CHC50113 Diploma of Early Childhood Education and Care Work Ready Funded Child Care Courses Adelaide Australia Perth Government Funding

CHC50113 - Diploma of Early Childhood Education and Care

Regular price
$500.00
Sale price
$500.00

Course Description

The Diploma of Early Childhood Education and Care (CHC50113) includes all the components of the Cert III but also affords opportunities to take on leadership roles such as a team room leader, coordinator, assistant director or director. A Diploma qualified person can be responsible for ensuring an early learning program is implemented properly and documented.

Ultimately, having a Diploma gives you the opportunity to take on more responsibilities.

AITT subscribes to the National Quality Framework, Education and Care Services National Regulations and Education and Care Services National Law Act 2010. All information can be found and sourced from ACECQA (Australian Children’s Education and Care Quality Authority) www.acecqa.gov.au

You should consider undertaking this qualification if:

  • You are a senior employee at a childcare centre
  • You enjoy working with children
  • You own or run a day child centre
  • You would like to upskill and progress in your career in Child Care
  • You already hold the Cert III and are ready to take the next step

Skills Developed

The skills listed below are just a sample of those you will attain (in addition to those attained in the Cert III of Early Childhood Education & Care). 

  • Design and implement curriculums in consultation with others
  • Monitor children’s learning and development
  • Use evidence to inform practice
  • Create an inclusive environment and respect diversity
  • Identify children with barriers to learning
  • Develop a plan for support and inclusion
  • Foster creativity through the environment and learning
  • Implement strategies to meet children’s additional needs
  • Design learning experiences to foster children’s learning and development
  • Assess and evaluate planned and unplanned teaching and learning
  • Implement sustainability practices in the child care environment
  • Support children to develop an understanding and respect for the natural environment
  • Learn to communicate with families, community services and more
  • Provide opportunities that stimulate learning and development
  • Design, implement and evaluate learning experiences for children
  • Identify and review behaviour as required
  • Develop plans to manage children’s behaviour
  • Be fluent in the National Quality Framework and compliance requirements 

Units of Competency

Core Units

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children

CHCECE004 Promote and provide healthy food and drinks

CHCECE005 Provide care for babies and toddlers

CHCECE007 Develop positive and respectful relationships with children

CHCECE009 Use an approved learning framework to guide practice

CHCECE016 Establish and maintain a safe and healthy environment for children

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

CHCECE018 Nurture creativity in children

CHCECE019 Facilitate compliance in an education and care services

CHCECE020 Establish and implement plans for developing cooperative behaviour

CHCECE021 Implement strategies for the inclusion of all children

CHCECE022 Promote children’s agency

CHCECE023 Analyse information to inform learning

CHCECE024 Design and implement the curriculum to foster children's learning and development

CHCECE025 Embed sustainable practices in service operations

CHCECE026 Work in partnership with families to provide appropriate education and care for children

CHCLEG001 Work legally and ethically

CHCPRT001 Identify and respond to children and young people at risk

HLTAID004 Provide an emergency first aid response in an education and care setting

HLTWHS003 Maintain work health and safety

AITT-Selected Elective Units
BSBINN502 Build and sustain an innovative work environment

BSBLED401 Develop teams and individuals

BSBWOR301 Organise personal work priorities and development

CHCPOL002 Develop and implement policy

CHCPRP003 Reflect on and improve own professional practice 

For more information visit:

https://training.gov.au/Training/Details/CHC50113

Cert III Holders

The following units are from the Cert III ECEC and can be credit transferred towards your Diploma.

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Provide care for children

CHCECE004 Promote and provide healthy food and drinks

CHCECE005 Provide care for babies and toddlers

CHCECE007 Develop positive and respectful relationships with children

CHCECE009 Use an approved learning framework to guide practice

CHCLEG001 Work legally and ethically

CHCPRT001 Identify and respond to children and young people at risk

HLTAID004 Provide an emergency first aid response in an education and care setting

 

For more information visit:

https://training.gov.au/Training/Details/CHC50113

Delivery Modes

AITT offers a blended face to face delivery mode.

Delivery Particulars

Training is delivered via a combination of face-to-face classroom training sessions and online distance learning. This is further supplemented by constant trainer support through AiTT’s online student portal. 

Assessment is facilitated through the following methods:

  • Written workbook assessments completed in the class and/or as homework
  • Projects/Case Studies completed in class and/or as homework
  • Skills Workbook assessments completed in the vocational workplace
  • Assessment is delivered via AiTT’s Assessment Suite, which includes a combination of:
    • Written knowledge assessments
    • Projects
    • Tasks based on simulated scenarios/ case studies
    • Observation via demonstration or role play

Training:

Learners are provided with learner guides, assessment workbooks and other relevant reference documents (provided as hard copies or electronic copies accessible through the RTO’s online student portal), comprising all the materials required to complete each unit of competency.

Training has two components:

  1. Face-to-face training sessions are conducted by a qualified trainer according to the course schedule/blocks (see timetables for more details). The face-to-face sessions include, but are not limited to:
  • Discussions covering relevant theories, concepts, and/or underpinning knowledge
  • Practical demonstrations and practice sessions covering the practical/skills requirements of each subject
  • Instructions/guidance in completing the assessments
  • Group activities, quizzes, exercises, etc.
  1. Online/Distance learning is facilitated through AiTT’s online student portal, and other electronic/mobile media. Some instructions may be provided through live and pre-recorded webinars, combination of instructional video’s plus trainer commentary and group discussions, online forums, online guided activities, etc.

Assessment:

Assessments are divided into three components:

  1. Knowledge assessments
  2. Skills assessments completed outside of the vocational workplace, e.g. projects, role plays, case studies, etc.
  3. Skills assessments completed within the vocational workplace 

Assessment will depend on the specific pathway learners take to complete the course. Students eligible for RPL are only required to complete the knowledge assessments, provided that they successfully complete the corresponding RPL assessments to demonstrate relevant skills competency.

Knowledge assessments and other skills assessments completed outside of the vocational workplace are included in subjects 1 to 6. These assessments are completed according to the block schedule.

Skills assessments completed in the vocational placement are facilitated through the Skills Workbook. Although AiTT trainers conduct vocational workplace visits, some assessments that are conducted and observed over a period of time will also rely on supervisor feedback/third-party reports. As such, additional third-party or supplementary evidence may be required. Additional evidence may include:

  • Video recording
  • Portfolio of evidence collected in the workplace
  • Interview with the workplace supervisor

Resources Required to Complete the Course:

For successful completion of this course, students will need ongoing access to:

  • A computer with an Internet access with a reliable speed of at least 5mbps
  • Google Chrome (recommended browser)
  • MS Word, PowerPoint and Excel or equivalent applications.
  • Adobe Acrobat Reader or equivalent application

Each student will gain access to AiTT’s LMS, which includes access to:

  • Tutorial Documents for Navigating the LMS
  • Training Plan
  • Learner Guides for each subject
  • Assessment Workbooks for each subject
  • Templates for Projects and other activities
  • Face to Face Session Schedules
  • Supplementary learning resources, handouts and templates
  • Vocational Placement Pack
  • Specific Resources for Assessment 

AITT will provide access to:

  • Learner Guides
  • Assessment Workbook
  • helpful Resources (Templates and Extra Handouts)
  • a simulated environment in cases where the student does not have access to a workplace.
  • WHS templates (including risk management resources).
  • relevant legislations, acts, regulations, standards, and codes.
  • relevant workplace and organisational policies and procedures including, but not limited to, the following:
  • organisational strategic and operation plans
  • policies and procedures for managing meetings
  • relevant workplace/office equipment, supplies, and resources including, but not limited to, the following:
    • computers and relevant software
    • relevant workplace documentation, and resources, including but not limited to, the following:
    • reference materials in regard to meeting venues and technology

Course Structure

The structure of the Diploma of Early Childhood and Education Care is based on workplace skills and a combination of theory and work practice

Unit of Competency

Introduction to Children’s Services

CHCLEG001 Work legally and ethically

CHCECE001 Develop cultural competence

CHCECE002 Ensure the health and safety of children

CHCECE003 Care for Children

CHCECE004 Promote and provide healthy food and drinks

·       Induction in placement

·       Cultural reflection

·       Safety in the Workplace

·       Caring for children

·       Health for and drinks

Practices with children

CHCECE005 Provide care for babies and toddlers

CHCECE007 Develop positive and respectful relationships with children

CHCECE009 Use an approved learning framework to guide practice

CHCECE016 Establish and maintain a safe and healthy environment for children

·       Working with babies and toddlers

·       Developing relationships

·       Learning framework

·       Safety in the environment

Development

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

CHCECE018 Nurture creativity in children

CHCECE019 Facilitate compliance in an education and care services

CHCECE020 Establish and implement plans for developing cooperative behaviour

CHCECE021 Implement strategies for the inclusion of all children

·       Wellbeing of children

·       Creativity

·       Compliance in education

·       Cooperative behaviour

·       Inclusion

Advocacy

CHCECE022 Promote children’s agency

CHCECE023 Analyse information to inform learning

CHCECE024 Design and implement the curriculum to foster children's learning and development

CHCECE025 Embed sustainable practices in service operations

·       Respect

·       Analyse learning

·       Curriculum

·       Sustainable practices

Partnership

CHCECE026 Work in partnership with families to provide appropriate education and care for children

CHCPRT001 Identify and respond to children and young people at risk

HLTAID004 Provide an emergency first aid response in an education and care setting

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

HLTWHS003 Maintain work health and safety

·       Work with families

·       Mandatory reporting

·       First aid

·       Work effectively

·       Safety

Trusting relationships

BSBINN502 Build and sustain an innovative work environment

BSBWOR301 Organise personal work priorities and development

BSBLED401 Develop teams and individuals

CHCPOL002 Develop and implement policy

CHCPRP003 Reflect on and improve own professional practice

·       Work environment 

·       Working in communities

·       Reflection

·       Leadership 

·       Diversity clients

 

Cost & Payment

Option 1: Full upfront payment of $6,500 (where a payment exceeds $1,500, AITT will hold the remaining funds in security).

Option 2: 12 Month Payment Plan ($500 deposit + 12 monthly payments of $500). No additional fees or charges apply.

Option 3: 24 Month Payment Plan ($500 deposit + 24 monthly payments of $250). No additional fees or charges apply.

Option 3: WorkReady funding for South Australian Residents – From $350*. Terms & eligibility criteria apply. You may be eligible for WorkReady funding if you live in South Australia. Entry is subject to availability and eligibility criteria. For more information, see www.skills.sa.gov.au

 

Our course fees, terms and conditions can be found on our website at aitt.com.au

Other Fees

Depending on your individual situation, the following items may not be included in this course and may have to funded separately. 

  • Textbooks
  • Work placement insurance
  • External first-aid (CPR) training
  • DCSI Clearance
  • Child-safe environment training
  • Contact us for more information

Course Duration, Amount of Training & Learner Cohorts

This program is designed to be completed by a typical learner within 12-24 months (including holidays). New entrants may take longer (up to 36 months) to complete the qualification. The actual number of hours required for students to complete the course will vary depending on the individual students’ level of existing relevant knowledge, skills and experience.

The actual number of hours required for students to complete the course will vary depending on the individual students’ level of existing relevant knowledge, skills and experience. Classes are run 4 days a week following the school term calendar. You will be provided with a calendar upon commencement. 

Recognition of Prior Learning

AITT has a Recognition of Prior Learning (RPL) Policy to ensure that an individual’s prior learning, achieved through formal and informal training, work experience or other life experiences, is appropriately recognised. This recognition may assist students to progress faster through a unit of competency or allow the student full credit.

Where a student has expressed in the enrolment form their interest for completing the course through the RPL pathway, the student will be provided with an eligibility assessment prior to enrolment. This may come in the form of a written self-assessment and/or an interview. If deemed eligible, the student will proceed with the RPL process.

Qualification Pathways

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

Completion of the Diploma of Early Childhood Education and Care will provide students an opportunity to continue their studies at a higher education level. 

Mandatory Work Placement

A minimum of 120 hours work placement is required. AITT will endeavour to assist you in finding work placements, however finding work placement is your responsibility and AITT cannot guarantee you will attain work placement.

To successfully complete this qualification, students must complete a minimum of 120 hours (and maximum 240 hours) of vocational placement within a registered and approved childcare centre.

Learners are required to arrange access to a suitable child care centre to complete their assessments. AiTT will provide learners a Vocational Placement Pack that outlines all the requirements for finding a suitable Vocational Placement Provider that will facilitate the required workplace assessments and allow the learner to complete the required vocational placement hours.

Learners are recommended to initiate contact with potential vocational placement providers as soon as enrolment is confirmed to allow sufficient time for AiTT to confirm the workplace’s safety and suitability.

The vocational placement will be conducted in accordance with these documents:

Vocational Placement Provider/Supervisor Information Pack

Vocational Placement Student Information Pack

Vocational Placement Coordinator Information Pack

Vocational Placement Agreement

Pre-requisites for Vocational Placement: First Aid Unit and Police Check, Blue Card or Working With Children Check

First Aid Unit

AiTT does not deliver the first aid unit included in this qualification.

Students are required to complete this unit through an external provider prior to commencing their placement.

Police Check, Blue Card or Working With Children Check

This is a requirement prior to students starting vocational placement. Costs associated with completing required Police Check, Blue Card or Working With Children Check will be shouldered by the student.

Entry Requirements into the Course:

It is recommended that students:

  • Are 18 years or older
  • Have sound language and literacy skills (at least Year 10 English, or equivalent)
  • Have completed a secondary level Year 11 or undertaken equivalent training
  • Have basic computer skills

Students are also required to:

  • Obtain a Unique Student Identifier (USI);
  • Provide a valid ID with his/her picture and signature;
  • Undertake a Language, Literacy and Numeracy Evaluation; and
  • Undertake a competency assessment/RPL eligibility assessment before starting the course

Pre-enrolment assessment

All learners are required to complete a pre-enrolment assessment prior to starting the course.

The pre-enrolment assessment process helps AITT determine:

  • If the student meets the minimum LLN requirements and/or if LLN support will be required
  • If the student meets pre-requisite course requirements (see above)
  • If the student is eligible for RPL
  • The most suitable program pathway for the learner (please see Training and Assessment Schedule for more details)
  • The pre-enrolment assessment includes:
  • Initial interview
  • LLN Assessment
  • Competency Assessment (to determine RPL eligibility and/or most suitable course pathway) 

LLN and additional support

AiTT identifies students who require additional support:

  • Prior to enrolment by having them complete self-assessment questions on their enrolment application.
  • After enrolment, prior to beginning their course, AiTT collects and evaluates the candidates’ LLN by having them complete an LLN evaluation.
  • This information is then used to determine the level of support the individual candidate requires.

Special Needs:

Where a special need is indicated by the student in the enrolment form, the Training Coordinator is advised via the LMS and a call will be attempted to assess the level of additional support the student would require.

Language, Literacy and Numeracy (LL&N):

Where learning difficulties are identified, these will be discussed with the student either prior to course commencement or during the course duration. Discussions with the student will be treated as confidential.

Licensing, Legislative, Regulatory or Certification Considerations

New South Wales

Certification is compulsory.

NSW Department of Community Services

See: NSW Department of Community Services

Victoria

Certification is compulsory. A police clearance and/or character reference may be required when applying for employment.

Early Childhood Australia

See: Early Childhood Australia

Queensland

Certification is compulsory.

Office for Early Childhood Education and Care

See: Office for Early Childhood Education and Care 

South Australia

Registration is required.

Department of Education and Children's Services

See: Department of Education and Children's Services

Australian Capital Territory

Certification is compulsory.

Early Childhood Australia

See: Early Childhood Australia

NOTE: most states require that a police clearance and/or character reference (or similar) is required when applying for employment in the Early Childhood sector 

Birth to preschool age centres

50 per cent of educators required to meet the relevant ratios in the service must have, or be actively working towards, at least an approved diploma level education and care qualification.

Family day care centres

All family day care coordinators must hold an approved diploma level education and care qualification.

Nominated Supervisors

All services must have a Nominated Supervisor.

A Nominated Supervisor have:

  • adequate knowledge and understanding of the provision of education and care to children
  • the ability to effectively supervise and manage an education and care service
  • and at least one of the following:
  • at least three years’ experience working as an educator in an education and care service or children’s service or school, or
  • an approved diploma-level education and care qualification, or
  • an approved early childhood teacher qualification.

Approved Training

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