1800 934 265
IHNA is planning to offer a distinctive group of units from the qualifications that it offers. The provision will ensure compliance with the Standards for RTOs 2015 and support students’ learning experience.
To ensure a logical, efficient and supportive learning progression, IHNA has grouped units of competency of the qualification into three (3) clusters. These groups have been carefully designed to balance theoretical knowledge, practical skills and application in real-world settings. The grouping strategy allows students to develop a cohesive understanding of the skills and knowledge required for individual support roles, while also meeting the varying delivery requirements of the units.
To ensure a logical, efficient and supportive learning progression, IHNA has grouped units of competency of the qualification into three (3) clusters. These groups have been carefully designed to balance theoretical knowledge, practical skills and application in real-world settings. The grouping strategy allows students to develop a cohesive understanding of the skills and knowledge required for individual support roles, while also meeting the varying delivery requirements of the units.
The grouping allows for logical sequencing of learning, ensuring that students acquire relevant skills that they require to uptake roles in the aged care and/or disability settings. This supports the requirement to provide a structured approach to training and assessment.
By allowing some units to be delivered fully online, others in a blended mode, and the rest via work placement, the grouping of units caters to diverse student needs while maintaining the integrity of the qualification. This meets the standards around offering flexible and relevant learning approaches that suit different learner contexts.
Experience Australia’s beautiful coastal cities, national parks, and warm climate. Cities like Sydney, Melbourne, Perth and Brisbane offer exciting student-friendly lifestyles, with numerous cafes, cultural events, and safe public transport.
The inclusion of simulation-based training and assessments ensures that students develop their skills in a safe and supportive environment before applying them in actual workplace settings. This ensures that learners are workplace-ready and competent, which aligns with the requirement that training is relevant to real-world applications.
IHNA has considered the following factors while grouping the units of competency into three clusters from the qualification – CHC33021 Certificate III in Individual Support (Ageing Support and Disability).
Units requiring on-campus simulation-based training and assessment (SBT-SBA)
Specialised units for Ageing and Disability sectors
Maximum weightage is given to the theory. In some units the structured interactive learning is given more than 20% to balance the hours especially to the units which do not have the practical placement component
Structured hours
100%
Theory
50%
Structured Interactive Learning (SIL)
20%
Summative Assessments
10%
PEP
20% (120 Hours)
PEP
20%
SIL
20%
A/S
10%
Theory
50%
Group A
Group B
Group C
Total amount of training