Literacy Specialisation

Complete nationally recognised units of competency from the newly released Certificate IV in School Based Education Support CHC40221.
RTO: 3097 All courses run subject to minimum enrolments. Courses may lead to an Australian Qualification Framework (AQF) qualification or statement of attainment. Information is correct at time of publication and subject to change.

Training may be delivered with funding from the Victorian and Commonwealth Governments upon individual application. Eligibility criteria apply if funding is utilised, this may affect opportunities to access additional funding in the future.

• CHCEDS036 — Support the development of literacy and oral language skills
• CHCEDS046 — Support student literacy learning
• CHCEDS047 — Assist in facilitation of student learning


Dates: Future 2023 dates to be confirmed.

Time: 6pm — 8pm

Venue: Zoom plus workplace placement

Cost: No cost to approved participants (employed within a Primary or Secondary School as an Education Support worker)

Must be supported by your employing school to attend the full course and complete assessments in the workplace

Assessment: Participants must successfully complete formal assessments (written tasks and observation in the workplace) to achieve the three nationally recognised units of competency

For further information: contact Education Manager, Caroline Lancaster caroline.lancaster@chisholm.edu.au

The literacy specialisation has been developed to equip new and existing Education Support Staff to provide evidence-based literacy intervention for students in both primary and secondary schools.

The training aligns with literacy curriculum and literacy progressions in the areas of Speaking and Listening, Reading and Viewing, and Writing, drawing on the recently revised Literacy Toolkit from the Victorian Department of Education and Training.

This literacy specialisation encompasses the teaching of skills and knowledge to enable participants to implement evidence-based explicit structured literacy lessons that include oral language (phonological awareness), phonemic awareness, fluency, vocabulary, and comprehension, in line with evidence-based approaches (Science of Reading – SOR).

Participants will also cover topics related to supporting students with different text genres and text purposes.