Contact Us

Phone

(02) 8729 7610

Mobile

+61450 967 979

+61450 472 296

Address

Suite 3, 52-58

Memorial Avenue

Liverpool N.S.W 2170

Online Enquiry

* Required fields

 

 Overview  

This is a tweleve months (or until the relevant competencies are achieved) qualification is intended for people either commencing a career as an Educator with a Family Day Care service or any relevent job title with in the child care industry.

 

It provides the necessary qualifications required to meet the needs of the Education and Care Services, National regulations, regulation 10 which requires Family Day Care Educators to either hold a relevant nationally recognized qualification or “Be working towards” a CHC30113 Certificate III in Early Childhood Education and Care, the requirement of the legislation enabling a person to be a Family Day Care Educator.

 

This qualification covers workers in children’s services who are responsible for planning, implementing and managing programs in early childhood services, in accordance with licensing, accreditation and duty of care requirements. 
 Career 

Target job titles may include:

  • Playgroup Supervisor (children’s services)
  • Early Childhood Educator (children’s services)
  • Family Day Care Worker

Please refer to the following link at Job Outlook for further information about the target occupation:

http://joboutlook.gov.au/occupation.aspx?search=alpha&code=4211

 Requirements 

Minimum Age Requirements

Under the Regulation a person must be at least 18 years of age to be employed in a licensed centre-based or mobile children’s service as a member of the primary contact staff of the service.

 

Language, literacy and numeracy requirements

 

The person to undertake this program requires well developed language, literacy and numeracy (LLN) skills relevant to the context of their role. The applicant’s LLN skills will be evaluated during the enrolment process to ensure persons enrolling in the program have the skills to complete all training and assessment.

Typical tasks that involve language, literacy and numeracy skills will include reading and comprehending learning materials and performing tasks related to recording care routines, maintaining education and care notes, providing written feedback to parents, recording medication and nutritional information, interpreting workplace policy and procedure, reporting hazards, preparing child development sessions.

Applicants who are identified as having LLN needs, may be referred to a third party training provider for specialist assistance prior to returning for enrolment in the program.

Integrity College is well equipped to provide students with additional learning support during a program if required. The program has scheduled learning support sessions for this purpose. Integrity College will utilise specialist support services in LLN provided by TAFE.
Assessment 

The assessment for CHC30113 Certificate III in Early Childhood Education and Care) is to be conducted using a clustered model of assessment using assessor observation, the production of workplace products, written knowledge assessments and projects. This allows the assessment of multiple skills and knowledge integrated into real workplace tasks and performances where possible. Clustered assessment recognises the assessment of skills and knowledge in the sequence as they would normally be performed in the workplace and is efficient.

Integrity College considers assessment conducted in a real workplace of paramount importance to meeting industry needs and expectations. The workplace provides the context for students to respond to and research information relevant to their own situation and enterprise. The assessment model applied in this course has a focus of workplace observation performing actual early childhood learning tasks. Visits to the student’s workplace to undertake observation assessment will occur once per fortnight.

Students are required to respond to assessment activities, which are issued at the beginning of each unit cluster. These assessment activities are required to be completed or conducted at scheduled times during the program. The approach taken with scheduling assessment deliverables is to allocate realistic timeframes for assessment tasks recognising that the student should be capable of coordinating their workload and managing a range of workplace tasks at the same time.

All activities and projects are assessed and then handed back to the student with feedback. This allows the student to monitor

their progress before progressing onto new activities so they may apply lessons learned.

Complete Learning and Assessment Schedule to be finalised.
 Duration 

The planned duration of training for this course is 1080 hours. This is achieved by a combination of self-paced study, scheduled classroom learning sessions, responding to assessment tasks, work placement and practical assessment in the workplace. The rationale for this time allocation is:

  • Self-paced study = 336 hours
  • Classroom learning sessions one day (7 hours) per fortnight = 196 hours
  • Practical Skills Training one day per month = 84 hours
  • Work placement = 280 hours
  • Assessment in the workplace one visit (4 hours) per fortnight = 112 hours
  • Responding to other assessment tasks (assignments/projects) = 72 hours

 

This time is programmed in the planned learning and assessment tasks as outlined in this strategy over 51 weeks or 12 months. The table below shows the distribution of time for each unit of competency. The allocation recognises that some units have a heavier learning requirement than other units and these have therefore been scheduled to occur over a longer duration to allow for additional learning sessions, a longer allocation of time for self-paced study and additional workplace visits.
 Unit Outline 

The course has been structured into 7 clusters in order to train and assess units of competency together that have common skills and knowledge or because they share a common work function. This provides an efficient service delivery model whilst providing the learner with a logical learning sequence.

Clusters

Unit(s)

 

Cluster 1 

CHCLEG001 Work legally and ethically

CHCECE009 Use an approved learning framework to guide practice

BSBWOR301 Organise personal work priorities and development 

 

Cluster 2 

CHCECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

 

Cluster 3 

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

 

Cluster 4 

HLTWHS001 Participate in work health and safety,

CHCECE002 Ensure the health and safety of children,

CHCPRT001 Identify and respond to children and young people at risk 

CHCPRT003 - Work collaboratively to maintain an environment safe for children and young people

 

Cluster 5 

CHCECE005 Provide care for babies and toddlers,

CHCECE003 Provide care for children,

CHCECE004 Promote and provide healthy food and drinks

 

Cluster 6 

CHCECE013 Use information about children to inform practice,

CHCECE011 Provide experiences to support children’s play and learning

CHCECE010 Support the holistic development of children in early childhood

 

Cluster 7 

CHCECE007 Develop positive and respectful relationships with children

CHCECE006 Support behaviour of children and young people

 

Classroom Learning - One day per fortnight (7 hours). Training is delivered in a blended mode of classroom based delivery (one day fortnight). Classroom learning activities will reinforce theoretical knowledge, and skills will be practiced in the workplace where learning will be placed into context.

Self-paced Learning – Recommended 6.5 hours per week. Students are encouraged to undertake self-paced learning at approximately 6.5 hours per week. This time is to be spent reviewing learning for the current and up- coming weeks and undertaking research to prepare responses to research based assessment tasks.

Practical Skills Training - One day per month (7 hours). Skills development days will occur in a family day child care educator’s venue on day per month (7 hours). These will be trainer led sessions where students will get involved under supervision in performing education and care routines and development activities. Trainers will also lead skills development sessions that focus on the micro skills (such as bottle feeding).

 

Work Placement – 5.5 hours per week over 51 weeks. Student will commence their work placement as soon as possible after the course commencement following orientation by the workplace supervisor. Students must participate in work placement in an approved early childhood education care services. This is expected to be undertaken over the full course duration of 51 weeks at 5.5 hours per week. This allocation exceeds the minimum 120 hours of required work placement. However, students who progress quicker through the course are still required to perform a minimum of 120 hours of mandatory work placement. The work placement time allows students to develop their skills and applied knowledge in the actual workplace. Students will maintain a Practical Placement Logbook. This enables the student’s completed hours and education / care experience to be recorded and monitored. Students will be supervised in their work placement under the normal arrangement for approval of a Early Childhood Education and Care Services in accordance with the National Quality Framework for Early Childhood Education and Care. Click Here.

Workplace Visits - One visit per fortnight (4 hours). Visits by the trainer/assessor will be undertaken to the student’s workplace once per fortnight. These visits will usually be approximately 4 hours minimum. The primary purpose of workplace visits is to undertake assessment and collect workplace evidence. The course is delivered over 51 weeks and 21 visits are planned.

In addition to the face-to-face learning support, students’ progress and learning support needs will be monitored via telephone/email contact in between workplace visits.

 

Students’ enrolled in the CHC30113 Certificate III in Early Childhood Education and Care are required to participate in a minimum of 120 hours practical placement within an accredited early childhood education and care service. Noting this, the Integrity College program is delivered over 51 weeks and expects the student will be engaged in a minimal of 5.5 hours work placement each week which will generally exceed the minimum hours. Student will commence their work placement as soon as possible after the course commencement following orientation by the workplace supervisor. It is critical that the student participates in regular work placement over the entire duration. This is necessary to allow for a workplace context in the assessment and workplace observation which is a requirement for every unit. All students are required to maintain a work placement log book in order to record their worked hours and the age groups care was provided for.

Student who are already working in the early childhood sector as an educator in center based or family day care are encouraged to use their existing workplace to complete these practical placement hours providing it meets the requirement’s necessary to conduct assessment. Students who are not already working in early childhood may nominate an accredited early childhood education and care service for their practical placement. Integrity College can also assist students who need to find an alternate placement using its network in the early childhood sector. In all cases, Integrity College will engage with the nominated workplace to ensure that it will provide a suitable environment to gather practical experience across all tasks outlined in the units of competency. Integrity College will need to establish a formal Work Placement Agreement with the nominated workplace.

Integrity College also require a minimum level of supervision for students, a safe working environment and will need to undertake regular visits to the workplace to undertake practical assessment of the student performing education and care tasks. Student should note that unless they have established other arrangements with their employer, practical placement is performed as unpaid work.

Students must be orientated to the workplace using the arrangement of the accredited care service.