CHC30121-Certificate III in Early Childhood Education and Care
1. Qualification Overview for Certificate III in Early Childhood Education and Care
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
Students who complete this course may be able to seek employment in a range of roles :
• Nanny
• Early Childhood Educator
• Family Day Care Educator
Students who complete this course may wish to continue their education into the CHC50121 – Diploma of Early Childhood Education and Care.
Consistent with the qualification packaging rules, the units listed below will be delivered for this qualification. The code and title of each unit is provided as well as an indication of unit type.
| Unit Code | Unit Name | Core/Elective |
|---|---|---|
| CHCECE030 | Support inclusion and diversity | C |
| CHCECE031 | Support children’s health, safety and wellbeing | C |
| CHCECE055 | Meet legal and ethical obligations in children’s education and care | C |
| HLTAID012 | Provide First Aid in an education and care setting | C |
| CHCECE032 | Nurture babies and toddlers | C |
| CHCECE033 | Develop positive and respectful relationships with children | C |
| CHCECE035 | Support the holistic learning and development of children | C |
| CHCECE034 | Use an approved learning framework to guide practice | C |
| CHCECE036 | Provide experiences to support children’s play and learning | C |
| CHCECE037 | Support children to connect with the natural environment | C |
| CHCECE054 | Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures | C |
| CHCECE038 | Observe children to inform practice | C |
| CHCCEC056 | Work effectively in children’s education and care | C |
| CHCPRT025 | Identify and report children and young people at risk | C |
| HLTWHS001 | Participate in workplace health and safety | C |
| CHCPRP003 | Reflect on and improve own professional practice | E |
| HLTFSE001 | Follow basic food safety practices | E |
Target learners will be International Students, who have come from overseas to Australia for study purposes.
Learners could be looking to get the skills to join or re-join the workforce, get better employment opportunities, move into a new career or gain additional skills in their existing career.
Learner Cohort for this training and assessment strategy:
● seeking to peruse a career in early childcare as an educator
● seeking to enter a new industry sector
● seeking a pathway to higher level qualifications.
Cohort characteristics for this training and assessment strategy:
● Target groups general education level will be year 12
● Existing skills relating to the program would be low
● Typical age range would be young to matured: 18 years and above age group
● Typical ACSF LLN level would be Level 2 – Level 3
● Typical computer level would be beginner to intermediate
Participants will be offered the opportunity for recognition of prior learning during the enrolment process. If a student does not complete the full qualification but has successfully achieved a number of units, a Statement of Attainment will be issued upon request by the student, indicating that they do not plan to complete the full qualification.
There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit
2. Entry Requirements and Support Arrangements
There are no formal prerequisites required for entry in CHC30121-Certificate III in Early Childhood Education and Care
However, students entering this course at Imperial Institute must meet the following entry requirements:
| Requirement | Details |
|---|---|
| English Language Requirement | Minimum IELTS score of 6.0 or equivalent*. OR For Domestic Students: |
| Academic Requirement | Satisfactory completion of Year 12 or equivalent (for International Students) |
| Age Requirement | Students must be a minimum of 18 years or over. |
| Pre-Training Review | All learners will undertake an initial skills assessment to determine course suitability and individual learning needs. The review includes questions on prior education, training, relevant experience, and course relevance. A qualified assessor will determine suitability and support required. |
| Language, Literacy, and Numeracy (LLN) | All students must complete an LLN assessment prior to starting the course. Imperial Institute uses the LLN Robot platform. Reports and recommendations are generated after comparing the learner’s ACSF spiky profile with the course profile. |
| Hardware/Software Requirements | Students must have access to a laptop/computer with Windows OS and Microsoft Word at their own cost. Where necessary, Imperial Institute will provide access to devices through a MoU with an external IT company. |
| Fee | * A deposit of $1,000 (Tuition Fee) and $500 (Enrolment Fee) is required at the time of enrolment confirmation. |
Learners will be able to have their competency from prior learning and work experience recognised in this qualification through the following arrangements:
Credit Transfer
If a certificate with a statement of results or a statement of attainment is produced and verified, a credit transfer process will be initiated by Imperial Institute in relation to the units as per the training plan.
Recognition of Prior Learning
Students can also pursue recognition by providing their trainer/enrolment officer relevant evidence requirements as detailed in Imperial Institute RPL kit for this qualification.
If recognition applies the student’s overall duration will alter and a schedule of exemptions will be provided.
Imperial Institute provides a variety of learning and welfare support to ensure a supported and successful learning environment for all students. Students who have either self-identified as requiring support or who are identified as requiring support through the Pre-Training Review process will have an individual learning plan prepared for them.
LLN Robot provides guidance and support to both the learner and the trainer:
• Learner – Self-paced learning supplements to help bridge the gap and familiarise learners with basic LLN concepts, based on their specific spiky profile results.
• Trainer – Detailed training plans for each individual learner containing recommendations and approaches to use during training to support the development of LLN skills, in the context of the course.
General support available for students at Imperial Institute includes, but is not limited to:
a) language, literacy and numeracy (LLN) support
b) equipment, resources and/or programs to increase access for learners with disabilities and other learners in accordance with access and equity
c) mediation services or referrals to these services
d) intervention and learning support strategies
e) complaints and appeals processes
f) referrals to counselling services or other external support as needed
g) making learning materials available in alternative formats, for example, in large print
h) any other services that Imperial Institute considers necessary to support learners to achieve competency.
Students can also be supported outside of face-to-face sessions through e-mail and telephone contact with their trainer or student support officers. Students are provided with their trainer and student support officer’s contact details at their orientation. Students are encouraged to contact their trainer or student support officers at any time and trainers and student support officers will liaise with students regarding their progress and provide advice as required, including any relevant course content and concepts, due dates of assessments, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing related to training and assessment.
Support arrangements are detailed in relevant policies and procedures and further information is available in the student handbook.
3. Delivery Plan
| Mode of Delivery | • Face-to-Face • Mandatory Work Placement (160 hours) |
|---|---|
| Delivery Location | • Classroom: Level 3, 97 Creek St, Brisbane QLD 4000 • Work Placement: 78 Ardargie Street, Sunnybank, QLD 4109 |
| Program Duration | This qualification is expected to be completed in 52 weeks, which includes 44 weeks of study and 8 weeks of term break. |
All students will be provided with a range of learning support options and resources to help them achieve competency.
4. Training Plan
Imperial Institute has purchased training and assessment resources from CAQA compliant Learning Resources and has a complete set of training materials which includes trainer guides, student guides and PPTs for each unit of competency, along with a suite of fact sheets, case studies, simulated organisation documents for the support of delivery of training to meet the needs of the course.
Students will be required to complete 160 hours of work placement. Imperial Institute has determined that these hours will benefit students and therefore this has been factored into delivery of the qualification.
Because students learn best while applying their new skills in the workplace the extra work placement hours provides students with the opportunity to further develop their skills.
Work placement providers will be provided with a list of activities that students are to complete in the workplace to develop their skills. Assessment will also be conducted in the workplace by Imperial Institute’s trainer and assessor.
Imperial Institute 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 check will take place prior to the agreement being signed.
Trainers/assessor will visit students on their work placement at least 4 times. 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
Work placement Requirement.
Blue Card
To successfully satisfy all course requirements student will be required to apply for a Blue Card (Working with Children check).
Vaccination requirements
Vaccinations may be required by the owner or operator of the facility providing your placement.
These requirements will be provided to the student, prior to arrangements being made for the completion of vocational placement.
Trainers and assessors will be provided with Imperial Institute‘s assessment policies and procedures, including reassessment opportunities and assessment appeals. Assessors will be required to review them and clarify any areas of uncertainty with the academic manager before conducting assessments.
The trainer/assessor will be required to explain students about the context and purpose of the assessment and the assessment process, explain the units of competency to be assessed and the evidence to be collected, provide students with a due date for each assessment task, set time limits for assessments. All assessors are provided with a trainer and assessor user guide as listed above which details the time limits for relevant tasks.
Trainer/assessor will assess the needs of the student and where applicable, negotiate reasonable adjustment for assessing students with individual needs, provide additional learning material where gaps are identified in either the participant’s underpinning knowledge or skills.
Assessment tasks:
• Reflect real-life work tasks.
• Are required to be performed within industry-standard timeframes as specified by assessors in relation to each task.
• Are assessed using assessment criteria that relate to the quality of work expected by the industry.
• Are performed to industry safety requirements as relevant.
• Utilise authentic workplace documentation.
• Require students to work with others as part of a team.
• Require students to plan and prioritise completing work tasks.
• Involve the use of standard, workplace equipment such as computers and software.
• Ensure that students are required to consider workplace constraints such as time and budgets.
Assessment conditions will ensure a simulated workplace environment.
Learning support time for consultation with trainer/assessor may be allocated to allow students to revise their learning or understanding, perform any required tasks, practice their skills, reinforce their knowledge and prepare themselves for the assessments.
• Assessments are supervised and are scheduled to be completed in class.
• In‐class project time and group activities will be scheduled to support the assessment process.
• Practical assessment tasks will be provided to address required skills and applicable performance criteria.
• Students will be required to allocate additional self-study time towards preparation, private study, homework, research and preparation of assignment work. This is indicated in the Training and Assessment schedule and will be informed to students at the start of every unit.
A range of assessment methods employed by Imperial Institute ensures that assessments are fair, valid, reliable and reasonable while ensuring that Imperial Institute meets the requirements of the relevant Training Package and the rules of evidence. Assessments for this course have been designed for classroom-based face-to-face delivery and assessment.
Based on the assessment methods for each unit of competency, assessment styles incorporated by Imperial Institute include a range of assessment tasks such as knowledge questions; research tasks; assessor observations; projects, which may include case studies, round tables and project portfolios; role-plays; undertaken at prescribed assessment schedules. Tasks will require in‐class work to evidence aspects of skills and knowledge as well as ensure a consistent approach to the unit of competency through continuous engagement and feedback.
• Knowledge questions are designed to help the student demonstrate the knowledge which they have acquired during the unit
• Research tasks are used in two ways. The first is to assess the student’s ability to conduct and analyse research/gather information and is in response to performance criteria or performance evidence. The second is to assess the student’s knowledge and is generally in response to knowledge evidence.
• Assessor observations are used where the unit of competency requires that the student must be observed demonstrating the skills and knowledge that they have acquired during their course. These observations will be in person.
• Projects are provided to help students demonstrate the knowledge and skills that they have developed during their course. Supporting templates and resources, including project portfolios, are provided to the student and marking guidance is provided to the assessor.
• Round table discussions will be used for students to discuss their own real experiences and apply them in the context of the case study. Even though students may be participating in a project based on a case study business, they have a wealth of knowledge, experience and skills that they have each gathered over the course of their lives that can be reflected on and applied in discussion with their peers and fellow students. These can then be discussed and applied to the project they are working on, making it more industry realistic.
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for the unit. If one or more of the tasks are assessed as Not Satisfactory, they will be given an outcome for the unit of Not Yet Competent (NYC). The student can have a total of two (2) attempts to complete each task and achieve a ‘Satisfactory’ outcome (noting that the third attempt is chargeable as per the fees and refunds policy). The student will be advised of the timeframe for resubmission (usually within one month) and advised what they must include in their re-submission (usually the whole task again).
If, after the third attempt, the student is still assessed as Not Satisfactory for a task, they will need to re-enrol in the unit.
The assessor is required to:
• Provide feedback and counselling to the candidate, if required, regarding the assessment outcome or process including guidance on further options
• Provide the candidate with information on the reassessment and appeals process
• Report any assessment decision that is disputed by the candidate to the Academic Manager
• Participate in the re-assessment or appeal according to the policies and procedures of the RTO.
Students can make an appeal against any assessment decision by following the Complaints and Appeals Policy and Procedure found on Imperial Institute Student Handbook.
Appeals will be dealt in accordance with Imperial Institute ’s documented Complaints and Appeals Policy and Procedure.
5. Resources and Management
Besides the training and assessment resources listed above, the following physical resources are available at Imperial Institute Campus.
• Laptops available on request
• Classroom with table and chairs for students
• Internet (Wi-Fi) connection
• Printer and photocopier
• Student breakout area
• Access to kitchenette
• Overhead projectors connected with trainer’s laptops
• Whiteboard, flipcharts
• Student Management System
• Admin room; equipped with admin computers work desks and stationery
• Sample case studies, plans and other relevant reference documents related to unit/lesson topics
The campus premises will also provide access to a range of business policies and procedures, workplace documentation and resources applicable to this course. The simulated environment is based on the daily operations, simulated case studies or situations. Students will use the premises of Imperial Institute as a form of the simulated environment or provide reports on workplace situations.