Study 100% online at your own pace, with personal support from experienced trainers in every major state. All courses include a real-world placement in a registered early childhood service, helping you build practical skills and job confidence. Most students complete the Certificate III or Diploma in 6 months, or the Combo in around 9 months.
Skills You'll Gain
Throughout the program, you’ll develop a broad set of job-ready skills, including:
Support children’s learning and development through play-based activities
Promote health, nutrition, safety, and wellbeing in early childhood settings
Build strong partnerships with families and communities
Assist babies, toddlers, and preschoolers with daily routines and education
Plan and lead learning experiences aligned with national frameworks (EYLF)
Observe and document child development
Mentor other educators (Diploma level)
Manage compliance and support centre leadership (Diploma/Combo)
Complete Your Childcare Course in Half the Time
ITAC’s integrated course structure allows you to complete your childcare qualification significantly faster than traditional programs. Whether you enrol in the CHC30121 Certificate III, CHC50121 Diploma, or the Childcare Combo, our streamlined delivery reduces repetition and focuses on practical, job-ready skills.
Most students graduate in 6 to 9 months, depending on the course selected — far quicker than the 12–24 months often required by other providers. This means you can start working in early childhood sooner, with the confidence and skills employers are looking for.
Example – Combo Students Save Time and Money
Students who enrol in the Childcare Combo (CHC30121 + CHC50121) typically complete both qualifications in just 9 months, compared to the 2–4 years it can take if done separately. This integrated path saves time, lowers cost, and prepares you for both educator and leadership roles in one enrolment. [Read more]
Childcare Courses
Qualifications Available:
CHC30121 Certificate III in Early Childhood Education and Care [Read more]
CHC50121 Diploma of Early Childhood Education and Care [Read more]
Many students finish faster with prior experience in childcare, parenting, or study.
Enrolment:
Flexible, 18-month enrolment window to accommodate life events
Content:
Courses cover core to advanced skills including:
Child health, nutrition, and safety
Play-based learning and development
Observing and responding to developmental needs
Curriculum planning (Diploma level)
Compliance, leadership, and mentoring (Diploma level)
Working with babies, toddlers, and preschoolers
Family and community partnerships
Placement:
All courses include a real-world placement in a registered early childhood service:
Certificate III: 160 hours
Diploma: 280 hours
Combo: 440 hours
Trainer support and placement assistance included. [Read more]
Study Options:
100% Online plus placement: Enrol anytime and study at your pace [Read more]
Recognition of Prior Learning (RPL): Available for experienced learners [Read more]
Support:
Trainer support available across all major states. Weekly webinars, phone/email help, placement guidance, and job readiness assistance [Read more]
Time-Saving:
Our integrated Combo structure reduces repetition and condenses content, allowing students to complete two qualifications in a fraction of the normal 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.
Interest-free Payment Options (CHC50121 Diploma)
Interest-Free Payment Options
Plan
$/Pay
Total
Weekly x 52
$73.08
$3,800
Weekly x 38
$100.00
$3,800
Weekly x 26
$146.15
$3,800
Weekly x 12
$316.67
$3,800
Fortnightly x 26
$146.15
$3,800
Fortnightly x 18
$211.11
$3,800
Fortnightly x 12
$316.67
$3,800
Fortnightly x 6
$633.33
$3,800
Monthly x 12
$316.67
$3,800
Monthly x 9
$422.22
$3,800
Monthly x 6
$633.33
$3,800
Monthly x 3
$1,266.67
$3,800
Monthly x 2*
$1500 / $2300
$3,800
* 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.
Interest-free Payment Options (Combo - Cert III + Diploma)
Interest-Free Payment Options
Plan
$/Pay
Total
Weekly x 52
$86.54
$4,500
Weekly x 38
$118.42
$4,500
Weekly x 26
$173.08
$4,500
Weekly x 12
$375.00
$4,500
Fortnightly x 26
$173.08
$4,500
Fortnightly x 18
$250.00
$4,500
Fortnightly x 12
$375.00
$4,500
Fortnightly x 6
$750.00
$4,500
Monthly x 12
$375.00
$4,500
Monthly x 9
$500.00
$4,500
Monthly x 6
$750.00
$4,500
Monthly x 3
$1,500.00
$4,500
Monthly x 2*
$1500 / $3000
$4,500
* 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.
* 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.
* This unit is completed externally at the student's own cost.
This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.
This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.
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 support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
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 develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
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 communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.
This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.
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 source and use an approved childhood learning framework.
This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
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 recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.
This unit applies to educators who support children’s learning and development according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
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 set up, support and review experiences for children’s play and learning.
This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.
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 encourage children’s connection with the natural environment.
This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.
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 gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.
This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.
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 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 meet legal and ethical obligations. This includes the ability to recognise potential and actual examples of non-compliance with regulatory requirements and contribute to the continuous improvement of practice.
This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.
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 in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.
This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.
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 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 skills and knowledge required to provide a first aid response to infants and children in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.
This unit applies to a range of workers within an education and care setting who are required to respond to a first aid emergency, including asthma and anaphylactic emergencies. This includes early childhood workers and educators who work with school age children in outside school hours care and vacation programs.
This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).
Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities
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 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 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 lead teams in the workplace and to actively engage with the management of the organisation.
The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.
This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.
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 foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.
This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.
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 develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.
This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.
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 legislative, regulatory and National Quality Framework compliance in an education and care service.
This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.
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 develop guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.
This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
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 promote inclusion and diversity and to plan, implement and monitor individual support strategies.
This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
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 gather and analyse information about children’s learning to inform practice.
This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.
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 plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.
This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.
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 develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility.
This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
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 establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.
This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.
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 performance outcomes, skills and knowledge required to support and encourage children’s connection with the natural environment.
This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.
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 apply child protection principles in an education and care setting. It also covers standard protocols to maintain a safe environment for children and work using a collaborative practice model.
This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.
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 work with community groups and individuals to identify and address their information needs.
This unit applies to work at all levels in a range of community service or 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.
Admissions
Admission
Prerequisites
No formal prerequisites specified in the accredited training package.
Language Requirements
Students must demonstrate functional English suitable for early childhood contexts, including reading and interpreting service policies, understanding regulatory documents, and communicating clearly with children, families, and colleagues.
Literacy Requirements
Students must have the literacy skills required to read and apply basic documentation such as safety procedures, children's routines, and policies, and to accurately complete observations, incident reports, and daily communication records.
Numeracy Requirements
Students must demonstrate basic numeracy skills for tasks such as measuring and recording medication dosages, nutrition and hygiene practices, reading graphs, and performing routine calculations required in childcare settings.
Digital Literacy Requirements
Students must have regular access to a computer with internet and basic software (PDF reader, browser, word processor). Students must also be able to access and effectively use e-learning tools, complete digital assessments, and use basic technologies relevant to early learning environments (e.g., tablets, electronic documentation).
Physical Requirements
Students must be physically capable of participating in indoor and outdoor learning activities. This includes sitting on the floor, lifting small children, assisting with play and movement, and setting up equipment. Reasonable adjustments may be available for students with physical limitations—contact ITAC before enrolling.
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, communication, attitude, reliability, professionalism, emotional maturity, and a commitment to ethical and safe conduct at all times.
Workplace Expectations
Students must meet common workplace standards for early childhood settings, including being drug and alcohol-free, dressing appropriately, maintaining personal hygiene, and presenting in a professional, respectful, and safe manner when attending placement.
ITAC Discretion
ITAC reserves the right to accept or decline enrolment based on any factor it reasonably considers relevant, including capability, support needs, conduct, or course suitability.
Admission
Prerequisites
Students must hold either CHC30121 Certificate III in Early Childhood Education and Care or CHC30113 Certificate III in Early Childhood Education and Care.
Language Requirements
Students must demonstrate functional English suitable for early childhood leadership roles, including interpreting policies, writing curriculum documentation, communicating clearly with staff, families, and external parties, and understanding regulatory requirements.
Literacy Requirements
Students must have the literacy skills required to read, interpret, and apply regulatory documents such as the Early Years Learning Framework (EYLF), National Quality Standards (NQS), and operational policies, as well as effectively document observations, assessments, and quality improvement plans.
Numeracy Requirements
Students must demonstrate numeracy skills sufficient for calculating educator-to-child ratios, interpreting basic operational budgets, accurately managing medication dosages, nutrition measurements, and recording children's developmental progress data.
Digital Literacy Requirements
Students require regular access to a computer with internet connectivity and basic software (PDF reader, browser, word processor). Students must competently navigate childcare management systems, complete digital assessments, document children's learning electronically, and communicate effectively using digital technologies relevant to early childhood environments.
Physical Requirements
Students must be physically capable of participating in all indoor and outdoor learning activities. This includes sitting on the floor, lifting small children, setting up equipment, responding quickly to emergencies, and actively supervising children's play. Reasonable adjustments may be available for physical limitations—contact ITAC before enrolling.
Age Requirement
Students must turn 18 in the calendar year of enrolment.
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 at a leadership level in early childhood settings, including appropriate communication, professionalism, reliability, emotional maturity, respectful interactions, and commitment to ethical and safe conduct at all times.
Workplace Expectations
Students must meet professional standards expected in early childhood services, including being drug and alcohol-free, dressing professionally, maintaining personal hygiene, and presenting in a professional, respectful, and safe manner during placement.
ITAC Discretion
ITAC reserves the right to accept or decline enrolment based on any factor it reasonably considers relevant, including capability, support needs, conduct, or course suitability.
We offer the nationally recognised CHC30121 Certificate III in Early Childhood Education and Care, the CHC50121 Diploma of Early Childhood Education and Care, and a Childcare Combo, which combines both into one streamlined enrolment.
Certificate III: ~6 months
Diploma: ~6 months
Combo: ~9 months
All courses are self-paced and include a generous 18-month enrolment window to fit your lifestyle.
Yes. All courses include a real-world placement in a registered early childhood service:
Certificate III: 160 hours
Diploma: 280 hours
Combo: 440 hours
You’ll work with babies, toddlers, and preschoolers under trainer guidance. Placement assistance and visits are included.
Yes. Our courses are designed for adult learners who are balancing study with work, family, or other responsibilities. Study at your own pace, any time.
Yes. All qualifications are approved for Youth Allowance, Austudy, and Abstudy. Contact Centrelink to confirm your eligibility.
Choose Certificate III if you're new to childcare or want an entry-level role.
Choose Diploma if you want to lead programs, mentor staff, or work toward leadership positions.
Choose the Combo to maximise your skills, employability, and long-term career options.
A dedicated local trainer
Weekly live webinars
Email and phone support
Placement support and on-site visits
Job search assistance through our JobAssist program
No. All assessments are practical and job-focused. You’ll complete:
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.
Experience our range of innovative programs at ITAC, enhancing your educational journey towards success.
JobAssist
Only at ITAC, JobAssist connects students with 1000s of employers around Australia – helping students to land their dream job in a local school. Free for all ITAC students.
MumED
This program provides tailored support for mothers balancing educational commitments with family life, such as by offering flexible schedules and support.
Academic Engagement
Designed to support consistent learning towards academic goals, this program offers regular one-on-one contact with experienced staff and other services.
EnablePath
Aimed at creating an inclusive environment, this program offers customized learning plans, specialist staff, and one-on-one support for students with disabilities.
Dandjoo Support
Targeted for Indigenous students, this program offers culturally sensitive support, mentorship, and resources to help students navigate their academic journey.
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.
Nationwide Support: Trusted by Thousands of Students Every Year
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Successful Students
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Years of Excellence
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Industry Connections
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Years Combined Experience
Ready to get started? Enrol today with local trainer support.
