Certificate III in Early Childhood Education and Care

Career Opportunities

Study Mode

Course Units

Prerequisites

Course Fees

Enrolment Documents

Course Code

CHC30121

Duration

1 year -2 years

About the Qualification

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 at 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.

Prerequisites

There are no entry requirements for this qualification.

However, a pre-enrolment process to establish suitability to undertake the course and to determine support requirements will be conducted, which will include a Language, Literacy and Numeracy (LLN) assessment.

Course Duration

Course Duration - 1 year -2 years

Typically this training course requires between 1 year to 2 year(s) to complete, determined by your own special circumstances and also the mode of study which you select. For example, if you were to do this program online and routinely allocate time and energy to complete the activities and assignments every week you may finish the course well ahead of the time

Qualification Level

Certificate III

Career Opportunities

Child Care Workers
Early Childhood Educators

Study Mode

Blended delivery – Online, Digitally, Video conferencing (Zoom/Teams),
Workplace- visits

Assessment

A variety of assessment methods are available but not limited to the ones listed below and can be used to assess a unit of competency, these could include:

Questioning Checklist- Theory/Questioning Assessments are delivered in the form of short questions and answers and/or Multiple choice, these are to be completed by the student.

Projects- These are issued to the student on completion of the training session. The student may be asked to gather a Portfolio of documents or evidence from the workplace; or, research a topic or area of study prior to the Assessment visit. If the task asked the student to demonstrate to the Assessor a topic or area of study, this will be conducted during the assessment session.

Practical Demonstrations- These are to be conducted by the Trainer/Assessor through observing when the student completes the required tasks consistently and continuously in the various workplace relevant situations.

Work placement – Evidence of work placement is collected as part of the performance evidence in the units in which the requirement appears. Evidence may include timesheets, log books, meeting minutes or other forms of workplace documentation and completion of the Skills workbooks/Observation logs.

Workplace Supervisor Report- This report is to be completed by the workplace supervisor, its purpose is to verify that the student can demonstrate a particular skill or applies relevant knowledge consistently and continuously in various situations. This is used as supplementary evidence.

Recognition of Prior Learning (RPL)

Recognition is available (on application) to students with prior skills, experience, knowledge or qualifications obtained from formal studies or training, in a related area. Recognition may reduce the duration of your studies.

RPL is available for each Unit of Competency-based on relevant workplace experience, formal training, or other expertise.

RPL is conducted through assessment only pathway

To apply for RPL, please contact info@auschs.edu.au to gain further information.

Simulated Work Environment

If a simulated work environment is required, it will be achieved by using suitable facilities, equipment and resources including individualised plans and equipment outlined in the plan, modelling of industry operating conditions, including presence of problem-solving activities and organisational policies, procedures and protocols.

Work Placement

Minimum work placement hours 160 hours.

To achieve this qualification, the individual must have completed a total of at 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.

Working with children check -Volunteer/Student Declaration

Before commencing work placement, it is advisable that you gain a Working with Children Check.

The Working with Children Check (WWCC) is a requirement for anyone who works or volunteers in child-related work in NSW. It involves a National Police Check (criminal history record check) and a review of reportable workplace misconduct.

Results of a National Police Check can take up to 4 weeks to be received.

The outcome of a check is either a clearance to work with children or a bar against working with children. If cleared, the check will be valid for 5 years, however applicants are continuously monitored.

The application costs $105 for paid workers and is free for volunteers.

https://www.service.nsw.gov.au/transaction/apply-for-a-working-with-children-check

https://ocg.nsw.gov.au/working-children-check/who-needs-check

How do I get a Working with Children Check? The first step is to do your Working with Children Check application online. Once your application form has been completed online, you will be given an application (APP) number. The second step is to take your application number along with proof of identity to a NSW Motor Registry, RMS Agency, or Service NSW service centre. Finally, you will receive an email once the Working with Children Check has been completed.

Education and Support Services

In accordance with the requirements of Standards for RTOs 2015, the following support is available to learners:

Language, literacy and numeracy (LLN) advice. The ACSF informs the identification and description of underpinning English language, literacy and numeracy features and requirements within competency standards. LLN requirements of participants will be assessed using LLN assessment form completed upon enrolment. LLN needs of Learners will be taken into consideration in the delivery and assessment of this qualification.

The following processes will be applied for students

Learning and assessment materials are written in plain English.
Delivery modes are negotiated to meet the needs of a diverse range of learners.
Entry to courses is in accordance with equal opportunity legislation, anti-discrimination legislation.

Support strategies include:

Identifying requirements (such as literacy, numeracy, English language or physical capabilities) learners would need to complete each course and if necessary, referring them to specialist services prior to enrolling in the course.
Developing strategies to make support available where gaps are identified.
Assistive technology
Additional tutorials

Reasonable Adjustment

Reasonable adjustment is the process of adjusting our intended methods of learning and assessment to accommodate the unique requirements of our clients yet remaining within the constraints of the training package whilst still applying the principles of assessment.

The following processes will be applied for students

Learning and assessment materials are written in plain English.
Delivery methods are negotiated to meet the needs of a diverse range of learners.
Entry to courses is in accordance with equal opportunity legislation, anti-discrimination legislation.

Reasonable Adjustment is a key strategy in achieving this outcome. Adjustments are made to the learning environment to ensure equal opportunity without imposing unjustifiable hardship on the Australian College of Higher Studies or compromising the integrity of the Qualification Standards.

Reasonable Adjustment should be catered for without compromising assessment conditions. For example, the Trainer/Assessor should withdraw from assessment to protect privacy, confidentiality and potentially company security concerns. In this instance, Reasonable Adjustment needs to be applied i.e. using a different form of Assessment or a simulated environment.

We are committed to assisting all of our clients where within our capacity to complete the course. To ensure we understand where we can assist we ask our students to self-identify any areas that we can assist them in. Our options and approach to English language literacy have been raised earlier.

Obviously, the trainer/assessor can make their own observations as to how they can modify our assessment process to meet the needs of our students. In the case of this course, possible areas of Reasonable Adjustment include: Shorter more frequent sessions for people with attention issues, the use of colour paper or tinted transparencies to assist those with dyslexia. In general, the student will know what form of reasonable adjustment suits their needs address these options with the student but ensure the needs of the Training Package are met, any requests for Reasonable Adjustment that cannot immediately be accommodated should be discussed with the CEO, and where we cannot accommodate the request, we will refer the Student onto a suitable organisation.

The RTO has incorporated a separate comment section for Reasonable Adjustments into each form of Assessment and in all of its assessment tools, or reasonable adjustments can be made as notes in the general comment sections.

Articulation

Course Units

Total number of units = 17

15 core units
2 elective units, consisting of:
- 1 unit from the list
- 1 unit from the electives listed , elsewhere in the CHC Community Services Training Package, or any other current Training Package or accredited course
Core units
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 Units

HLTFSE001 – Follow basic food safety practices

CHCDIV001 – Work with diverse people

Electives are subject to change

Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF alignment and contribute to a valid, industry-supported vocational outcome.