adapt with no administrative or teaching burdens placed on school staff.

Shared delivery: The school and RTO share delivery and assessment responsibilities. For example, Adapt Education may deliver key sessions on campus and be responsible for all assessment marking to reduce the burden on school staff however an approved “in-house” teacher may be responsible for day-to-day delivery and support. Minimum group numbers apply for this mode.  

Partnered Delivery: Schools wanting to deliver the qualification to a cohort may seek a partnering arrangement. This involves the school delivering Adapt’s program with an approved “in-house” teacher. We provide the course resources, assessor guides, online system as well as support and ongoing PD to teachers. 

Contact us for a customised quote. 

Other Qualifications offered to School Based Students include:

• Certificate I in Construction – available fee free through VETiS funding for eligible QLD school students or “For For Service” can be negotiated.
• Certificate II in Engineering Pathways – available fee free through VETiS funding for eligible QLD school students or “For For Service” can be negotiated.
• Certificate II in Sport & Recreation – available fee free through VETiS funding for eligible QLD school students or “For For Service” can be negotiated.
• Certificate II in Sport Coaching – available fee free through VETiS funding for eligible QLD school students or “Fee For Service” can be negotiated.
• Certificate III in Business – available as a school based traineeship (SAT) for eligible QLD school students or For For Service to students anywhere in Australia.
• Certificate III in School Based Education Support – available as Fee For Service to students anywhere in Australia.
• Certificate III in Carpentry  – available as a School-Based Apprenticeship (QLD only).
• Diploma of School Age Education & Care – available as Fee For Service to students anywhere in Australia.
• Diploma of Business – available as Fee For Service to students anywhere in Australia.

Education Support Certificate 4 Bridging Program

The Certificate III & Certificate IV in School Based Education Support qualifications do have a lot of overlap. If you have completed CHC30221 Certificate III in School Based Education Support, we do offer a bridging program up to the Certificate IV. This means that instead of completing all 17 units, you just complete the gaps between the Certificate III and the Certificate IV.

Our bridging program will save you months of time spent on assessment and at only $1180* (or as low as $54 for Higher Level Skills subsidised participants) is an affordable way to upgrade your qualifications. Please contact an Adapt Education staff member to discuss if this option may apply to you.

Download the Bridging Program Course Outline for full details.

* Prices will vary depending on the elective units you have completed in your Certificate III. Email us a copy of your transcripts and resume and we can provide you with a quote and proposed course structure. 

For those who do not qualify for the bridging program, Adapt can offer a Recognition of Prior Learning (RPL) pathway to ensure that you gain maximum recognition for your existing competencies and a minimised assessment load. You should consider applying for RPL if you have:

• completed competencies in an older version of the education support course;
• completed competencies in a qualification for child care or Outside School Hours Care (OSHC);
• completed units from an education degree;
• Over 2 years experience in a Teacher Aide role but not yet qualified.

    We Love Our Students and They Love Us!

I started my Teacher Aide course with the amazing team at Adapt Education only 8 months ago! I did a lot of research to find the perfect RTO and I am forever grateful to have found the Adapt team!

Throughout the course and from my first phone call the team has been so professional and quick to provide me with any information or assistance I require.

My trainer’s professionalism, dedication, enthusiasm and care for her job and for me as her student was evident from day one. She responded so quickly to questions and her responses were spot on & always easy to understand. Her feedback on every unit was so informative.  In addition, she has guided me on future school prospects. I honestly could not have asked for a better experience.

Helen C, Adelaide

Save yourself some time by checking out our Teacher Aide course Explainer video:

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CHC30221 | CRICOS: 109289F

Certificate III in School Based Education Support

Start your career in education with this entry-level course that will give you the foundation skills you need to get you into the classroom sooner.

Fee-Free TAFE is a government initiative covering some or all of your course fees for eligible students. Learn more

Fee concessions may apply to this subsidised course for eligible students. Learn more

There are a range of government funded courses available for eligible students.  Learn more

This is the total course fee. Read more about student loans and payment plans.

This is the total course fee for international students. Learn more

Course overview

• Ways to study
• Payment options

Important information

Ask a question.

Get a head start on your career in education with this entry-level course. This qualification is perfect for those looking to work as a teacher aide across various school settings. It will give you the foundation skills you need to work in private or public schools.

According to the Australian Government's Job Outlook service the number of people working as teacher aides is expected to see very strong growth in the coming years. This is a very large occupation with around 85,000 job openings expected over the next five years. 

This course covers core skills such as assisting in the implementation of planned learning experiences , supporting the numeracy, literacy and communication skills of students, supporting students at risk, and working with diverse communities. Our highly-experienced team of industry professionals are the best in the business and will give you the tools you need to support teachers and students.

Successful completion of this course will qualify you to work as a teacher aide or education support worker, as well as giving you the option to undertake further studies in education.

What can I do?

• School Learning Support Officer
• Education Support Officer
• Education Aide
• Education Assistant
• Teaching Assistant
• Teacher Aide
• School Services Officer
• Integration Aide
• Special Needs Teacher Aide
• Aboriginal and/or Torres Strait Islander Education Officer
• Outside School Hours Care Assistant
• Paraprofessional Educator

Course outcome:

CHC30221 Certificate III in School Based Education Support

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The successful achievement of this qualification requires you to complete all core and 5 elective units as per the list below. You will also be required to undertake 100 hours of vocational placement in an approved setting. 

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.

• Work with diverse people
• CHCEDS033 Meet legal and ethical obligations in an education support environment UNIT CODE : CHCEDS033 Unit description : This unit describes the performance outcomes, skills and knowledge required to identify and comply with legislation, policy and industrial instruments that relate to the education support worker role in school settings.
• Meet legal and ethical obligations in an education support environment
• CHCEDS034 Contribute to the planning and implementation of educational programs UNIT CODE : CHCEDS034 Unit description : This unit describes the performance outcomes, skills and knowledge required to assist teachers in the planning and delivery of education programs.
• Contribute to the planning and implementation of educational programs
• CHCEDS035 Contribute to student education in all developmental domains UNIT CODE : CHCEDS035 Unit description : This unit describes the performance outcomes, skills and knowledge required to support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students.
• Contribute to student education in all developmental domains
• CHCEDS036 Support the development of literacy and oral language skills UNIT CODE : CHCEDS036 Unit description : This unit describes the performance outcomes skills and knowledge required to establish program guidelines, provide support, and monitor progress when working with students who need support with their reading, writing and oral language skills.
• Support the development of literacy and oral language skills
• CHCEDS037 Support the development of numeracy skills UNIT CODE : CHCEDS037 Unit description : This unit describes the performance outcomes, skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring numeracy support.
• Support the development of numeracy skills
• CHCEDS057 Support students with additional needs in the classroom UNIT CODE : CHCEDS057 Unit description : This unit describes the performance outcomes, skills and knowledge required to support students with recognised additional needs in classrooms, where there are students with a mix of abilities and needs.
• Support students with additional needs in the classroom
• CHCEDS059 Contribute to the health, safety and wellbeing of students UNIT CODE : CHCEDS059 Unit description : This unit describes the performance outcomes, skills and knowledge required to implement work health and safety policies and procedures to support the health, safety and wellbeing of students in an educational environment.
• Contribute to the health, safety and wellbeing of students
• CHCEDS060 Work effectively with students and colleagues UNIT CODE : CHCEDS060 Unit description : This unit describes the performance outcomes, skills and knowledge required to generate positive, respectful and effective interactions with students and colleagues.
• Work effectively with students and colleagues
• CHCEDS061 Support responsible student behaviour UNIT CODE : CHCEDS061 Unit description : This unit describes the performance outcomes, skills and knowledge required to support and guide responsible and positive behaviour of students.
• Support responsible student behaviour

Elective units

• CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures UNIT CODE : CHCECE054 Unit description : This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples' cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.
• Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures
• CHCEDS042 Provide support for e-learning UNIT CODE : CHCEDS042 Unit description : This unit describes the performance outcomes, skills and knowledge required to prepare for, implement and review student e-learning in the context of a pre-arranged course or program.
• Provide support for e-learning
• CHCEDS051 Facilitate learning for students with disabilities UNIT CODE : CHCEDS051 Unit description : This unit describes the performance outcomes, skills and knowledge required to work inclusively, and contribute to the planning and implementation of learning support strategies for students with disabilities.
• Facilitate learning for students with disabilities

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

• Identify and respond to children and young people at risk

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others. The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

• Participate in workplace health and safety

Note: For some courses, not all electives are available at all campuses.

You’ll primarily learn face to face with a teacher in one of our learning spaces such as a classroom or simulated workplace environment. Some of your training may also take place via video or Zoom.  Learn more

Your course is primarily online and you may interact with your teachers and other students using Zoom. You will also need to come in to campus to complete some practical learning and assessment.  Learn more

All of your study will be done online and you can work through your studies at your own pace. You can access your learning materials 24/7 through our online learning management system Connect.  Learn more

Studying on campus is a great way to enjoy the benefits of face-to-face education in a way that is far removed from a typical school. No matter which campus you choose, you know that you will be learning in an adult environment where you will be respected and nurtured. Attend a campus to learn face-to-face with a teacher in one of our learning spaces; such as a classroom, workshop, laboratory or simulated environments, or interact with teachers using real-time video or web conference tools. Learn more

Courses delivered on campus may have a combination of online and classroom based learning. Students are expected to undertake additional personal study to complete the course requirements.

Online self-directed study allows you to enjoy the freedom and flexibility of choosing when and where you study. Direct your own learning with all your study materials online, allowing you to manage your own workload and fit your studies around your lifestyle.  Learn more  

Online self-directed courses are structured into fixed intakes that have set durations of 12 weeks from the study commencement date. To ensure you can manage your study load, we recommend limiting your workload to no more than 2 units of competency per intake or the units required to complete a cluster/stage.

Online virtual classroom study allows you to enjoy the freedom of choosing where you study, with no on-campus commitments. Virtual classes are delivered online, to a scheduled timetable, allowing you to interact with fellow students and high-quality educators from the comfort of a location that best suits you. You will be expected to undertake additional self-directed study in order to complete the course requirements.  Learn more  

Online with on campus practical allows you to enjoy the freedom and flexibility of choosing when and where you study to complete the online component of your course followed up by a scheduled practical component on campus.

As an international student at TAFE Queensland you'll gain hands-on experience in our modern classrooms, laboratories and workshops using state-of-the-art facilities and the same tools and equipment used in industry.

Get the internationally-recognised qualification you need to launch your career while enjoying the unique Australian landscape, culture, and lifestyle.

No matter where you are in your study journey, our team of international student support advisors can help you settle into life in Australia and provide support and assistance to help you throughout your studies.

As an international student you’ll study face-to-face in a classroom with other international and Australian students at one of our campus locations.

You will be expected to undertake additional personal study to complete the course requirements. The number of hours of personal study required is dependent on your existing knowledge, skills and language needs.

Download Brochure

• International
• By location
• Townsville - Pimlico

Payment Options

How can i pay for this course.

No matter what your circumstances, TAFE Queensland has a payment option to suit you. If you are unsure of what’s right for you, get in touch. We’re here to help. 

Payment plan

If you have difficulty paying for the full cost of a course upfront, you may be eligible for a payment plan.

Upfront payment

This may be the full fee for the course, or the student contribution amount if you are eligible for a subsidy or concession.

International student payment

Our preferred payment method is telegraphic transfer or credit card using  Convera Global Pay for Students  or the  Flywire Payment Portal . Convera and Flywire both allow you to complete your payment in your own currency using a telegraphic transfer with no processing fees or delays. Learn more

Entry requirements

There are no formal entry requirements for this course.

Selection criteria

Domestic students Specific selection criteria may apply to the location where you intend to study.

Greater Brisbane Region

Online with on campus practical training (Mt Gravatt ): Only available to students who are in the Greater Brisbane area and willing and able to participate in industry Placement within 50km of the Brisbane CBD. If a student resides in rural Queensland the student is to secure their own Placement.

Online self-directed Students are required to complete Placement throughout their studies for the duration of the course. It is recommended that students attend Placement one (1) day per week for the duration of their enrolments. Block Placement at the beginning or end of studies is not suitable for Online self-directed study.

International students The following selection criteria requirements apply only to International students:

• You must be at least 18 years of age to enter into this course;
• English Language Proficiency: Academic IELTS 6.0 (no individual band less than 5.5) or equivalent - For a list of all  English Language  tests accepted by TAFE Queensland International.
• Academic Requirements: Completion of Year 10 (or equivalent). Non school-leavers must have relevant work experience or qualification that indicates likely success of course completion. For more information on the international education achievement levels equivalent to Year 10 and 12.

Applicants should be a minimum of 17 years of age and turning 18 during the first year of study with TAFE Queensland. International students who are under 18 years of age and are applying for a student visa are required by the Australian Government Department of Home Affairs to have adequate welfare arrangements in place.

Resources required

You must have access to a reliable internet connection to access TAFE Queensland's online learning system Connect, and a computer with up-to-date software, including Microsoft Office and Adobe Acrobat Reader. This equipment and software is available for use at all TAFE Queensland locations.

Robina campus The Robina campus will be a BYOD (Bring Your Own Device) campus for general learning.  Students are able to access discounted pricing for device purchases via JB Hi-Fi.  TAFE Queensland will have some portable devices available for short term loan and there will also be a limited number of desktop computers located on-site that students will be able to access.  For all the details visit the BYOD page on our website. 

If you are not currently employed in industry, during your course you will be required to complete 100 hours of Placement to satisfy this component of your qualification and start practising your new skills in a real-world environment. Your Placement will be conducted in line with school hours and activities and will be approximately 6 hours per day. TAFE Queensland may be able to assist in arranging suitable placements.

Prior to Placement, you will need to receive and provide evidence of the following checks:​

• If you work with children on Placement, you will also need a  Blue Card Working with Children Check . This is called Blue Card in Queensland or you will need the equivalent if you are completing your Placement outside of Queensland.
• Please note:  you can apply for both the NDIS Worker Screening Clearance and Blue Card by completing a combined application via the NDIS Worker Screening portal  NDIS Worker Screening Unit  (WSU).

If your check identifies that you have a criminal history, you may be disqualified from being eligible to undertake placement and assessment, which would affect your course outcomes. If you think this might impact you, please speak to the relevant Placement Coordinator for further information.

Please note:  TAFE Queensland wishes to warn you, as a Blue Card applicant, that it is an offence for a disqualified person to sign a Blue Card application.  For further information regarding 'disqualified' persons, please contact  Blue Card Services .

Vaccination requirements Vaccinations may be required by the owner or operator of the facility providing your placement. These requirements will be provided to the student, prior to arrangements being made for the completion of vocational placement.

Those students who have a medical contraindication may be unable to complete the Placement component of their course. This means you may not be able to meet all of the requirements of your course and may not be able to graduate or receive your qualification.

Order of Study

Online self-directed When studying Online self-directed it is strongly recommended students follow the order of study  and enrol in no more than two units per intake or the units required to complete one cluster/stage, unless otherwise advised. Discuss your enrolment with your TAFE Queensland Assessor to ensure that you enrol in an order of study that will support your learning.

Assessment methods

Skill and knowledge assessments are an essential step in progressing through your course. You may be assessed in a number of ways while you are studying at TAFE Queensland, including observation, written assessment, questioning, portfolios, work samples, third-party feedback, and through recognition of prior learning. Read more about  assessment methods .

University pathways

If you want to go on to further study at university, TAFE Queensland has a pathway option to get you there. In many cases, completing one of our diplomas may give you a full year of credit towards a degree with one of our partner universities.

Learn more about University Pathways

How to apply

Direct application.

If you're ready to get started, simply hit the Apply Now button on your preferred course information page and get your application underway online. 

For International students

International students can either apply directly through our TAFE Queensland International Application portal , or through one of our education agents . Our registered agents can assist you with your visa application and guide you through the enrolment process. If you are from this list of countries , you will need to apply through an agent. Learn more

Course disclaimer

All information was accurate at time of publication, however TAFE policies, tuition fees and course content is subject to change without notice. Course commencement is dependent on sufficient enrolment numbers. Timetable information is subject to change prior to commencement and/or during the duration of your course.

Recognition of prior learning (RPL) and credit transfers

Fast track your way to a formal qualification by earning credit for the things you already know. We can assess your skills, directly apply credits from previous successful study, and give you advanced standing in your course.

Related courses

Certificate iv in school based education support.

Take the next step in your career in education with this intermediate level qualification. Progress your understanding of how to support teachers and students in the classroom.

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New Zealand Certificate in Education Support (Level 4)

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• Choose courses and apply

With our New Zealand Certificate in Education Support (Level 4) you gain the skills to play an important role in young learners' lives by supporting them during their education.

Availability

Our distance learning courses are offered throughout the year to help you fit study around your work and life commitments. Courses are offered up to 12 times per year depending on demand and availability of academic staff. Exact start dates are in the course information pages and in our Enrolment dates page:

Enrolment dates

• Course costs   can be found on all course pages.  The fees may increase annually.
• Qualification cost  – to give you an idea of how much a qualification may cost in total over the duration of your studies, an approximate cost is provided for many of our qualifications. This is based on the required number of courses to complete the qualification and the average cost of those courses. It does not include annual administration fees, text books and course materials or external exam fees, and is subject to annual course fee increases. 

Courses are assigned credits depending on how much time and effort is needed to complete their learning outcomes. In general, each credit represents approximately 10 hours of study time.

Delivery method

• Online  – The course materials for online courses are delivered in an online format and all assignments are submitted online.
• Mixed  – These courses are delivered using a mix of online and paper based course materials. This may include receiving paper course materials, submitting  assignments online, or being required to participate in online forums and learning activities.
• Print Only  - The course will be delivered using paper based courses materials, and assignments may need to be submitted in hard copy rather than online. This will depend on the course.

Whether courses are delivered online, on paper or a mixture of both, there may also be components such as workshops, noho marae, work experience and practicum to participate in. To find out what your course involves check the course information page.

EFTS stands for equivalent full-time student . An EFTS is the study time required for each course and is used by the Tertiary Education Commission to decide if a course is part-time or full-time. 

One year of full-time study is generally between 0.8 and 1.2 EFTS.

You can tell how hard a course or qualification is by the level it is set at:

• Levels 1-4 are about the same as secondary school and basic trades training.
• Levels 5-7 are the same as university study.

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• Prerequisites are courses that must be completed before another course can be studied. 
• Co-requisites are courses that can be studied at the same time as another course.

If a course has a specific prerequisite or co-requisite course, it will be listed on the course page under the title 'Prerequisites'. If no courses are listed, check the entry and other requirements under the qualification you are studying for. Some courses require you to have studied at a particular level prior to enrolling.

Not all qualifications or students are eligible for student loans. You will need to meet criteria such as studying a minimum number of credits over a specific study period. It is up to you to apply for a student loan via StudyLink - Open Polytechnic does not do this for you.

Information about student loans and eligibility

StudyLink website

Teaching weeks

Teaching weeks is the number of weeks that we teach a course. This differs from the enrolment period, which is based on the course start and end dates.

For example, a 20-week enrolment period will have 16 teaching weeks, followed by four weeks to accommodate marking, any extensions and reassessments, or exams.

The workload estimate given on a course page is calculated like this:

Number of credits x 10, divided by the number of teaching weeks for the course. The hours will be rounded up to nearest whole number.

Please note, this is a guide only. You may need more or less time for study, and you may also need to do more hours during assessment due dates or exams times.

• -->   Level 4
• -->   Credits 40

This programme can only be studied part-time.  It is not eligible for course-related costs, living costs or student allowances from StudyLink.

This qualification will prepare you for a career supporting learners across the early childhood, school and community education sectors. If you are currently working as a teacher aide, learning assistant, providing education support, this programme is a great way to gain formal recognition and new skills that you can apply straight to your job.

  While you study this online programme you must volunteer or work in an education setting for 10 hours per week. Y ou will be responsible for assisting teachers by helping learners with their learning programme and other needs.  

What you will learn

Once you have achieved this qualification you will know about:

• building professional relationships with learners and teaching staff
• assisting young people with their learning
• working with individuals and groups of learners
• providing assistance by implementing and evaluating small group learning sessions
• working with and including diverse learners
• key learning theories and children’s development
• providing a safe environment for learners.
•   Factsheet (PDF) New Zealand Certificate In Education Support (Level 4) (647 KB pdf)

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MA in Teaching: Online Format

• MA in Teaching

Earn Your Master of Arts in Teaching Online From the Pepperdine Graduate School of Education and Psychology

The online Master of Arts in Teaching (MAT) from Pepperdine University Graduate School of Education and Psychology (GSEP) prepares students to become leaders in a classroom and in their communities. The 11-month program blends weekly virtual classes with practical, in-person classroom experiences, preparing you with the technical and interpersonal skills necessary as you look to become a Pre-K to 12 teacher.

Online Master’s in Teaching Program Highlights

Earn your degree and teaching credential in 11 months. 

Online Format

Coursework is completed online so you can continue your personal and professional responsibilities while earning your degree.

Two Program Tracks

Choose between Elementary Teaching (Multiple Subject) or Secondary Teaching (Single Subject).

No GRE or Standardized Tests Required

We offer an equitable admissions process that values your ability and commitment to succeed over standardized test scores.

200+ Student-Teaching Sites

Gain hands-on practice as part of a comprehensive approach to preparing educators.

Low Student-to-Faculty Ratio 

Benefit from a collaborative learning environment that fosters quality, 1:1 faculty, and student engagement.

Application Fee Waivers

Speak to your admissions officer about available fee waivers.

Annual Career Fair

Connect with Pre-K to 12 schools who are hiring at our MAT annual spring fair. Students in the online program are welcome to attend if they are in the area.

Months to Complete

Program Tracks

Student-Teaching Sites

Admissions Criteria

Pepperdine University’s online Master of Arts in Teaching program is always looking for future educators who are passionate about inspiring positive change in the classroom and in their local communities.

• A bachelor's degree with a minimum 3.0 GPA is required to apply
• GRE/GMAT scores are not required
• Application fee waivers are available

Review a complete list of application requirements

Anti-racism and Anti-discrimination Statement

GSEP stands in solidarity against racial inequities and injustice, and other forms of discrimination and oppression. We are committed to fostering an inclusive learning environment that is enriched and strengthened by diversity including, but not limited to, race, ethnicity and national origin, gender and gender identity, sexuality, class, age, ability status, and religion. GSEP also encourages all community members to engage in critical learning and reflection to strengthen our capacity for being effective, active, and outspoken against all forms of racism and intersectional oppression.

Student Experience in the Online Master of Arts in Teaching Program

As a student in the online MAT program, you can immerse yourself in the GSEP culture while still enjoying the flexibility to learn from anywhere. Our engaging, online learning model empowers you to create a support network of colleagues who share best practices and ideas about a variety of topics, including student-teaching placements and potential job opportunities as you prepare to graduate from the Master of Arts in Teaching online program.

You'll benefit from:

• Two-hour sessions (14 total per term) for all 3-credit courses
• A minimum of 600 California-mandated hours in segments of 12 weeks and 6–7 weeks

Curriculum Overview for the Online MAT Program

The 30-credit curriculum blends theoretical study with practical application, offering a robust foundation for you to pursue your teaching career. You’ll find yourself engaged with faculty and fellow peers in our online, face-to-face live courses. Hands-on, classroom experience in a Pre-K to 12 setting will prepare you to apply for licensure upon completion of the program.

Students can choose from two teaching credential specializations depending on your career aspirations: Elementary Teaching (Multiple Subject) or Secondary Teaching (Single Subject).

Elementary Teaching (Multiple Subject) focuses on elementary teaching methodologies, and teaches you how to develop integrated instruction that applies across multiple subject areas. Secondary Teaching (Single Subject) explores the unique aspects of secondary education, and addresses the instructional needs of students in middle and high schools.

Courses include:

• Instructional Design for Teaching
• Literacy Theory and Methods
• Educational Foundations, Equity, and Social Justice
• Teaching Multilingual Learners
• Teaching in Inclusive Classrooms
• Clinical Experience
• Contemporary Issues in Education

Why Pepperdine?

At pepperdine university, students get ready for a life of purpose, service, and leadership..

We believe the purpose of higher education is to develop and equip people of value and virtue, who, in turn, create value and virtue in their communities, nations, and the world. That’s why we are committed to the highest standards of academic excellence and Christian values. No matter where our students come from or how they study with us—on campus or online—we welcome them to our community of global scholars.

Take the Next Step

Earn your online MA in Teaching.

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New! Enroll now in the Google AI Essentials course and learn how to boost your productivity. Zero experience required.

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8 Effective Strategies for Supporting Online Students: Enhancing Learner Support in Your Online Course

• March 6, 2024
• The Importance of Student Support in Online Learning

It’s one thing to create a stellar online course, but to offer genuine support to your students, employing effective strategies for supporting online students, makes you a real superstar.

1. Clear Communication Channels and Timely Responses

2. comprehensive course materials and resources, 3. interactive discussion forums and peer-to-peer collaboration, 4. personalized feedback and assessment strategies, 5. live virtual office hours and q&a sessions, 6. accessible technical support for platform navigation issues, 7. regular progress tracking and performance monitoring tools, 8. emotional support through achievements: vital strategies for supporting online students, support your course.

Online courses offer convenience and flexibility, allowing individuals to pursue their educational goals from anywhere in the world. However, without adequate support, students may feel isolated and struggle to navigate through the course materials.

Implementing strategies for supporting online students plays a vital role in ensuring a positive learning experience. It encompasses various aspects such as technical assistance, academic guidance, and psychological support. Technical assistance helps students overcome any technical challenges they may encounter while accessing course materials or participating in online discussions.

Academic guidance is equally important in strategies for supporting online students, helping them understand the course content, and achieving their learning objectives. Online instructors or tutors provide feedback on assignments and answer questions to clarify concepts. They also facilitate discussions among students, fostering a sense of community and collaboration.

Beyond technical and academic assistance, strategies for supporting online students should also address the psychological well-being of learners. The virtual nature of online courses can make students feel disconnected or overwhelmed at times. Providing emotional support through counseling services or peer-to-peer interactions can greatly enhance their overall experience.

The importance of student support cannot be overstated. It not only helps learners overcome challenges but also increases engagement and motivation. By having access to timely assistance, students are more likely to stay motivated throughout their online learning journey.

As online courses continue to gain popularity, the need for adequate student support grows as well. By providing technical assistance, academic guidance, and psychological support, educational institutions can create an environment that promotes effective learning outcomes for all distance learners.

Here are eight effective ways to deliver powerful strategies for supporting online students for your online course.

With response time a key factor in student experience, a quick reply to inquiries and problems will help set your course apart. Whether it’s through email support or discussion forums, providing quick and efficient responses is essential in building strong relationships with customers.

Email support has long been a popular method for customers to reach out to businesses with their inquiries and concerns. With the help of AI technologies, companies can now leverage automated email response systems to provide instant replies to common queries. This not only helps in reducing response times but also ensures consistent and accurate information is shared with customers.

Discussion forums are another platform where businesses can engage with their customers and address their questions or issues. These forums allow users to post their queries, share experiences, and seek guidance from both the company representatives and fellow users. AI-powered chatbots can monitor these forums, offering immediate assistance by providing relevant information or directing users to appropriate resources.

By utilizing AI technologies for timely responses in email support and discussion forums, businesses can save valuable time and resources while ensuring that their customers receive prompt assistance. This not only enhances customer satisfaction but also boosts student support for your online course.

Ensuring students have access to a wide range of resources is a fundamental part of strategies for supporting online students. Course materials, online resources, study guides, video tutorials, and e-books are just a few examples of the tools available to support learning outside the traditional classroom setting.

Course materials provide students with essential information and content related to their chosen subject. These materials can include textbooks, lecture notes, handouts, and assignments. They serve as a foundation for understanding key concepts and principles.

Online resources have become increasingly popular due to their convenience and accessibility. Websites, online platforms, and educational portals offer a wealth of information on various subjects. Students can access interactive lessons, quizzes, practice exercises, and even participate in virtual classrooms or discussion forums.

Study guides are valuable tools that summarize key points from textbooks or lectures in a concise manner. They help students review important information before exams or reinforce understanding after class sessions. Study guides often include summaries, diagrams, or visual aids that aid in the retention of knowledge.

Video tutorials have gained popularity as an engaging way to learn complex topics. These tutorials present information through visual demonstrations or step-by-step instructions. Students can watch these videos at their own pace and revisit them whenever needed.

Keep the whole video process easy for you by utilizing Owwlish , a one-stop service for incorporating video files into your course and website. Simply upload your video to Owwlish’s site and it instantly converts it to simple copy-and-paste code for you to put wherever you wish. No coding is required!

E-books have revolutionized the way we consume written content. Whether it’s a novel or an educational textbook, e-books offer the convenience of accessing vast libraries from any device with an internet connection. E-books also often come with features like highlighting text passages or adding personal notes for better comprehension.

All these resources play a crucial role in supplementing traditional classroom learning by providing additional explanations, examples, and practice opportunities for students at their own pace. Their flexibility allows learners to tailor their study experience according to individual needs while saving time by providing readily accessible material at any time and place.

Peer collaboration is a cornerstone of strategies for supporting online students, enhancing learning experiences through online group activities, and fostering collaboration. Virtual study groups provide students with the opportunity to connect and engage with their peers from anywhere in the world.

One of the key advantages of virtual study groups is their flexibility. Students no longer need to be physically present in the same location to work together on projects or discuss course materials. Through online platforms, they can schedule meetings, share resources, and collaborate on assignments at their convenience.

Additionally, virtual study groups enable students to tap into diverse perspectives and knowledge. By connecting with peers from different backgrounds and cultures, they can gain new insights and broaden their understanding of the subject matter. This diversity also encourages critical thinking and problem-solving skills as members bring unique viewpoints to discussions.

Online group activities provide a supportive environment for learners. Participants can exchange ideas, ask questions, and receive feedback on their work in real time. This collaborative approach not only improves comprehension but also motivates individuals by fostering a sense of community among like-minded learners.

Virtual study groups offer an opportunity for students to develop important digital skills that are increasingly valued in today’s workforce. By utilizing various communication tools such as video conferencing platforms or shared document editors, participants become proficient in remote collaboration – a skill that is becoming more relevant as remote work becomes more prevalent.

Without a doubt, peer collaboration through virtual study groups offers numerous benefits to students. It provides flexibility, promotes diversity of thought, fosters a supportive learning environment, and helps develop valuable digital skills. As technology continues to advance, these online group activities will undoubtedly play an important role in shaping future educational practices.

Feedback strategies, assessment methods, and personalized grading criteria are crucial in strategies for supporting online students. These elements ensure that students receive constructive feedback, are assessed accurately, and are evaluated based on individualized criteria.

Effective feedback strategies involve providing clear and specific guidance to students about their performance. This can include highlighting areas of strength and areas for improvement, offering suggestions for further development, and encouraging self-reflection. Feedback should be timely and ongoing to support continuous learning.

Assessment methods encompass a range of techniques used to evaluate student progress. These can include quizzes, exams, projects, presentations, portfolios, and more. The choice of assessment method depends on the learning objectives of the course or program. It is important to select methods that align with the desired outcomes and provide a comprehensive view of student achievement.

Personalized grading criteria take into account individual differences in learning styles and abilities. By tailoring the evaluation criteria to each student’s unique strengths and weaknesses, educators can provide targeted feedback that supports growth. This approach promotes a more inclusive and equitable learning environment where students feel valued for their progress.

Implementing effective feedback strategies, employing diverse assessment methods, and utilizing personalized grading criteria all contribute to a comprehensive educational experience. These elements help foster student growth by providing meaningful feedback while ensuring fair evaluation based on individual capabilities.

Virtual office hours and live Q&A sessions have become a staple in strategies for supporting online students, providing a convenient and efficient way for individuals to connect with educators or professionals from anywhere in the world. By utilizing video conferencing platforms or online chat tools, participants can ask questions in real-time and receive immediate responses.

Virtual office hours offer numerous benefits for both the hosts and attendees. For hosts, they can reach a wider audience without the limitations of physical location. They can share their expertise, provide guidance, and offer support to individuals who may not have access to such resources locally. Additionally, hosting virtual office hours allows professionals to efficiently manage their time by scheduling specific blocks for interactions rather than having impromptu meetings throughout the day.

On the other hand, attendees benefit from virtual office hours by gaining direct access to industry experts or educators without geographical constraints. They can seek clarification on topics of interest, receive personalized advice or feedback, and engage in meaningful discussions with like-minded individuals.

Live Q&A sessions are often incorporated into virtual office hours as a way to address common questions or concerns that many participants may have. These sessions create an interactive environment where attendees can learn from each other’s inquiries while benefiting from the knowledge and insights shared by the host. Q&A sessions also help students feel more included which bolsters the overall effectiveness of your student support for your online course.

Whether it is seeking academic assistance from professors, consulting with professionals in various fields, or learning directly from industry leaders – virtual office hours and live Q&A sessions present a valuable opportunity for individuals to enhance their knowledge and skills conveniently from the comfort of their own space.

Technical support plays a crucial role in strategies for supporting online students, ensuring smooth and uninterrupted learning experiences. With the increasing reliance on technology in education, students often encounter technical issues that hinder their progress. Technical support teams are dedicated to resolving these issues promptly and efficiently, providing students with the necessary assistance to overcome obstacles and continue their academic journey seamlessly. From troubleshooting software and hardware problems to assisting with network connectivity and device setup, these support services aim to empower students by equipping them with the tools they need to succeed in their studies. By offering timely guidance and resolving technical challenges, these support teams contribute significantly to enhancing the overall educational experience for students.

Progress tracking tools have become invaluable resources for students looking to enhance their academic performance. Incorporating progress-tracking tools into strategies for supporting online students provides them with the ability to monitor and measure their progress in real time, helping them stay on track and achieve their goals. With features such as goal setting, task management, and performance analytics, these tools enable students to identify areas of improvement and make necessary adjustments in their study routines. By utilizing progress-tracking tools , students can take control of their learning journey, maximize productivity, and ultimately excel in their academic endeavors.

One of the most effective strategies for supporting online students is creating a supportive community within the online course platform. This can be done through discussion forums or dedicated chat groups where students can interact with each other and share their experiences. Encouraging students to celebrate their milestones and achievements in these spaces fosters a sense of camaraderie and provides a platform for them to receive support from their peers.

Instructors should actively engage with students by offering personalized feedback and guidance. This can be done through regular check-ins or one-on-one sessions, where instructors address any concerns or challenges that students may be facing. By showing genuine interest in their progress and providing constructive feedback, instructors can create a supportive environment that encourages student growth.

Incorporating motivational elements into the course design can also contribute to emotional support. For example, recognizing student accomplishments through badges or certificates not only acknowledges their efforts but also serves as a visual reminder of how far they have come.

By ensuring your students have the tools they need, the feedback that helps them grow, and the emotional support to succeed, you support your course as much as your students.

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Lomonosov Moscow State University

PREPARATORY COURSE (Pre-University Programme)

• Duration of study: March 2024 – July 2025.
• Holidays: July – August 2024.
• Start date: 1 March – 30 March 2024.
• Exams: June 2025.
• Tuition: $8900.
• The level of Russian: Beginner.
• Duration of study: September/October 2024 – July 2025.
• Start date: September – October.
• Tuition: $7000.
• The level of Russian: All levels.

• 1 BUSINESS SCHOOL
• 2 FACULTY OF BIOENGINEERING AND BIOINFORMATICS
• 3 FACULTY OF BIOLOGY
• 4 FACULTY OF BIOTECHNOLOGY
• 5 FACULTY OF CHEMISTRY
• 6 FACULTY OF COMPUTATIONAL MATHEMATICS AND CYBERNETICS
• 7 FACULTY OF EDUCATIONAL STUDIES
• 8 FACULTY OF ECONOMICS
• 9 FACULTY OF FOREIGN LANGUAGES
• 10 FACULTY OF FINE AND PERFORMING ARTS
• 11 FACULTY OF FUNDAMENTAL MEDICINE
• 12 FACULTY OF FUNDAMENTAL PHYSICAL-CHEMICAL ENGENEERING
• 13 FACULTY OF GEOLOGY
• 14 FACULTY OF GEOGRAPHY
• 15 FACULTY OF HISTORY
• 16 FACULTY OF JOURNALISM
• 17 FACULTY OF LAW
• 18 FACULTY OF MATERIALS SCIENCE
• 19 FACULTY OF MECHANICS AND MATHEMATICS
• 20 FACULTY OF PHYSICS
• 21 FACULTY OF PHILOLOGY
• 22 FACULTY OF PHILOSOPHY
• 23 FACULTY OF PUBLIC ADMINISTRATION
• 24 FACULTY OF SOCIOLOGY
• 25 FACULTY OF WORLD POLITICS
• 26 GRADUATE SCHOOL OF INNOVATIVE BUSINESS
• 27 GRADUATE SCHOOL OF MANAGEMENT AND INNOVATION
• 28 GRADUATE SCHOOL OF PUBLIC ADMINIASTRATION
• 29 HIGHER SCHOOL OF MODERN SOCIAL SCIENCES
• 30 HIGHER SCHOOL OF POLICY IN CULTURE AND ADMINISTRATION IN HUMANITIES
• 31 HIGHER SCHOOL OF STATE AUDIT
• 32 HIGHER SCHOOL OF TRANSLATION/INTERPRETING
• 33 HIGHER SCHOOL OF TELEVISION STUDIES
• 34 INSTITUTE OF ASIAN AND AFRICAN STUDIES
• 35 MOSCOW SCHOOL OF ECONOMICS
• 36 SOIL SCIENCE FACULTY

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Online Russian Course

• Introduction lesson: define your level, get tips for studying from our teacher
• Study materials are included
• Certificate of attendance
• Conducting online lessons on different platforms: Zoom, Skype, Wereby, etc.

Why learn Russian language online with us?

• choose a course that meets YOUR expectations and goals
• calculate the required frequency and intensity of classes (in particular, the number of training hours per week)
• find the training materials that are right for you
• gain the required level in the shortest possible time
• prepare for the exam
• achieve your goals, whether it's spoken Russian for everyday communication, for upcoming trip to Russia or Russian as the language of the specialty, business Russian etc.

Prices & Schedule

It is also important to inform that we issue a certificate of attendance (with a minimum package of 8 lessons!)

• Days: Monday till Thursday
• Time: 10 am - 2 pm Moscow time
• Intencity: 20 academic hours per week
• Price: 140 Euro per week
• Price for 2 weeks: 135 Euro per week
• Price for 3 weeks and more: 125 Euro per week
• Days: Monday, Wednesday, Friday
• Time: 7 pm - 9:15 pm Moscow time
• Intencity: 9 academic hours per week
• Price: 75 Euro per week
• Price for 2 weeks: 70 Euro per week
• Price for 3 weeks and more: 65 Euro per week
• Days: Any day
• Time: Any time
• Price for 3 weeks and more: 128 Euro per 8 ac. hours

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Programs available.

• Russian language "from scratch"
• The course of practice
• Express course "Tourist Russian"
• Advanced Russian
• Russian grammar is easy
• Russian: we love books
• Russian language in the songs
• Watch movies in Russian

Do you want to understand what your Russian friends are talking about, watch Russian movies, understand Russian humor, or communicate with your mother-in-law in her native language? Try to understand the mysterious Russian soul, get acquainted with the rich culture of Russia? Perhaps you have some requests of your own? Let us know and we will be able to create a course specifically for your request.

- We have various payment methods. We accept all international bank cards, so you can pay online.

- We will send you all the materials electronically. They are included in the course price

- We will send it to you by email. In case if you need the original, we will send it by post.

- Yes, we offer tiral lesson for both group and individual classes

- Usually we have 3-5 students in our online group.

- We use English for some explanations and mostly use Russian

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Adding variety to clinical practice: George Christodoulou on teaching McGill’s interprofessional education curriculum

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When he isn’t helping patients at his dermatology clinic, George Christodoulou, MDCM, Faculty Lecturer at the Department of Medicine, volunteers his time by facilitating interprofessional education courses at the  Office of Interprofessional Education (OIPE) , for the next generation of healthcare professionals.  

Dr. Christodoulou was a learner himself when he started out as a facilitator within the  OIPE’s Interprofessional Education (IPE) curriculum . He signed up during his dermatology residency in 2017 and has been involved ever since.  

“It’s a nice activity that makes you feel like you’re giving back and adds a bit of variety into what you’re doing,” he says.  

Led by the OIPE, the four-course IPE curriculum brings learners in medicine, nursing, genetic counselling, dentistry, dietetics, occupational therapy, physical therapy and speech-language pathology together in an active learning experience. Their activities include online group work and discussions enabling shared decision-making, individual reading and assignments, and a simulated patient- or family-centred care scenario.  

The OIPE relies on more than 500 academic and clinical faculty members, as well as health professionals at McGill’s affiliated healthcare institutions, to facilitate the courses.  

A flexible, accredited way of giving back  

Dr. Christodoulou appreciates the support he receives from the OIPE as a facilitator – from the flexibility that accommodates his clinical schedule to the refresher Faculty Development training offered to all facilitators each year.  

Dianne Bateman, PhD, the OIPE’s Director of Faculty Development for Interprofessional Education, says this training “reacquaints [facilitators] with the literature on conflict resolution and, in particular, on the conflict resolution strategies often needed on interprofessional care teams”.  

This training, alongside facilitating courses, also helps them advance their own professional development while contributing to the education of future healthcare professionals, she adds.   

Another key attraction is that volunteers can now earn Continuing Professional Development (CPD) credits for facilitating IPEA 503: Managing Interprofessional Conflict. In addition, taking the OIPE’s Faculty Development training each year allows facilitators to earn professional development credits. 

“That’s definitely something that’s helpful for anyone involved,” says Dr. Christodoulou. “The training also makes your life a lot easier in preparation the course itself and ensures you have it fresh in your mind. It answers a lot of questions that you may have and gives them context as well.” 

Each year, seasoned facilitators return to teach the interprofessional curriculum, while others get involved for the first time. New facilitators are usually paired with someone who has taught courses in the curriculum previously.  

Cynthia Perlman, M.Ed., OT(C), erg., Director of the OIPE and Assistant Professor at the School of Physical and Occupational Therapy, says this way of pairing facilitators “models interprofessional collaboration for our students”. 

“Paired facilitators share personal experiences and lessons learned from their own clinical practices during the debriefing process, thereby highlighting the implementation of IPE competencies.”

An introduction to problem-solving in the clinical environment  

Dr. Christodoulou facilitates IPEA 502: Patient-Centred Care in Action (a simulation activity) and IPEA 503: Managing Interprofessional Conflict (a blended learning activity).  

In IPEA 502, he and other facilitators guide learners as they participate in a simulation of a situational conflict in the context of a clinical case that involves members of multiple health professions.   

“You’re meeting different family members, you’re trying to provide conflict resolution and that helps empathize with everyone’s situation,” Dr. Christodoulou explains. “You realize that a clinical case is not just related to the patient, although they are the primary focus. It’s nice to be exposed to the importance of that and finding ways to manage these situations collaboratively.” 

In IPEA 503, learners gain the skills to resolve conflict or disagreement collaboratively and intentionally in interprofessional teams through individual assignments, online activities and small group discussions.  

“There is no single medical specialty or setting that doesn’t have some form of conflict,” Dr. Christodoulou says. “It helps reframe and reteach you the basics of conflict, as opposed to living them in the moment and being overcome by your ‘hot brain’. You get to think about the ‘cold-brained’ aspects of conflict in a bit more of a literal sense.” 

As a dermatologist who works in an outpatient clinic, Dr. Christodoulou appreciates the exposure facilitating gives him to best practices of interprofessional care.  

 “As a facilitator, you also have to learn a little more about it yourself, so that you can effectively teach it while having the necessary context,” he says.  

Helping the next generation make leaps  

Dr. Christodoulou will be facilitating again in Winter 2024, when IPEA 502 and IPEA 503 will next be offered to learners in Montreal and at Campus Outaouais.  

“It adds variety to your clinical practice, brings you back to the basics, and drills down the basic concepts of the situations that you are potentially exposed to on a day-to-day basis,” he says.  

“It makes you feel good that you’re helping the next generation, who have yet to reach this point in their careers, allowing you to teach them and give them some context. Hopefully, that gives them a push or leap you might not have received during your training.” 

Interested in joining the OIPE’s growing group of facilitators? Contact the  Office of Interprofessional Education  to learn more about upcoming opportunities.

Department and University Information

• Canadian Interprofessional Health Collaboration (CIHC)