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This qualification reflects the role of educators in early childhood education and care who work in regulated children’s education and care services in Australia. They support children’s wellbeing, and development in the context of an approved learning framework. Educators use a range of well-developed skills and knowledge using discretion and judgment when carrying out their work in the context of established policies and procedures. They may work independently or under the guidance of others, though in some contexts that guidance may not be on-site.
Early childhood educators work in long day care centres, family day care, pre-schools, or kindergartens.
To achieve this qualification, the individual must have completed a total of least 160 hours of work in a regulated children’s education and care service in Australia as detailed in the Assessment Requirements of units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.
No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.
Under the Education and Care Services National Law (2011) the Australian Children’s Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information regarding regulatory requirements here: www.acecqa.gov.au.
Seventeen (17) units including fifteen (15) core units and two (2) elective units are required for the award of the CHC30121 Certificate III in Early Childhood Education and Care.
The 17 units that must be completed include:
• 15 core units
• 2 elective units consisting of:
o 1 unit from the electives listed at the link below
o 1 unit from the electives listed at the link below, elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course. Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.
The latest release of the qualification and packaging rules can be found at the following link: https://training.gov.au/Training/Details/CHC30121
Target groups for the CHC30121 Certificate III in Early Childhood Education and Care are international students who are:
• seeking to pursue or further a career as an educator
• seeking to enter a new industry sector
• seeking a pathway to higher level qualifications.
Characteristics of the target group are as follows: Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.
Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.
Students are expected to typically fall into the age range of 20 – 35 as people still establishing or changing careers.
Students may have study or work experience if they have completed other community services qualifications. Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.
Wembley House, Level 4, 841 George Street, Haymarket, Sydney, NSW, 2000
To be successful in Brooklyn College, international Students are mandatory to effectuate the following requirements:
Academic Requirements
English requirements
GS Requirements
Academic Requirements
• Students must be at least 18 years old
• Students must have completed year 12 or equivalent
English Requirements
• Have an IELTS* score of 6.0 with no individual band scoring lowering than 5.5 (test results must be no more than 2 years old).
• English language competence can also be demonstrated through documented evidence of any of the following:
o Successful completion of LLN Test
GS Requirements
The genuine student requirement (GS) is an integrity measure to ensure that the Student visa Programme is used as intended and not used by international students as a way of maintaining de facto permanent residency in Australia. The GS requirement applies to all student visa applicants.
In order to be granted a student visa, applicants must satisfy the Australian Government Department of Home Affairs (DHA) that they have a genuine intention to stay in Australia temporarily, for the purpose of study.
In assessing the GS requirements, DHA will consider the requirements set out in Ministerial Direction 106. This requires DHA to be satisfied that the student visa applicant genuinely intends to stay in Australia temporarily having regard to:
The applicant’s circumstances in their home country
The applicant’s potential circumstances in Australia
Previous study in Australia
The value of the course to the applicant’s future
The applicant’s immigration history
Students MUST have the following IT equipment prior to enrolling with BIC and will require a suitable study space for self-study, assessment activities, or
to participate in online classes.
Students are required to have their own laptop prior to the commencement of their course.
Hardware Requirements:
Desktop or laptop with the following recommended System Requirements:
• Specification of desktop or laptop is as below:
• Processor: 2.9–2.9 GHz process
• Memory: 8 GB
• Display Card: 1 GB GPU
• Disk Space: 100 GB
• Microsoft® Windows® 8.1 or Windows 10 version 1809 or above
• Apple® macOS® Monterey v12, or Apple® macOS® Big Sur v11, or Apple® macOS® Catalina v10.15
• A webcam, e.g. built-in to a laptop or a USB webcam.
• Audio input and output suitable for video conferencing or online classes.
• A headset or earbuds with a microphone is recommended.
• Photo/scan – a camera, e.g. on a mobile phone, can be required to scan and submit handwritten materials.
Software Requirements:
• A web browser such as Microsoft Edge, Firefox, Google Chrome, or Safari.
• Students are expected to access the web version of Microsoft Office 365 (i.e., Microsoft Outlook, Teams, Word, Excel, PowerPoint, Planner, To Do, and
Project).
• Students studying CAD will have access to the college’s Computer-aided design (CAD) system (if applicable to students qualification).
Internet Requirements:
• A reliable, high-speed broadband internet connection with sufficient upload and download capacity. A Wi-Fi or mobile connection can be acceptable.
• Students will have access to the college’s wireless connection whilst on campus.
• Community internet and computer access:
• In Australia, public libraries offer free access to computers and the internet, although students may require a membership card or be required to
pay a small charge.
• Students may need to book ahead if they wish to use library services.
• Students will also have access to printing and photocopying services on a pay-per-page basis. Most libraries also provide wireless hotspots and
recharging stations at no cost for students using their own devices.
Other Information:
The college encourages students to acquire the following skills and knowledge related to operating and maintaining an efficient study environment:
• Know how to install, use, and keep their computer’s internet browser and other software up to date (e.g. installing security updates)
• Be proficient in connecting their laptop and/or mobile device to wireless networks either at the college campus, your local library, or other locations
• Ability to use a web camera and headset/microphone
• Know how to use cloud storage (e.g. through Office 365 OneDrive)
• Ability to use Microsoft Word and other related software packages.
Potential employment options are as an educator in an early childhood education and care setting.
Students who complete this course may wish to continue their education into the CHC50121 Diploma of Early Childhood Education and Care.
Students may apply for recognition of existing qualifications or skills, knowledge, and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course.
Core Units
Elective Units
Total Units
| Core Unit Code | Core Unit Title |
|---|---|
| CHCECE030 | Support inclusion and diversity |
| CHCECE031 | Support children’s health, safety and wellbeing |
| CHCECE032 | Nurture babies and toddlers |
| CHCECE033 | Develop positive and respectful relationships with children |
| CHCECE034 | Use an approved learning framework to guide practice |
| CHCECE035 | Support the holistic learning and development of children |
| CHCECE036 | Provide experiences to support children’s play and learning |
| CHCECE037 | Support children to connect with the natural environment |
| CHCECE038 | Observe children to inform practice |
| CHCECE054 | Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures |
| CHCECE055 | Meet legal and ethical obligations in children’s education and care |
| CHCECE056 | Work effectively in children’s education and care |
| CHCPRT001 | Identify and respond to children and young people at risk |
| HLTAID012 | Provide First Aid in an education and care setting |
| HLTWHS001 | Participate in workplace health and safety |
| Elective Unit Code | Elective Unit Title |
| CHCDIV001 | Work with diverse people |
| CHCPRP003 | Reflect on and improve own professional practice |
Please note: All electives are pre-selected by Brooklyn International College.
For more information on the course content, visit:
Training.gov.au/Training/Details/BSB50420
This qualification must be delivered as per the packaging rules, even if a core unit/named elective has been superseded, until such time as the qualification has been updated and this update is reflected on the National Register, training.gov.au, and is listed on the RTO’s Scope of Registration.
There are many situations where it is considered beneficial for the student to receive the updated training that reflects the current skill needs of the relevant industry so a provider may choose to deliver the updated unit, issue a statement of attainment for those unit/s and then provide credit transfer – by mapping backwards – to the units named within the qualification.
Delivery and Assessment Overview
The qualification is delivered over 52 weeks comprising of:
Four (4) terms of 10 weeks each (40 weeks total)
Holiday breaks amounting to 12 weeks (as specified in the timetable).
DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week Additional, unsupervised study is expected to be approximately 5 hours a week. The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit.
AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 430 hours. Time scheduled for assessment in class is 210 hours. Work placement hours are 160 hours. Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 5 hours a week. Total hours delivery and assessment hours therefore amount to 800 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,000 hours. A detailed breakdown is shown in the training and assessment schedule. Brooklyn International College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 12 months – 2 years and 1200 – 2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time. Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.
DELIVERY ARRANGEMENTS
A face-to-face training and distance mode is employed for this qualification and all training will take place at Brooklyn International College’s training facilities. The structured self-study component of this course amounts to 6 hours a week except during work placement weeks. Students are provided with access to a Self-Study Guide for completion of a range of activities. The estimated time to complete activities is documented in the guide for each unit. This is a mandatory component of a student’s study and student’s attendance, and participation will be monitored. Where ECE units are delivered over one week, students will complete their knowledge questions as part of their structured self-study time.
Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency. Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation. Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing. Brooklyn International College uses a range of techniques during face-to-face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards. Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices, and activities associated with the workplace role.
SIMULATED TRAINING ENVIRONMENT
The simulated training environment is created as described below. In the classroom, this is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry. Students understanding of the workplace and its requirements will be developed throughout the course. The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and using learning materials. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment. Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency. During all sessions, sufficient time is allocated for students to perform the required tasks, practice their skills, and reinforce their knowledge.
WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 160 hours within a workplace as detailed in the assessment requirements of the following units:
CHCECE031 – Support children’s health, safety and wellbeing
CHCECE032 – Nurture babies and toddlers
CHCECE033 – Develop positive and respectful relationships with children
CHCECE035 – Support the holistic learning and development of children
CHCECE036 – Provide experiences to support children’s play and learning These units commence in Term 1 so that the required workplace hours can be achieved. Each work placement block is for 40 hours, and students record their hours in their workplace hours log. Trainer/assessors visit students during each work placement block. The purpose of these visits will be to meet with students to discuss any issues concerning the placement or questions the student has, as well as to conduct observations for assessment purposes. Students will complete their project portfolios for each of the units above in Week 10 of each term and after gaining practical experience and while the experiences are fresh in their minds. Brooklyn International College will assist all students to obtain work placements. However, students may also find their own work placement. Work placement agreements will be signed with participating organisations and a facilities and equipment check will take place prior to the agreement being signed. Workplace supervisors are required to endorse each student’s logbook to confirm they have completed the required service period hours. Workplace supervisors will be suitably qualified being qualified professionals in their role. Students must undergo suitable checks including working with children checks prior to placement which will be at the student’s own cost. Immunisations may also be required this will be advised by the student’s workplace.
FACILITIES, EQUIPMENT AND RESOURCES
The following facilities, equipment and resources will be used to deliver and assess this qualification:
Training rooms, including desks, chairs, whiteboard, and overhead projector.
Computers with Microsoft Office and access to the Internet.
Learning and assessment materials as outlined in this TAS.
Resources as indicated in the CHC30121 Workplace and Classroom Checklists. In addition, all students who are undertaking this qualification must have the following resources while in class. A laptop or computer that is installed with Microsoft Office or similar.