CHC50121- Diploma of Early Childhood Education and Care
CHC50121- Diploma of 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. Educators at this level are responsible for designing and implementing curriculum that meets the requirements of an approved learning framework and for maintaining compliance in other areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. They may have responsibility for supervision of volunteers or other educators.
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 280 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
Fifteen (15) units including twelve (12) core units and three (3) elective units are required for the award of the CHC50121 Diploma of Early Childhood Education and Care.
The 15 units that must be completed include:
• 12 core units
• 3 elective units consisting of:
o 2 units 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/CHC50121
Target groups for the CHC50121 Diploma of 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.
This program is delivered in the classroom, self-study and in the workplace.
Level 6, 245 Castlereagh St, Sydney, NSW, 2000
This qualification will be delivered over 52 weeks, including 40 weeks of training and assessment spread over 4 terms of 10 weeks each and 12 weeks of holidays.
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 Educated for 5 years in an English-speaking country
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
If the applicant is a minor – the intention of a parent, legal guardian or spouse of the applicant
Any other relevant matters for more information, please visit this link: https://immi.homeaffairs.gov.au/Visa-subsite/files/direction-no-106.pdf
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 higher education qualifications in 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.
This process is outlined in Brooklyn International College’s Student Enrolment and Completion Policy and Associated Procedures and Training and Assessment Policy & Associated Procedures.
It is noted that if students have completed their CHC30121 qualification with Brooklyn International College that they will receive credit for the units CHCPRP003 and HLTWHS001. This means that they will be able to do their work placement block in weeks 42, 43 and 44 and will therefore finish their course at the end of week 44. Where students have completed their CHC30121 with another RTO and have credit transfer, specific arrangements will be made for that student depending on the unit they receive credit for.
DELIVERY AND ASSESSMENT SUMMARY
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).
It is noted that the holiday breaks at the end of the course will provide the opportunity for any final re-assessment that is required.
DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week and complete structured self-study of 6 hours per week (except during the weeks where work placement is completed).
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 232 hours and for structured self-study is 168 hours.
Time scheduled for assessment in class is 160 hours.
Work placement hours are 280 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 805 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,005 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 5 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.
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
Students will develop skills and knowledge during their work placement. However, a simulated training environment is also provided so that student can practice their skills in a structured setting and prior to their work placement.
The simulated training environment is created in several ways as follows:
• Access to relevant resources and equipment Students will be able to access all the required resources and equipment, and which are listed in the CHC50121 Resources and Equipment Checklist.
• Participation in simulated workplace activities Further, during their training students will participate in simulated workplace activities that allow them to develop their skills and knowledge and as documented in each trainer/student guide.
• Use of scenarios Additionally, scenarios that are included in the training materials help students to develop their skills and knowledge. Scenarios are very useful in creating industry realistic training because they provide students with the opportunity to practice problem-solving skills and decision-making in a simulated, but realistic, environment. Scenarios are designed to mimic real-life situations that students are likely to encounter in the workplace, which helps to bridge the gap between theory and practice.
By using scenarios, students experience the consequences of their decisions in a safe and controlled environment, which allows them to learn from mistakes without risking real-world consequences. Scenarios are also used to introduce learners to complex, multi-faceted problems that they might encounter in the workplace and help them to develop the critical thinking skills required to solve those problems.
WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 280 hours within a workplace as detailed in the assessment requirements of the following units:
• CHCECE042 Foster holistic early childhood learning, development and wellbeing
• CHCECE048 Plan and implement children's education and care curriculum
They will also complete a range of workplace learning activities specific to the units above.
These units commence in Term 1 so that the required workplace hours can be achieved. Each work placement block during Terms 1 – 3 is for 75 hours and during Term 4 is 60 hours, and students record their hours in their workplace hours log. It is noted that Portfolio evidence for other units will also be collected during the work placement block. This is indicated in the schedule.
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.
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 after gaining practical experience and while the experiences are fresh in their minds. They may also use their workplace experience to complete project portfolios for other units. 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. As the participating organisations are approved as education and care services providers by ACECQA, they will have all of the necessary resources and equipment in place.
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 (e.g., police 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.