Associate Degree in Education Support

Upon successful completion of this program, students should be able to: 

1. Exhibit broad theoretical and technical knowledge related to education support work in schools and communities
2. Identify, demonstrate and assess skills of ethical practice, communication, critical reflection and collaboration needed in diverse, complex and unpredictable learning contexts
3. Apply knowledge and skills pertinent to education support by planning for and supporting the delivery of a differentiated curriculum for individual learners, particularly in the areas of literacy and numeracy

Graduates will be highly sought in education careers and in particular in classroom settings as Integration Aides, Teacher Aides, and School Support Officers. Graduates will also be highly sought after in the industry training sector, and will be suited to communication-based jobs, public relations and other sectors that value graduates with well-developed problem-solving, communication and critical thinking skills.

Higher education via OUA

Successful completion of one OUA open access subject of study at the equivalent AQF level, unless otherwise specified

Higher education

• Completed University Preparation Program or equivalent; OR
• Successful completion of one (12.5 credit point) undergraduate unit/subject of study

Secondary education

Completed the TCE (or equivalent)

VET studies

Successful completion of Certificate III or equivalent in any discipline

Work and Life

Statement of personal competencies (includes work and life experience)

The University of Tasmania grants credit and recognition of prior learning that may include formal and/or informal prior learning. More information is available here.

The Associate Degree in Education Support is a two-year program intended to provide an educational qualification for a range of education support roles including Teacher Aides, Integration Aides, School Support Officers and Home-Schooling parents.

This program values the critical role that Education Support workers play in enabling learners to overcome their barriers to learning success. As a distinctive profession in its own right, Education Support is critical to the provision of educational access and equity, particularly for children and adults who may have distinct learning difficulties, lack confidence or motivation in learning, or who might otherwise be disengaged or marginalised from conventional educational systems or practices.

The program is informed by core theoretical knowledge and evidence-based practice in learning support. It is underpinned by a strong research-practice nexus and is guided by our Faculty’s commitment to social justice as a core value for the work that educators and education support workers do. By experiencing a curriculum that values access and equity, and embeds inclusive education practices as well as attention to social and emotional learning, our students come to recognise that positive relationships with self, others, cultures and place are critical to learning success.

By working with partners to provide work-integrated learning opportunities, we guide and mentor our students to embark on personally and professionally fulfilling learning pathways as they develop:

• an empathic, critically reflective and global perspective;
• a collaborative and contextual approach;
• the capacity to work effectively in highly diverse contexts;
• the capacity to be creative and resilient practitioners, and lifelong learners.

We engage with students at all stages of their journey toward becoming confident education support workers capable of making a real difference to people’s lives.

Recommended Study Pattern

For students undertaking full-time study the following study pattern is recommended:

It is strongly recommended that you complete EDU106 Academic Literacies in your first semester of study. This subject introduces you to the expectations of university study and assists you to develop the skills you need to engage successfully with higher education. 

Year 1. 8 subjects in first year including: 

• 8 core subjects 
  • TAS-EDU102 Foundations of Teaching
  • TAS-EDU104 Growth and Motor Development Across the Lifespan
  • TAS-EDU106 Academic Literacies
  • TAS-EES160 Foundations of Literacy Support
  • TAS-EES161 The Role of Education Support
  • TAS-EES162 Foundations of Numeracy Support 
  • TAS-EES163 Education Support in Practice
  • TAS-EPR130 Arts Education: Music & Visual Arts

Year 2. 8 subjects in second year including: 

• 6 core subjects 
  • TAS-EDU202 Planning for Positive Behaviour
  • TAS-EPR210 Developing Understandings of English
  • TAS-EPR303 Inclusive Practices in Education Settings
  • TAS-EPR322 Inclusive Mathematics
  • TAS-ESP170 Health Pedagogy 1
  • TAS-ESP326 Social and Emotional Learning
• 2 electives from
  • TAS-EDU190 Aboriginal and Torres Strait Islander Culturally Inclusive Curriculum and Pedagogy
  • TAS-EES201 Educating Students with Multiple Disabilities
  • TAS-EES202 Supporting Disengaged Students
  • TAS-EPR301 Literacy and Numeracy 5 to 8 years 
  • TAS-ESH105 Curriculum and Pedagogy in Early Childhood
  • TAS-ESH241 Early Childhood Theories of Teaching and Learning
  • TAS-ESH345 Play, Pedagogy and Learning
  • TAS-HSS113 Indigenous Lifeworlds: Sovereignty, Justice, Society
  • TAS-HUM113 Indigenous Lifeworlds: Story, History, Country

Award Requirements

Satisfactory completion of 16 subjects, as required in the schedule, within 2-5 years from commencement.