Advanced Certificate in Education Support

Course CodeVGN003
Fee CodeAC
Duration (approx)900 hours
QualificationAdvanced Certificate

Teaching today is No Longer Just Standing in Front of a Class and Lecturing

Modern technology has completely changed all this.....and there are more changes coming
  • Enrol and commence studying any time
  • Work at your own pace and focus on things of greater interest to you.
  • Great tutors, highly qualified, and with years of experience stand ready to support you every step of the way

Working in a school can be challenging and rewarding! Develop skills to work in a support capacity in education - especially schools based education.

This course is designed to provide skills that are valuable for people who work in support of teaching staff at a school or college, whether in an office or as a teachers aid.

Everyone learns differently. 

  • Some children learn fast, and others slow. Some learn better as adults than children.
  • Some learn better from interacting with other people; some having "relevant" experiences; and yet others may learn better when interacting with a computer.
  • Modern teaching is creating an ever increasing diversity in the ways we teach; and many of today's teaching tools may require technological or other forms of support, more than requiring a "trained" teacher who can give a lecture.



Core ModulesThese modules provide foundation knowledge for the Advanced Certificate in Education Support.
 Fitness Leaders Certificate VRE004
 Educational Psychology BPS105
 Office Practices VBS102
Elective ModulesIn addition to the core modules, students study any 4 of the following 17 modules.
 Bookkeeping Foundations (Bookkeeping I) BBS103
 Child Psychology BPS104
 Childrens Writing BWR104
 Classroom Delivery Skills BGN106
 Course Writing And Development BGN107
 Horticulture I BHT101
 Play Leadership VRE101
 Workshop I BGN103
 Bushcraft And Wilderness Activities (Survival Skills) BTR201
 Careers Counselling BPS202
 Computer Servicing I VIT203
 Developmental Psychology BPS210
 Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
 Digital Photography BPH202
 Event Management BRE209
 Photoshop CS - Beginner To Medium Level VIT202
 Horticultural Therapy BHT341

Note that each module in the Advanced Certificate in Education Support is a short course in its own right, and may be studied separately.



Human behaviour is motivated according to needs. Levels of "student" needs may be based upon Abraham Maslow's (1954) theory, as follows:  

  1. Physiological/Security - the need for food, shelter, etc, to feel safe and secure
  2. Social - the need to be accepted by others and to have friends
  3. Achievement and Esteem - the need to accomplish and have others recognise the efforts
  4. Autonomy - the need to do one's own work and work independently
  5. Self-Actualisation - the need to develop to the highest level of personal development.

Within this hierarchical system, it can be seen the need for food and security comes before that need for social acceptance.

The role of the teacher is to identify the need levels of individuals and aim their teaching to encourage them to reach a higher desired level of need.

What is Learning?

Learning is a process of gaining knowledge of (something) or to acquire skill in (some art or practice). It is based on memorising something, gaining experience with something or to become informed.

Factors that effect learning include:

Student influences:

  • each student is an individual with unique needs and experiences
  • active participation of each student improves learning
  • readiness to learn and perform tasks should be encouraged and all
  • students should be of an equal knowledge to allow them to perform set tasks.

Teacher influences:

  • credibility, trust and confidence be the students in the teacher
  • creation of learning atmosphere is up to teacher
  • motivation should be encouraged and cultivated by the teacher
  • positive attitudes should be reinforced

Material influences

  • content must be appropriate and meaningful
  • repetition and practice will consolidate information
  • distribution of work, study and practice
  • presentation mode may influence the learning process.


The learning processes of adults and children are dramatically different. Children rely on the pedagogical theory (empty jug theory - just pour information into the children), whereas adults rely on the andragogical theory (are ready to learn only what they need to learn). Adults also have the advantage of experience. Effective adult learning systems are the result of programmed experiences (such as driver's licence) plus the addition of unprogrammed experiences (eg. emotions).

Adult characteristics will therefor effect learning.

Characteristics include:

  •  have a good deal of relevant experience
  •  have set habits and strong tastes
  •  can make decisions and solve problems
  •  may fear falling behind
  •  have pride in themselves
  •  respond to reinforcement
  •  have ideas to contribute
  •  wish to apply their newly learnt skills/knowledge immediately.

Teachers to adults should therefore :

  • direct learning to make it immediately relevant
  • include adults experiences and backgrounds in lesson planning
  • use experiences to enhance self-esteem
  • encourage adults to reflect on their activities
  • clarify goals at regular intervals
  • inform adults of the rationale behind the teaching/learning methods
  • acknowledge needs of each adult
  • incorporate group and individual work.

Adults basically tend to study if they wish to learn more. They have the need to learn more. Most adults who do further education tend to pay for the course themselves and are willing to learn as they wish to direct their future. This is a major difference when compared to children.


When teaching adults there tends to be a decrease in the traditional methods of teaching (of telling and instructing), and an increasing emphasis on experimental techniques which tap the experience of the learners and involve them in analysing their experience.


Children are reliant upon other to teach them whatever is required to be learnt. At this stage though they do not appreciate this knowledge as they see no need for it at their present stage of development eg. studying accounting has no present importance for a 14 year old. They do expect it to be of use sometime in their future.

Children accept information at face value. Content may be accepted, or not, depending upon whether teacher encourages or deters the student in learning.

Children have little or no experience to use as a resource when learning or to share with other students. They are therefor regarded as clean slates.


They tend to be concerned with absorbing information rather than questioning it.

As a child, their primary concern at school is to learn.



Learning to make education work is more than just gathering factual information: it also requires an ability to choose the right information to apply to the situation at hand; as well as an ability to understand and apply that information appropriately.
A book, article or web site can give you information; but having a good library doesn't make you a good educator.

You need to move through a process of learning about education, and be guided by competent experts in order to properly learn something: and that is what this course can do for you. 

What Should You Study?
Let us help you make the Best Decision for You!

We've always found it is better to communicate with someone before they enrol. If we understand your passions, capabilities and ambitions, we can help you map out a course of action to give you the best chance of achieving your goals.

Use our free career and course counselling service.



Member of Study Gold Coast, Education Network
Member of Study Gold Coast, Education Network

ACS Global Partner - Affiliated with colleges in seven countries around the world.
ACS Global Partner - Affiliated with colleges in seven countries around the world.

ACS is recognised by the International Accreditation and Recognition Council
ACS is recognised by the International Accreditation and Recognition Council

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  Gavin Cole

Psychologist, Educator, Author, Psychotherapist. B.Sc., Psych.Cert., M. Psych. Cert.Garden Design, MACA Gavin has over 25 years of experience in psychology, in both Australia and England. He has co-authored several psychology text books and many courses including diploma and degree level courses in psychology and counselling. Gavin has worked for ACS for over 10 years.
  John Mason

Writer, Manager, Teacher and Businessman with over 40 years interenational experience covering Education, Publishing, Leisure Management, Education, and Horticulture. He has extensive experience both as a public servant, and as a small business owner. John is a well respected member of many professional associations, and author of over seventy books and of over two thousand magazine articles.
  Lyn Quirk

M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy Over 30 years as Health Club Manager, Fitness Professional, Teacher, Coach and Business manager in health, fitness and leisure industries. As business owner and former department head for TAFE, she brings a wealth of skills and experience to her role as a tutor for ACS.
  Rosemary Davies

Businesswoman, Journalist, Editor, Broadcaster, Teacher, Consultant for over 30 years.
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