CHC40221 Certificate IV in School Based Education Support
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CHC40221 Certificate IV in School Based Education Support
The CHC40221 Certificate IV in School Based Education Support is the nationally recognised qualification for teacher aides, education assistants, SSOs and LSOs. Designed for those supporting students with additional learning needs, this course equips you with practical, job-ready skills to work effectively in inclusive classrooms. Study online with expert trainer support and complete your course in just 6 months.
As part of the CHC40221 Certificate IV, you’ll complete a 100-hour placement in a registered Australian school. This hands-on experience allows you to support students with disabilities, behavioural challenges, or learning disorders, and apply your skills in real classroom settings under the supervision of experienced staff.
You’ll gain essential skills to work as an education support professional, including:
Supporting students with disabilities, learning difficulties, and additional needs
Implementing individual education plans (IEPs)
Adapting learning materials for diverse students
Managing classroom behaviour and engagement
Collaborating with teachers and school staff
Working within legal and ethical frameworks
The CHC40221 Certificate IV in School-Based Education Support reflects contemporary best practices, ensuring you're thoroughly prepared to support students in varied educational settings across Australia.
Complete Your CHC40221 Certificate IV in Half the Time
ITAC’s integrated course structure enables you to complete your CHC40221 Certificate IV in School-Based Education Support in about 6 months—half the usual duration of traditional courses. By condensing repetitive content into focused, practical modules, you'll gain relevant skills faster so you can start earning sooner. [Learn more about our integrated approach here]
CHC40221 Certificate IV in School Based Education Support
Qualification:
CHC40221 Certificate IV in School Based Education Support
Accreditation:
Nationally Recognised
Availability:
Australia-wide including WA, VIC, NSW, QLD, SA, TAS, ACT & NT
Duration:
6 months standard (600 hours total); commonly faster for students with prior study, parenting, or related experience
Enrolment:
Flexible, 18-month enrolment window to accommodate life events
Content:
Core skills including supporting students with additional educational needs, implementing individual education plans, managing behaviours effectively, and adapting learning materials
Placement:
100 hours with support from local trainers [Read more]
Study Options:
Online Mode: Enrol anytime, with ongoing support [Read more]
Experienced Learner Pathway: Available [Read more]
Recognition of Prior Learning (RPL): Available [Read more]
Support:
Experienced trainers in all major states for personalised guidance, weekly live webinars, tutorials in select areas, phone and email support [Read more]
Time-Saving:
Our unique integrated structure condenses 17 traditional units into 4 streamlined modules. Complete your qualification in a fraction of the time. [Read more]
* Due to regulations ITAC cannot receive more than $1500 in advance. The second payment is scheduled soon after the 30-day census period. Students may request fees be paid over 2-3 payments.
Units of Competency for the CHC40221 Certificate IV in School Based Education Support
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.
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
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.
This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
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.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents.
These skills and knowledge enable education support workers to work with the teacher to reinforce mathematics skills across the curriculum.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop literacy skills, including oral language, reading and writing skills. It includes the ability to develop literacy resources.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to facilitate and monitor student learning according to principles of practice used in a school.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to contribute to the planning and implementation of strategies to support students who have challenges that may limit their access to the curriculum and its outcomes.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
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. This includes ensuring that student health and safety is maintained at all times.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge to provide support to students who have educational needs associated with an autism spectrum disorder (ASD).
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to support the implementation of behaviour plans within a school. It includes developing an understanding of relevant legislation and organisational policies and procedures.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
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.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.
This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
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.
This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
This unit describes the performance outcomes, skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.
This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
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.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
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.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
This unit describes the performance outcomes, skills and knowledge required to support and guide responsible and positive behaviour of students.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Admission
Prerequisites
No formal prerequisites specified in the accredited training package.
Language Requirements
Students must demonstrate functional English suitable for school-based education support contexts. This includes reading and interpreting school policies, understanding educational resources, and clearly communicating with students and colleagues.
Literacy Requirements
Students must possess literacy skills sufficient to accurately read and apply basic educational documentation such as school policies, procedures, student records, and safety instructions, as well as complete written reports, observations, and routine communication records.
Numeracy Requirements
Students must demonstrate basic numeracy skills required in education support contexts, including assisting students with calculations, measurements, simple data interpretation, and understanding basic educational graphs and charts.
Digital Literacy Requirements
Students must have regular access to a computer with reliable internet and standard software (PDF reader, web browser, word processor). Basic digital skills include navigating online learning platforms, managing electronic documents, and confidently assisting students with educational technologies commonly used in schools, such as computers and tablets.
Physical Requirements
Students must be physically capable of participating in learning activities inside and outside classrooms. Typical tasks include assisting students during classroom activities, supervising playground activities, engaging in sports and games, and safely moving educational equipment. Reasonable adjustments may be possible for students with physical limitations—contact ITAC to discuss your needs before enrolment.
Age Requirement
Students must turn 16 in the calendar year of enrolment. Students under 18 require a career guidance interview with an ITAC trainer.
Students must obtain the relevant working with children clearance for their state or territory (e.g., WWCC, Blue Card, WWVP). [Read more]
Disposition Requirements
Students must demonstrate a suitable disposition for working with children, including appropriate behaviour, professional communication, reliability, emotional maturity, and a commitment to ethical and safe conduct at all times.
Workplace Expectations
Students must meet standard workplace expectations for Australian schools, including appropriate dress, personal hygiene, being drug and alcohol-free, and presenting professionally and respectfully during placement.
ITAC Discretion
ITAC reserves the right to accept or decline enrolment based on relevant factors, including suitability, capability, support needs, or course appropriateness.
The CHC40221 Certificate IV in School Based Education Support is Australia’s leading qualification for teacher aides, education assistants, SSOs, and LSOs. It prepares you to work in inclusive classrooms, supporting students with disabilities, learning difficulties, and behavioural needs. You’ll learn practical skills aligned with modern school environments.
Most students complete the CHC40221 Certificate IV in around 6 months. The course is self-paced with up to 18 months allowed. Many finish faster with prior experience such as parenting, education support, or related study.
Yes. The course includes a 100-hour placement in a registered Australian school. You’ll support students with additional needs, apply what you've learned, and work under the supervision of qualified teachers. Placement typically runs 2–3 days per week over several weeks.
Yes – ITAC has a dedicated placement team to assist. You're encouraged to arrange your own (e.g. through friends, family, local schools), but if needed, we’ll help find one. Flexibility with school location and year level may be required.
You’ll get access to experienced local trainers across Australia, weekly live webinars, phone and email support, and one-on-one guidance. Trainers also visit you during placement and assist with documentation and practical tasks.
No. All assessments are practical, relevant, and workplace-focused. Tasks include short-answer questions, activity planning, scenario projects, and on-site observations. There are no written essays or formal exams.
Yes – the course is built for adult learners. You can study flexibly around your work, parenting, or other responsibilities. Many students balance part-time work or family life while completing the course.
Graduates work as teacher aides, education assistants, SSOs, LSOs, and integration aides—especially in roles supporting students with additional needs. This qualification increases employability, responsibilities, and potential pay.
Placement visits are a regulatory requirement and an industry expectation. Schools often reject students from RTOs that don’t conduct site visits. ITAC's local trainers visit each student to complete assessment tasks, ensure quality, and maximise job-readiness.
The Education Support Combo includes both Certificate III and IV and is recommended for maximum employment flexibility and earning potential. The standalone Certificate IV is ideal if you're confident, have prior experience, or already work in education. If unsure, contact us for guidance.
Andrea is a qualified primary teacher with 14 years' experience in classroom and leadership roles. She loves camping trips and spending family time at the beach.
Kylie is a degree-qualified early childhood teacher with over 10 years in adult education. She enjoys the variety of her role and planning family adventures.
Lisa is an experienced early childhood teacher who balances teaching and training roles. At home, she's happiest spending time with her family and their beloved pets.
Candace is a qualified primary teacher with nearly 10 years' classroom experience. She enjoys helping students succeed and relaxing at the beach with family and friends.
Aliesha has over 20 years' experience in education and loves supporting ITAC students and staff. Outside work, she enjoys camping trips and time with her grandchildren.
Kylie has nearly 12 years' experience supporting primary students, especially in literacy. She loves helping others achieve their goals and sharing the joy of reading.
Carolyn is a degree-qualified teacher who also works as a university lecturer. She enjoys helping future teacher aides and spending weekends cheering on her son at swim meets.
Catherine has dedicated 25 years to supporting students with learning difficulties and disabilities. Outside work, her family life keeps her smiling—and she adores giraffes!
Shelley is a qualified special education teacher who enjoys supporting students with diverse learning needs. She’s passionate about music and loves combining creativity with teaching.
Carla is an experienced primary teacher and former Assistant Principal specialising in special education. Outside work, she enjoys painting and beach adventures with family.
Joy is an experienced primary and specialist education teacher who's passionate about education support and technology. She loves reading, travel, and discovering amazing food along the way.
Margie is a secondary-trained teacher experienced in special education and vocational training. She loves exploring Queensland’s countryside and beaches in her free time.
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Flexible Learning
Local Expertise
Experienced trainers across major Australian cities, providing tailored support and local insights throughout your studies.
Online Learning Platform
24/7 access to our comprehensive digital resources, allowing you to study at your own pace, wherever you are in Australia.
Personalised Support
Dedicated team committed to your success, offering academic guidance and practical assistance to help you balance study with life's demands.
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