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ADVANCED CERTIFICATE IN EDUCATION SUPPORT VGN003

Duration (approx) 900 hours
Qualification Advanced Certificate

An Advanced Course in Educational Support

A unique course equally focused on developing a students knowledge of:

  • learning practices,
  • management skills,
  • the practical delivery of support services in the education context.

The course places more emphasis on education support than coal face teaching.

It's easy to enrol...

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Teaching Methods and Practices have Evolved - Study to Further Develop Your Skills

Teaching today involves the use of an array of technologies and a broader support function beyond the teaching of a particular subject.

Working in a school can be challenging and rewarding, study the Advanced Certificate in Education Support to -

  • Develop skills to work in a support capacity in education - especially schools based education.
  • Understand the application of modern technology in delivering education.
  • This specialist 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.
  • 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

The Advanced Certificate in Education Support comprises a total of 9 modules.  Students complete the 5 core modules, plus a further 4 elective modules.  Exams are taken for the 3 of the core modules (Classroom Delivery Skills BGN106, Educational Psychology BPS105, Computer Servicing I VIT203) and the 5 elective modules.

The Modules

Core Modules

These modules provide foundation knowledge for the Advanced Certificate in Education Support.

Industry Project BIP000
Industry Project II BIP001
Classroom Delivery Skills BGN106
Educational Psychology BPS105
Computer Servicing I VIT203

Elective Modules

In addition to the core modules, students study any 5 of the following 16 modules.

Child Psychology BPS104
Communications VWR100
Course Writing And Development BGN107
Delivering Distance Education BGN108
ESL Writing Fundamentals AWR101
Health & Wellbeing VRE102
Instructional Skills BGN101
Introduction to Psychology BPS101
Motivation VBS111
Play Leadership VRE101
Child and Adolescent Mental Health BPS214
Counselling Children BPS218
Developmental Psychology BPS210
Developmental, Learning and Behavioural Disorders in Children and Adolescents BPS215
Social Psychology I BPS205
Professional Supervision BPS301

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

Everyone learns differently

Some children learn at a faster pace, 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.  This increases the demands on those delivering the education, requiring more than a "trained" teacher who can give a lecture.

What Does A Learner Need?

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

  • Physiological/Security - the need for food, shelter, etc, to feel safe and secure.
  • Social - the need to be accepted by others and to have friends.
  • Achievement and Esteem - the need to accomplish and have others recognise the efforts.
  • Autonomy - the need to do one's own work and work independently.
  • 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 tailor 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.

Adult Learners

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 (e.g. emotions).

Adult characteristics will therefore affect 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 the needs of each individual;
  • incorporate group and individual work.

Generally speaking, adults 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 into the experience of the learners and involve them in analysing their experience.

Child Learners

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, for example, studying accounting has no present importance for a 14 year old as they cannot see it will 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.
  • Children tend to be concerned with absorbing information rather than questioning it. As a child, their primary concern at school is to learn.

This Course is a Process - Learn to be an Outstanding Educator

Learning to make education work is more than just gathering factual information. Additionally, it requires the ability to -

  • Choose the right information to apply to the situation at hand
  • 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.  This is what the Advanced Certificate in Education Support can do for you.

What Should You Study?

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 Course Counselling service to find out more.

Courses can be started anytime from anywhere in the world!

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Towergate Insurance welcomes Professional Liability insurance applications from ACS graduates across all disciplines. Click here for more details.
 

Meet some of our academics

Tracey Jones (psychology)B.Sc. (Hons) (Psychology), M.Soc.Sc (social work), DipSW (social work), PGCE (Education), PGD (Learning Disability Studies) Tracey began studying psychology in 1990. She has a wide range of experience within the psychology and social work field, particularly working with people with learning disabilities. She is also qualified as a teacher and now teaches psychology and social work related subjects. She has been a book reviewer for the British Journal of Social Work and has also written many textbooks, blogs, articles and ebooks on psychology, writing, sociology, child development and more. She has had also several short stories published.
John MasonMr Mason has worked 45+ years in Writing, Education, Horticulture and Recreation. His experience in both public & private sectors is extensive; particularly across Australia and England.
Rosemary Davies (General)Rosemary has over 30 years of working in jobs ranging from Writer, Consultant, Broadcaster and, Business owner, to Teacher and landscape designer. She has worked for ACS since 2008
Lyn Quirk M.Ed.,Dip.Med.,Dip.SportsOver 35 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.M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy


Check out our eBooks

LearningA book to help students learn and to discover better learning techniques. There are lots of different techniques for learning. Most work well for some people, but not for others. If you understand the way in which a particular individual is most likely to learn, you can better determine the most appropriate learning techniques for them to use. This book helps you understand both the theory and the practical solutions that can help improve learning whether at home, at school, at work or at play.
Getting Work in a Modern WorldGetting Work in a Modern World is a must read; for students, parents, the unemployed, careers advisors or anyone interested in changing or forging a sustainable career. This is realistic guide to getting a job or starting out in business and understanding different industries. Topics covered in this book include 1/Career Myths, 2/ Finding Your Path, 3/ Understanding Employers, 4/ Preparing for a Job, 5/ Jobs to Consider: Looking to the Future, 6/ Information Technology, 7/ Business, Management and Sales, 8/ Health and Wellbeing, 9/ Horticulture, 10/ Wildlife and Environmental, 11/ Animal Care, 12/ Agriculture, 13/ Hospitality and Tourism, 14/ Media and 15/ Education.
How Children ThinkAnyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
How to be a Life CoachLife coaching is a relatively new profession - although coaches have been around for a long time in the guise of trainers, instructors, managers and tutors for various professions and disciplines. Life coaching is not easily defined, but it is a type of mentoring which focuses on helping individuals to achieve what they would like to achieve and thereby to lead more fulfilling lives. Unlike other forms of coaching, it takes place outside of the workplace and is concerned with all aspects of a person’s life.