Children's Education and Care - Draft 3 Validation

CHC30120 Certificate III in Early Childhood Education and Care Draft 3.2

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Qualification description & entry requirements

QUALIFICATION CODE

CHC30120

QUALIFICATION TITLE

Certificate III in Early Childhood Education and Care

QUALIFICATION DESCRIPTION

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 and must apply discretion and judgment to the application of these 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.

 

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

 

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

25 Comments

General Responses

"ACCS SA - The increase to the required hours of practical placement in both the Certificate 3 and Diploma courses is really positive. This will support students to gain more practical experience and have increased opportunities for critical reflection of their practice during these placements. From an educator’s perspective there has to be a stronger commitment from RTO’s to visit students in their workplace during practicums in order to assess learning, as this cannot be left to educators. Direct observation of practice must be the main means of assessing skills and pedagogy. Planning and critical reflection, together with written assessments should demonstrate knowledge and understanding of theory. Overall the reduction in the number of Units being offered is a positive as it addresses some shortcomings in the current structure such as separating out different aspects of children’s health and safety- by combining these into CHCECE031 Ensure the health and safety of children. Students will gain a more holistic understanding about how all of these areas intersect and contribute to children’s overall well being. Reducing the number of units will enable more depth of study in each unit and shows the links between them and to the NQF more clearly. However ACCS SA would support the new Unit CHCECE057 Use collaborative practices to uphold child protection principles becoming a Core Unit increasing the number of core units to 16. The new Unit titles are simpler and clearer. They immediately make clear the intent and purpose of the unit and the skills & knowledge that will be gained. The changes in Unit mapping reflect positive updates in the current knowledge, practice and expectations of educators within the sector and should better prepare students for what will be expected of them as graduates. "

Carrie Johnson 02.10.2020 05.03PM

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Certificate Three as a prerequisite to Diploma

"Positive increase of practicum hours – Diploma 160 + 280 = 440hrs practicum hours by the time they get their Diploma qualification. However this could be significantly challenging for FDC educators, or students who do not currently work in an approved service. Is this a justified benchmark? Financial implications for student? – students having to pay for 2 qualifications as opposed to one in order to obtain their Diploma. Have the training costs been considered? As the Regulatory Authority for the ECEC industry requires a minimum number of Diploma trained educators per service, I feel it is more practical for potential students to have the option to enrol straight into Diploma if this is the career path they wish to pursue. "

Anita Jovanovski 02.10.2020 03.29PM

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Division of Certificate III and Diploma

"We appreciate that the sector has been listened to within the new qualifications by splitting the Certificate III and Diploma and ensuring foundational practices are taught at a Certificate III level."

Julia Gregory 01.10.2020 03.48PM

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1 Reply

"It is my view that ‘the sector’’ has been largely ignored in the development of this TP. Draft 3.2 is not an improvement on the current TP. The Cert 3 qual looks more like a Diploma Qual and the Diploma Qual looks more like a Cert 4. Skills IQ have proven themselves to be out of their depth here - they have high jacked our professional and I absolutely despair for the future! "

Karen Kearns 01.10.2020 05.21PM

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"The Draft 3.2 package and units of competency insist time and time again that Certificate iii learners complete tasks well above the scope of the ACSF level of the course, but also above the job description/pay scale they fall within upon course completion. There seems to be too much focus on what employers want to get out of their educators, rather than what is appropriate for an 'entry-level' certificate iii qualification. I believe this content to be more appropriate to a Certificate IV qualification, therefore should be classified as such and/or Certificate iii to be scaled back; If this is still to be considered the entry-level qualification into the sector."

Breanna Albanese 22.09.2020 02.42PM

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Maintenance of Cert III and Diploma pathways

"It is recommended to keep the Certificate III in Early Childhood Education and Care separate from the Diploma in Early Childhood Education and Care. This provides an accessible pathway for educators to receive theoretical training and on-the-job practice. Educators who complete a Cert III, then have experience in the sector before pursuing a Diploma are better able to deepen their understanding and improve on their practice."

PJ Aguilar Baringa Early Learning Centre 11.09.2020 03.28PM

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More emphasis on children's mental health

"It is recommended an Introduction to Children’s Mental Health be considered as a stand-alone foundation unit to provide an overview on the importance of children’s mental health. This approach would provide a deeper understanding on children’s mental health and wellbeing which can be delved deeper in subsequent units. The foundation unit should focus on how early childhood educators’ understanding of children’s mental health and emotional needs, provide children with a safe and secure environment to develop relationships, which in turn influence positive behaviours and receptiveness for learning. The unit should provide a broad understanding of “normal” and “positive” mental health strategies, through to adapting practices for to support children requiring further support in mental health. This is similar to having an introductory unit on “Encourage understanding of Aboriginal Torres Strait Islander Peoples cultures“ then other units touching on cultural perspectives. "

PJ Aguilar Baringa Early Learning Centre 11.09.2020 03.26PM

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Mapping of equivalence for individual units

"Will it be possible to release the mapping of equivalence for each unit throughout this extended period so feedback can be provided on that also?"

ECTARC Training Services 11.09.2020 01.19PM

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Feedback regarding the feedback process

"The window for giving feedback on these draft documents is very small given the nature of the project and the sectors in which they relate. Given the current climate with COVID-19, RTO’s and Education and Care services alike are struggling to meet complex and increased demands, meaning that the time required to genuinely review Draft 3 has not been possible for all who wish to be involved. As an organisation that manages both a RTO and Education and Care services, we would like to be able to provide sound and thoughtful feedback as our contribution to this process. Our engagement within both the VET and Education and Care sectors indicate that we are not alone in our concerns which raises the question of can additional time be provided for those who have not yet been able to take the time to look at the draft documents thoroughly. We feel that the historical implementation issues that have occurred with every training package will not be addressed and rectified if sufficient thought and time is not allowed for the final draft. Our engagement with others indicates that there is still a lot of dissatisfaction and an extension of the one month provided would allow all stakeholders to feel that they have had the opportunity to provide valued input into the process, promoting a more positive uptake of the new qualifications which is essential to ensure quality outcomes and confidence within the sector. "

ECTARC Training Services 11.09.2020 12.55PM

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2 Replies

"We have just seen the extended period email. Thank you."

ECTARC Training Services 11.09.2020 01.03PM

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"I agree about the time constraints but also questions Skills IQ ability to manage the volume of feedback. We have seen no evidence of how the feedback has, to date, been analysed. The mantra that ‘it’s what Industry wants’ is simply a way to deflect the concerns of the profession and justify the management and development of this TP. It’s an absolute debacle but of greater concern is the devastating impact this TP will have preparing competent educators of the future. Skills IQ appear to have no understanding of the deliver implications of this draft fir both RTOs and students. At Cert 3 level we need competent educators with sound foundation skills and knowledge . At Dip level we need educators who can apply knowledge and skills , problem solve, innovate, Use emotional intelligence when leading others etc. Cert . 3 educators are beginning learners - let’s remember this and stop expecting them to have the skills and knowledge of an EC teacher! Many of the suggestions and comments being made are based on ‘what if’s’ - we Would all do well to remember that the Director of a service is responsible for addressing ‘what if’s’ - not poorly paid Cert 3 educators!"

Karen Kearns 01.10.2020 05.37PM

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Literacy and Numeracy Requirements

"We support the comments regarding literacy and numeracy levels as requirements for course entry. The documents that underpin our sector, Education and Care Services National Law, National Regulations, the NQS and the EYLF all require a good level of English to be bale to understand and apply to practice which is a requirement in some of the performance criteria. Students with low literacy and numeracy, including those from CALD backgrounds find it particulalrly challenging. EC is a whole other language on it's own. We have to ensure that students are able to read and understand these documents, otherwise we are setting them up to fail. Educators from diverse backgrounds enrich our services and the lives of children how can we are ensure they are able to work safely, competently and confidently without first ensuring they have appropriate literacy and numeracy skills to support them in their learning?"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.32PM

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Updated Terminology

"Good to see see terminology has been updated throughout the draft to support contemporary practices and theoretical approaches; a constant review in each draft will be useful in this changing environment. "

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.24PM

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Work Placement Requirements

"Still more clarification required regarding this-in particular around time regulated services; does this include provisions for completing in Family day Care and OSHC"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.22PM

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1 Reply

"If the service is an ACECQA approved service then this should suffice as being acceptable as they are rated and assessed against the NQS and implement the whole NQF, therefore, there is no restriction on the delivery type. As long as the students is able to meet the individual unit requirements."

Sandra Phipps 02.10.2020 03.06PM

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Literacy and numeracy Skills

"An entry requirement should be evidence of a C grade or more in Year 10 English. Students who do not have evidence of their Year 10 results could sit an English competency test prior to entering the course."

Darlene Min 07.09.2020 06.44AM

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1 Reply

"I agree Darlene, I think a clear Year 10 English entry requirement will assist in more quality student/educators for the industry and better outcomes for children. I think that this can go a long way to assist the workforce."

Lori Jones 10.09.2020 01.39PM

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Foundational Skills??

"The course descriptor expects educators to have well developed skills and knowledge, and yet at the SkillsIQ information sessions it was clear that this qualification was intended to be building FOUNDATIONAL skills and knowledge. This mismatch in basic objectives is evident in the units - too many of them fail to reflect the role of a student who is learning (this is a TRAINING package) and expect that a student is able to do things well above their role (and pay grade)."

Vonna H 03.09.2020 03.00AM

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3 Replies

"Agreed! This level of training is not reflective of the level. "

Cara McCumber 03.09.2020 02.57PM

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"Agree"

Nicola Johnston 09.09.2020 05.20PM

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"Completely agree here. The units of competency insist time and time again that Certificate iii learners complete tasks well above the scope of the ACSF level of the course, but also above the job description/pay scale they fall within upon course completion. there seems to be too much focus on what employers want to get out of their educators, rather than what is appropriate for an 'entry-level' certificate iii qualification. "

Breanna Albanese 17.09.2020 04.48PM

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entry into the course

"Although there are currently no entry requirements for this course, there needs to be a competent level of literacy and numeracy skills, (inclusive of being able to tell the time (on an analogue clock)) and candidates need to be employable. They should be doing an interview to gain access to the course, as if applying for a job. This will determine a candidates capacity for being able to not only undertake the requirements and commitment to study, but also the reasoning as to why they have chosen this as a career pathway. Entry shouldn't be based on "my auntie said I'm good with kids" (sic). "

Theresa Blizzard 13.08.2020 10.13AM

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2 Replies

"I agree as the certificate 3 is at quite a high level than many other certificate 3 quals. However the interview process can be something individual RTO's can put in place as part of their enrolment procedures. That wouldn't typically be part of the training package requirements unless there are unit pre-requisites. "

Nicola Johnston 28.08.2020 04.52PM

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"Theresa's comment is consistent with feedback from industry. We need entry level requirements for Cert III. LLN levels and ACSF levels need to be clearly defined by reviewing foundational skills required. Feedback from industry has articulated that this is clearly an issue in the sector. This is evidenced is centres being hesitant to accept student undertaking placements, and difficulty in hiring staff."

Emma Freitas 11.09.2020 02.48PM

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Language and Literacy

"This needs to be considered before commencement of a Qualification -and capability to complete the qualification."

Kathy Cripps 13.08.2020 09.19AM

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Packaging rules

PACKAGING RULES

Total number of units = 17

  • 15 core units
  • 2 elective units, consisting of:
    • 1 unit from the list below
    • 1 unit from the list below, elsewhere in the CHC Training Package, or any other current Training Packages or accredited course.

 

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 the units of competency. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

 

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

25 Comments

Increased practical hours

"We feel that the increased hours will allow for demonstration of the knowledge and practical skills necessary across the units. "

Julia Gregory 01.10.2020 03.52PM

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Work Placement Hours

"Many quality graduates are successfully completing this qualification and developing the necessary competencies with appropriate training and assessment with the current 120 hours. Students who are not working in a regulated service, or do not have all required age groups are currently struggling to find a work placement due to COVID-19. Having an extra 40 hours where they must find additional placement and potentially take another week of leave if employed elsewhere is significant at this time both logistically and financially. The increase in hours has not been clearly justified as the hours have always been a minimum so students could complete more if required. Its intention was to provide a minimum benchmark. The only real justification could be that the required knowledge and skills has increased significantly which does raise the question of this being an AQF level 3 qualification. If it is felt that the increase in hours is essential at the Cert III level consideration really needs to be made at the Diploma level where a student is going to have to complete 440 hours in total to achieve a Diploma. This is almost double what they currently do. It is without doubt that increased workplace experience leads to increased proficiency however this is also the role of post study experience. The sectors expectations of a new graduate has increased over the years and the VET sector have continuously been trying to fix this through the training packages leading to a qualification that potentially sits at a higher AQF level. With quality training and assessment quality graduates will be produced. Perhaps informing the sector of what an AQF level 3/5 graduate looks like would help this never-ending issue. It is important to find a balance of meeting sector needs and having a qualification that is also achievable to obtain."

ECTARC Training Services 11.09.2020 12.26PM

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Response to Cert 3

"It is my professional opinion that this qualification does not reflect AQS level 3 . The volume of learning is far more than what should be deemed suitable for a Certain 3 learner. The complexity and sheer volume of knowledge evidence is not appropriate. The continued defence from Skills IQ that ‘it’s what industry wants’ needs to be backed up with facts. Where is the analysis of the feedback that supports this? I would be very surprised if such statistical evidence could be produced. There is also n ethical issue here - if they industry’ expects Cert 3 ‘s to have such high level skills and knowledge are they going to get a substantial pay rise to match? This qualification will result in the exploitation of Cert 3 educators (particularly) young people. I am ashamed of our profession if this is what they industry wants’. Karen Kearns"

Karen Kearns 10.09.2020 06.50PM

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2 Replies

"I agree. There's a schism between that which has been proposed here and what is achievable in the workplace by students (as different to what is 'desirable'). There is also an alarming lack in relation to 'the child/children' especially for this level of qualification - certificate III."

Mary Kim 11.09.2020 09.08AM

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"Agreed Karen. This qualification is highly problematic. Certificate iii educators are already on the receiving end of excessively high expectations within the field, and the amount of responsibility they wear does not equate to the pay scale or the acknowledgement they receive within the sector. I am concerned this draft enables employers to take advantage of many (already low paid) educators. This will inevitably lead to burn out and job dissatisfaction, and actively works against retention/upskilling of quality educators. Not only is this not in the best interest of learners, but it also flies in the face of what is truly needed in our sector for the children and families we work with. Quality educators who are passionate about what they do, and feel valued for their work. "

Breanna Albanese 22.09.2020 03.09PM

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Size of the qualification

"This information is of little value when we have core units with 9 elements and pages of essential knowledge. There are a lot more than 15 core units when you look at the real level of work. The writers have just hidden work not reduced units. By my counting we now have between 18-19 core units hidden in the program. This qualification and many of its expectations are not at Certificate III level and do not reflect the work roles of entry level staff. Just because some Services expect more this does not mean they should get that while they employ and pay people at Certificate III level. The electives are another problem there is little of value or even very few we could do in ECE settings. Again a draft that needs a lot of work."

Janis Green 10.09.2020 12.14PM

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3 Replies

"So true!"

Karen Kearns 10.09.2020 06.51PM

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"Agreed Janis, this package is a huge workload for a certificate iii learner to undertake. The volume of work and the content within many UOC's points to a Certificate IV level qualification at the least. Very disappointing for our new educators entering the field to commit so much to their studies only to receive 'entry-level' acknowledgement, title, and pay scale upon course completion. "

Breanna Albanese 22.09.2020 03.00PM

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"Agreed, there appears to be very large amounts of criterion within the units, making them larger than previous versions."

Sandra Phipps 02.10.2020 03.14PM

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Choice of Electives

"There is a very limited choice of electives available for this qualification. Only 2 are specifically designed for ECE but they are for FDC or Home based care? All other units are designed with inappropriate backgrounds (business units, Education support units and School aged care units). One of the electives is superseded. This is a missed opportunity. Bring back music, language and literacy, the arts, STEM and help graduates develop the SKILLS they will need on the job."

Vonna H 03.09.2020 02.25AM

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5 Replies

"Agree Vonna. The electives are very limited. Would be great to see more around play based environments and other electives that better meet job outcomes. "

Vicki Gail Shearer 04.09.2020 02.46PM

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"Agree with these statements"

Nicola Johnston 09.09.2020 05.21PM

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"I agree Vicki"

Lori Jones 10.09.2020 01.41PM

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"Agree Vonna, The electives are not aimed at a Certificate III level of work role or AQF level or LLN. Considerations need to be made in incorporating a STEAM unit ensuring the ARTS are included."

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 02.32PM

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"Agree here. It feels as though the electives provided are simply there to fill space in the package, don't add much value to the course at all, and are highly limited in terms of delivery and context. It would be great to see some Certificate iii appropriate 'specialist' electives, to support learners to delve into emerging trends in the sector. "

Breanna Albanese 22.09.2020 02.52PM

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Assessing in WP

""students need to be directly observed by an assessor on at least one occasion" - For students in remote areas, this can extremely difficult. Is Video Evidence considered "direct" observation?"

Irene Stariha 19.08.2020 05.38PM

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9 Replies

"I agree with Irene; we have students in various locations throughout NT remote this will disadvantage our Aboriginal & Torres Strait Islander student cohort in remote areas and non ATSI students in remote areas."

Lare Stanton 28.08.2020 02.16PM

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"Agree, especially areas who are remote and do not allow visitors for certain reasons at certain times (for example high risk areas and covid restrictions- yes this isn't a normal thing and may not apply in years to come but it is an example). Not only may it be impractical at times to directly observe a student but the amount of tasks that need to be directly observed are quite substantial and in some cases inappropriate- for example observing a child being changed or dressed in the bathroom. For an assessor who is a stranger to a child- this is not appropriate to be standing there watching. We need to respect the role of the work place supervisor being able to sight and verify this and refer to ASQA's policy of collecting direct evidence over direct observation."

Nicola Johnston 28.08.2020 04.59PM

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"I agree that there are many observations, but it has become more flexible and there are conditions that allow for reduced need when you can't observe due to service specific needs. Regarding standing watching children dress etc, an assessor should be able to assess skills without hovering over a learner. From an inconspicuous place, or as you participate in the session yourself, you are able see what the learner is doing and how they are interacting. This standing back means you are allowing the play and learning process to occur naturally, you are observing the learner in a way that is not threatening and respecting the child."

Debbie Conway 29.08.2020 09.56AM

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"Yes Debbie we can observe less obtrusively but we should not be asked as strangers to observe tasks that impact on a child's privacy. Toileting, changing, dressing etc should not be listed in things to be observed by the RTO as this impacts on a Child's Rights to privacy. We can gather evidence in many ways as ASQA allows when children's rights are involved I cannot see why we cannot use third party reports etc. Surely our first responsibility in working in the ECE sector is the rights and well being of the children in care."

Janis Green 10.09.2020 12.07PM

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"I strongly agree Janis, where is the child's right to privacy being up held within some of the directly observed units. As an RTO assessor they are most likely going to be a stranger to the child. I would think this contravenes the child’s right to privacy."

Lori Jones 10.09.2020 01.49PM

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"A few points though: - We are observing the learner and so should be able to do this without breaching privacy, we want to notice that they are interacting, being thoughtful and protecting the child's privacy. - As Marianne made clear in her presentation, the assessment criteria states: "Where there is documented evidence that the service does not permit nappy changing or assistance with toileting by individuals who are not staff members, these skills may be demonstrated through simulation without involvement of a real baby or toddler, however, all aspects of the process must be clearly demonstrated for assessment." So we can do this. - Many of these conditions have arisen due to RTO's not taking appropriate responsibility for assessment in the past and this always means stricter requirements. Do the right thing RTO's!!! - Lots of the issues I read relate to delivery and this is an RTO issue. Other issues are SRTO issues, not Skills IQ. Trainer Assessors need to look back into their Cert IV training and familiarise with this. RTO's need to reassess their approach and identify how the units can be achieved in the best interest of the learner and the industry - that might mean longer courses/more visits/alterations to placements etc. - Unions, ACECQA, peak bodies and other key stakeholders have been part of this review and this is the result, so what are they telling us? Get learners in services, get them working in practical situation as work place based learners. - No matter how many drafts we have, some groups will always want change, others will want less, others will want more, people will want their own area of expertise represented to a higher degree - we are a passionate group. Yes I have some concerns about areas and will voice those in each unit, but we have to be clear about where we are and where we are going also. For me and my organisation, the more practical experience out learners have, the more employable they will be."

Debbie Conway 10.09.2020 06.28PM

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"It has been our understanding from ASQA audits, consultation and the assessment requirements that we are required to already be assessing all students in the workplace. The fact that it now says once rather than three times and allows the flexibility of having someone in the service support this process actually makes it easier for us. As an RTO we will need to ensure that we are providing the tools for this to be achievable for those in the service and this actually may be difficult for some services to achieve, but that will need to be something we manage. It has to be a strategic decision to train in rural and remote areas and in different states and territories and involves extensive consideration and financial backing however this is a decision and commitment we as an RTO needed to make. Video evidence and live video conferencing for the most part for our RTO has been very successful with COVID-19 and some allowances for this should definitely be included in units, however we do believe that it is the strengthened relationships developed through our face to face visits to all students in the workplace that has allowed this to be so successful. There are always going to be services that have concerns about the use of videos so it is important that as an RTO we have strategies and business practices that allow us to visit all students which helps us to ensure quality outcomes. "

ECTARC Training Services 11.09.2020 09.56AM

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"I'm with you ECTARC TS, we will have minimal troubles managing this package. We value and utilise workplaces flexibly and have a fabulous relationships. There are usually no issues with finding placements. We are using similar methods to you, and agree we don's do it for $$$ but do it for the industry. Despite the size and complexity of these units and the quals, employers want graduates that have all this knowledge and skill."

Debbie Conway 11.09.2020 10.17AM

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"Agreed Nicola, good points. In following your idea about acknowledging the wealth of knowledge and experience the current workforce has, we need to respect this and not undermine their skills by having to 'directly observe' these things without impacting the service environment and children/staff. Taking into account ASQA's requirements about gathering 'direct evidence' as the main evidence type, this then enables flexibility across services to not be impacted by an assessors presence in the service. This would allow for worst case scenarios like COVID and know that the judgments made by assessors are based on quality evidence that aligns with AQSA's RTO standards. Using direct streaming or the like, provides many positives to the service, student and assessor, services do not have 'strangers' attending irregularly and impacting the emotional safety of the children and disrupting their routines. The assessing of students should be as seamless as possible with the least amount of impact to children and educators. Link to fact sheet about evidence types: https://www.asqa.gov.au/resources/fact-sheets/using-other-parties-to-collect-assessment-evidence "

Sandra Phipps 02.10.2020 03.33PM

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Core units

CORE UNITS

 

 

 

 

 

 

 

 

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

CHCCEC056

Work effectively in children’s education and care

CHCPRT001

Identify and respond to children and young people at risk

HLTAID004

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

HLTWHS001

Participate in workplace health and safety

 

18 Comments

First Aid

"Further clarification around first aid is necessary if this unit is going to be changing. Will HLTAID004 still be accepted or will it be non-equivalent and we will have to ensure students have the new unit by the end of their studies?"

Julia Gregory 01.10.2020 04.03PM

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Embedded knowledge across units

"It is pleasing to see that many themes are present across units, therefore strengthening students understanding over time- behaviour, reflection, Aboriginal and Torres Strait Islander cultural safety. We know that many of us learn through repetition and reviewing and understanding this information as it is applied across units is beneficial than a one off scenario that might not be comprehensively taught by providers. "

Julia Gregory 01.10.2020 03.58PM

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2 Replies

"I don’t find it ‘pleasing’ I find it extremely frustrating- The repetition of knowledge and skills only leads to pointless duplication of assessments To meet audit requirements - it does not add to the quality of the learning experience."

Karen Kearns 01.10.2020 05.13PM

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"If the repetition was cut out of this TP There would be more time for RTO to explore key knowledge and skills!"

Karen Kearns 01.10.2020 05.41PM

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Trauma informed practices

"There doesn't seem to be a unit here that addresses how educators can respond to children with challenging behaviours or from vulnerable families. Although a Cert III might not be developing strategies in a setting, having underpinning knowledge of the approach that they need to take is imperative. The amount of children who are presenting with complicated behaviour and complex needs is seriously increasing. Cert III's need to have an understanding of this so they at least know how to respond appropriately."

Deborah Long 20.09.2020 03.42PM

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1 Reply

"This is the role of Diploma educators & EC TEACHERS"

Karen Kearns 01.10.2020 05.14PM

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Child protection

"I cannot find this unit to comment on but feel strongly that it should not be assessed in the practical setting . It is too difficult for students to achieve whether in child care, kindergarten or the school setting."

Julie Godwin 17.09.2020 01.24PM

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general comments

"I am concerned that their is no competency around families and working with diverse people as a core unit. I think this is an essential skill for anyone working with children and gamilies."

Julie Godwin 17.09.2020 01.11PM

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CHCECE038 - Observe children to inform practice

"This unit, was formerly known as CHCECE013. There has been a new requirement on the unit mapping of the Draft 3 version - "PE includes specified tasks for children of different age groups (3 different children one of which is under 23 months). This becomes extremely difficult for the Student as they may not be at a Service that has under 23 month children, or they may be in a remote region, where they are working in a Kindy program, or trying to place a non-working student into a under 23 month room also becomes difficult. Providers/Services are not easy to access for placement options (since and before COVID-19). My thoughts and comments to you are - take the age requirement off this unit of competency. Students are already completing clustered units in a 0-2years room in a Service for a minimum of 30 hours attached to this (depending on achievement of competency). The other angle is if you have students who are working with OSHC and taking observations for this unit/cluster, the same situation occurs with the student trying to achieve placement in a 23 month and under room in a LDC. "

Stacy Walters 11.09.2020 06.14AM

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Assessor Onsite

"I have to wonder if the amount of time that is required of the assessor to be onsite, this is going to become quite taxing for some students and services when they need to directly observe some of the skills and cannot use the workplace supervisor in these moments. This is particularly evident when looking at CHCECE032 with the assessor being required to observe each of the practices."

Carly Smith 07.09.2020 02.24PM

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First Aid UOC update

"The first aid units have been endorsed by the AISC in august and have been forwarded to the Skills Ministers for endorsement. The new unit code will be HLTAID012 Provide First Aid in an education and care setting. Should this be considered?"

Anne Williams 28.08.2020 07.19AM

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3 Replies

"Agree- Anne- do you know if HLTAID004 will be a direct credit for HLTAID012? For those who have done it in the last 3 years and is still current with their CPR updates?"

Nicola Johnston 28.08.2020 05.12PM

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"I was just thinking the same thing. "

Amanda Pandoff 04.09.2020 02.45PM

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"I believe from what Marianne said in their sessions that once units are updated on the national register (training.gov) that they will be updated in the final product. This will be the same as the BSB units."

ECTARC Training Services 10.09.2020 01.40PM

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"Child development needs to be a core unit. As the foundation for all that we do, it is not mentioned here anywhere, not even in electives. How are educators expected to plan for children if they don't yet have an understanding of their development and the consequential expectations?"

Theresa Blizzard 13.08.2020 10.17AM

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3 Replies

"Edit, It has been bought to my attention where development lies. Apologies. Perhaps it is HOW it's being taught / embedded then in some RTO's that understanding isn't clear for some students."

Theresa Blizzard 17.08.2020 10.53AM

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"Hi Theresa, the child development unit is the core unit - CHCECE035 Support the holistic learning and development of children"

Debbie Conway 25.08.2020 06.29PM

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"Yes the unit is more about planning than monitoring or understanding child development"

Maree Aldwinckle 28.08.2020 03.26PM

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ELECTIVE UNITS

Elective Units

BSBINN301

Promote innovation in a team environment

BSBSUS301

Implement and monitor environmentally sustainable work practices

CHCDIV001

Work with diverse people

CHCECE039

Comply with family day care administration requirements

CHCECE040

Attend to daily functions in home-based child care

CHCEDS048

Work with children in need of additional learning support

CHCEDS056

Provide support to students with autism spectrum disorder

CHCPRP003

Reflect on and improve own professional practice

CHCSAC009

Support holistic middle childhood learning, development and wellbeing

HLTFSE001

Follow basic food safety practices

 

QUALIFICATION MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

35 Comments

Electives

"The electives seem very restricting. It would be ideal to have electives that are relative to Early Education and Care as opposed to Business units. It would be ideal if the Units relative to additional needs/autism were catered to the Early Years. There seems to be a gap in units relative to supporting educators to support children with additional needs."

Rosanne Grieco 02.10.2020 03.21PM

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Further broad elective choices

"It would be useful to have a broader choice of electives at this level. It is pleasing to see the inclusion of the HLTFSE001 Follow basic food safety practices. This is a useful elective to hold at a Certificate III level as a base level of food hygiene is necessary and many Educators may from time to time work in the kitchen, undertake food preparation or work in the nursery (under 24 months environments) where increased food and bottle preparation is present."

Julia Gregory 01.10.2020 04.01PM

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CERT III Electives

"There appears to be a limited choice of electives. I have included some suggestions that I feel will support educators in the ability to undertake their role. The use of technology is a part of most educator's practice and teaching. We document information on children and have connections with families through technology. Please see the units below for consideration;- FSKDIG001- Use digital technology for short and basic workplace tasks FSKDIG002- Use digital technology for routine and simple workplace tasks FSKDIG003- Use digital technology for non-routine workplace tasks "

Alisa Katz 29.09.2020 01.14PM

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c3 electives

"A factsheet has come through from Victoria Department of Education and Training which includes the following, that should influence electives: "VU22733 should be incorporated where possible within all CHC qualifications" "The Australian Skills Quality Authority is supportive of the inclusion of specific Victorian content within qualifications in the CHC package." While this doesn't specify C3ECEC, and we can import units ourselves, it would be useful to see this unit included in the list."

Debbie Conway 24.09.2020 11.57AM

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CIII electives

"I agree with everyone on the choices of electives. I wonder if some more relevant units could be included, those at a appropriate level and responsibility. I noticed the COVID unit in BSB is of interest."

Debbie Conway 21.09.2020 05.35PM

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Nature of this qualification

"I also agree with the comments made by Jenne Hawkins."

Mary Kim 11.09.2020 09.12AM

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Food safety practices

"While elective choices are very poor at least HLTFSE001 is simple links to other units and can build on core learning with out adding much work to a ridiculously large Certificate III. Ok in a group of poor choices"

Janis Green 10.09.2020 03.14PM

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1 Reply

"Agreed. Whilst HLTFSE001 does not cover what has been lost out of CHCECE004, it is a very achievable unit which many services already require their staff to do and also provides students with skills that can be used in other areas of work should they need"

ECTARC Training Services 11.09.2020 08.59AM

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"After reviewing the new training package there are a number of concerns that I have: The poor choice of electives, there are very few to choose from that are suitable, there really needs to be more practical units that cover language & literacy & music & movement both for the Cert 3 & the Diploma. The practical units have been missing for quite a while and I believe that often the students go out into the industry very unprepared. The level of training is much more like a Cert IV level qualification not Certificate III, this making it harder and harder to train them properly and have them job ready. We are need wanting to provide higher quality educators so they can provide higher quality care, but unfortunately the training package does not support this. "

Jenne Hawkins 08.09.2020 09.21AM

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2 Replies

"We agree with the statement from Jenne Hawkins-there is a distinct lack of inclusion of teaching students about the importance of language, literacy, music and movement and how they can plan, implement and support children in these areas. Students need to have opportunities to learn about and practice implementing imaginative, inspiring, creative experiences for you children if we are to truly foster these qualities in children. Services shouldn't have to look to outsource people with these skills to ensure they are included in educational programs."

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 06.58PM

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"I agree; to include an elective to promote creative experiences to include language, literacy, music and movement - most services outsource this but it would be great to provide opportunities for educators to learn the foundations of the Arts and therefore confident in providing these experiences for children embedded in practices."

Lare Stanton 14.09.2020 10.40AM

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CHCPRP003

"CHCPRP003 is aimed at a level higher than a Cert III and also has very high nominal hours. This should not be an elective option in the Cert III. We should look at a different option for this unit which covers reflective practice."

Amanda Grainger 04.09.2020 02.33PM

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8 Replies

"Agree Amanda suggest BSBPEF403 Lead personal development"

kath ziemer 04.09.2020 02.35PM

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"Agree Amanda - this unit is academically pitched too high for a cert III level. I also worry about providers selecting this unit for the hours / fnding associated rather than whats best for students . There is a unit BSBWRK412 that does have reflective practice and resilience and would be more suitable here which is now BSBPEF403 Lead personal development . "

Sue Wyatt 04.09.2020 02.36PM

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"Agree Amanda this unit is too high level for Cert III"

Susan Downey 04.09.2020 02.36PM

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"I agree with this statement, CHCPRP003 is aimed too high for Cert III"

Janine Johnston 04.09.2020 02.36PM

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"I agree Amanda - this unit sits much better with Diploma, not at Cert III level. "

Matthew Austin 04.09.2020 02.37PM

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"Agree Amanda, the ACF levels for CHCPRP003 are too high for a Cert III student"

Brooke Pallmann 04.09.2020 02.38PM

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"Agree - BSBWRK412 Contribute to personal development is a much more relevant and achiveable unit for Cert III considering their AQF level"

Caroline Lancaster 04.09.2020 02.42PM

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"While this unit may be pitched a higher level than is appropriate for Cert III it is crucially important that we are sending out new educators into the sector who are able to engage in reflection at all levels of their work. Reflection is a key aspect of what we do as educators and many unable to do it well or effectively. Why could it not be incorporated into all UoC's as performance evidence? After all educators should be able to reflect on all aspects of what they do."

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 07.03PM

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CHCPRP003

"CHCPRP003 is too high a level for Cert III."

kath ziemer 04.09.2020 02.31PM

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Electives options

"There are insufficient early childhood electives in this suite - 2 only - and they both relate to Family Day Care/Home based care. Some practice based electives are imperative to the skills required of graduates. Suggest: Music and Movement - elements to include music fundamentals; singing; movement; games; chants; instruments Literacy - elements to include: storytelling; using props; reading books; rhymes and finger plays; writing stories"

Cass B 02.09.2020 08.26AM

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5 Replies

"Agree there is insufficient choice of electives"

kath ziemer 04.09.2020 02.33PM

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"Yes I absolutely agree Cass. Not enough electives and need more based on play. you are 100% correct "

Sue Wyatt 04.09.2020 02.37PM

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"Agree Cass B. Music and movement is a huge gap in the sector with many educators relying on YouTube to introduce these concepts to children. Bring back Music and the Arts!"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 02.38PM

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"I agree with the points Cass has made here too."

Mary Kim 11.09.2020 09.14AM

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"Agree here. It feels as though the electives provided are simply there to fill space in the package, don't add much value to the course at all, and are highly limited in terms of delivery and context. It would be great to see some Certificate iii appropriate 'specialist' electives, to support learners to delve into emerging trends in the sector. "

Breanna Albanese 22.09.2020 02.55PM

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CHCEDS048

"The current wording in the name and content of this unit is CHCEDS048_Work with students in need of additional learning support. Would be a great EC elective if the term student/s was not used throughout - replaced with child or children."

Maree Aldwinckle 28.08.2020 03.29PM

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Superseded unit

"I've just been reviewing the elective units and noticed that BSBSUS301 has been superseded by BSBSUS401"

Jody Adams 13.08.2020 05.19PM

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6 Replies

"Good pick up Jody - The AISC recently approved the case for endorsement of the BSB package. (version 7) The two new units for the above BSB units would be BSBSUS411 Implement and monitor environmentally sustainable work practices and BSBSTR401 Promote innovation in team environments. Should this be considered?"

Anne Williams 28.08.2020 07.13AM

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"Agree- lets use the most up todate units from other training packages to prevent complications when registering quals and units."

Nicola Johnston 28.08.2020 05.11PM

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"Yes the training package has been updated - Skils IQ Appear to be out of the loop!"

Karen Kearns 01.10.2020 05.43PM

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"Yes the training package has been updated - Skils IQ Appear to be out of the loop!"

Karen Kearns 01.10.2020 05.43PM

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"Yes the training package has been updated - Skils IQ Appear to be out of the loop!"

Karen Kearns 01.10.2020 05.43PM

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"Yes the training package has been updated - Skils IQ Appear to be out of the loop!"

Karen Kearns 01.10.2020 05.43PM

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