Children's Education and Care - Draft 3 Validation

CHC50120 Diploma of Early Childhood Education and Care Draft 3.2

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Qualification description & entry requirements

QUALIFICATION CODE

CHC50120

QUALIFICATION TITLE

Diploma of 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. 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.

 

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

Entry to this qualification is open to individuals who:

 

  • hold a CHC30120 Certificate III in Early Childhood Education and Care or a CHC30113 Certificate III in Early Childhood Education and Care.

50 Comments

Entry Requirements for the Diploma of Early Childhood Education and Care

"It is ACCS SA position that it is appropriate to have the Certificate III as a per-requisite to the Diploma. It would reduce the drop - out / non completion rate for the Diploma students, as it ensures that students have made a commitment to study and have the background knowledge and experience from the Certificate III. As a sector we must be advocating for a highly qualified professional workforce, not one that is merely responding to a labor shortage. Government support will be required to address potential barriers to study related to cost, rather than simplifying courses and expectations to achieve this."

Carrie Johnson 02.10.2020 04.54PM

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Entry Requirements

"I think the minimum of one (1) year of employment within a regulated ECEC service should be retained as an option for entry to CHC50120; it's reasonable to assume that any learner working with currency working in the sector has the skills/knowledge required to do the job effectively, which is very the foundation of competency-based learning. From a financial perspective, it also seems inequitable that a learner could be denied funding because they hold an older certificate iii in ecec, but the exact same certificate iii supported with employment experience won't be recognised as a valid qualification for entry into this course. I foresee this as a barrier to many high quality educators choosing to upskill to their Diploma. "

Breanna Albanese 22.09.2020 01.37PM

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Entry requirement

"I would prefer to have prerequisites rather than entry requirements. Many school exit students want to go straight into a Diploma rather than do a Certificate course and with entry requirements this is not possible."

Julie Godwin 17.09.2020 01.16PM

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Critical reflection

"There is more to reflective practice than critical reflection. The constant use of the term solely through a variety of units imposes a very narrow perspective."

Maree Aldwinckle 11.09.2020 06.39PM

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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 03.31PM

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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 03.30PM

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1 Reply

"Completely agree on the division between Certificate III and Diploma. Our sector needs people well trained in the foundational practices and this has not been widely seen in the current Diploma with direct entry."

Julia Gregory 01.10.2020 04.05PM

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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 01.20PM

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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 12.57PM

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1 Reply

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

ECTARC Training Services 11.09.2020 01.03PM

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Entry Requirements

"We are pleased to see the addition of the CHC30113 Certificate III in Early Childhood Education and Care as an entry requirement however conversations regarding having an entry requirement does seem to raise more questions about how it will work logistically rather than benefits. A stringent enrolment process coupled with a Certificate III exit point in the Diploma would have also been a suitable option. If entry requirements will exist there needs to be guidance around those that hold a current Diploma who may wish to upgrade. It is obvious that it will be a case of gap filling however someone with the current Diploma does not hold either of the Certificate III’s as not all units are included so when it comes to audits will ASQA accept that we have used a different qualification as an entry point. Being allowed to simply say that it is higher than the Cert III level is subjective and can then raise question regarding any university qualifications also. Something that could cause grief down the track could be avoided by simply adding the CHC50113 Diploma of Early Childhood Education and Care to the entry requirement list. "

ECTARC Training Services 11.09.2020 12.37PM

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Pre-req

"While it is great to see CHC30113 is accepted as a pre-requisite... I am still wondering why not have "CHC30113 and any ACECQA approved Cert III qualification prior to this with current experience of up to ** years" as a pre-requisite. Again, we will have educators with CHC30712 and who are experienced who then need to complete an RPL process to start Diploma. This is costly and time consuming for the student and we saw these barriers previously with the roll out of CHC50113 (and 50% of employees needed to be Diploma qualified) where many Cert 3 educators who held old quals but had experience leave the industry or express their concerns and anxiety about this process. With the skills shortage and current climate I think acknowledging quals approved by ACECQA (along with currency) as sufficient for Diploma pre-requisite. "

Kirsty Fantini 09.09.2020 01.03PM

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4 Replies

"I agree, many educators/students have pulled the plug as it is; it is getting more difficult to find prac places, the current stress of the pandamic, the stress of workload in employment and on top of that study load. Supporting those who have completed their certificate III qualifications to be included in the pre-req for the Diploma should be supported so that we are not limiting our options for employment of Cert III staff enrolling into Diploma to meet ratio requirements and staff shortages/skills shortages. Some areas ie NT, WA have skills shortages as it is; adding currency (x amount year) and at least another Cert III qualification after the current one would cast a wider net to support services and attract students to continue qualification in the Diploma in turn supporting the skill shortage. "

Lare Stanton 09.09.2020 02.00PM

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"I agree Kirsty we need to recognise the role of ACECQA and if they have deemed a qualification equivalent to Certificate III that should be taken into consideration. If they hold an older qualification ending in 08, 12 and have current experience then they will have built the knowledge and skills between their original study and current practice so should not need to then do another Certificate III to prove this. Someone who has worked with their 08 qualification must know about the NQF etc to be employed even though this was not part of their original training. We should be looking at how we support our experienced educators build into a Diploma not put road blocks in their way. Let them enrol we are only granting access to the Diploma we are not giving them a Diploma. They will prove current knowledge and skills as they progress (or not) through the Diploma. "

Janis Green 10.09.2020 11.38AM

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"A great idea. The experience of staff needs to be recognised upfront, not through an arduous, time consuming and off-putting RPL process."

Maree Aldwinckle 10.09.2020 12.30PM

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"I would agree with this, it seems an unnecessary barrier for experienced Certificate iii educators with older qualification to be unable to upskill to the Diploma without completing the newer package or RPL. Both of these pose financial barriers and inevitably, the sector will be negatigvely impacted by a reluctance/inability for existing educators to upskill. "

Breanna Albanese 17.09.2020 04.28PM

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Cert 3 being pre req for Diploma

"What is going to happen to services in areas where it is difficult to get diploma staff who have previously taken on diploma trainees. All trainees now will be working towards cert 3 and then would be able to go on to a Diploma traineeship but this will have financial implications for services as well,"

Allison Cox 05.09.2020 12.14PM

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1 Reply

"Agreed Allison."

ECTARC Training Services 11.09.2020 12.38PM

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Transition period from old qual to new qual

"I feel an 18 month teach out period would be required as opposed to the usual 12 month, to enable existing students to complete and also in light of effect COVID has had in relation to placements and student completing"

Janine Johnston 04.09.2020 04.36PM

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7 Replies

"I agree; with the uncertainty of COVID and the disruption so far this year I would say a 2 year teach out period would cater for any further set backs. "

Lare Stanton 09.09.2020 09.35AM

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"100% agree"

Kirsty Fantini 09.09.2020 12.57PM

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"Agree- 18 months if not 2 years will assist greatly. "

Nicola Johnston 09.09.2020 05.31PM

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"I agree. There needs to be an 18 month teach out for the Diploma. The transition would be too great and would disadvantage students, especially with the restrictions Covid has placed on placement."

Amanda Grainger 10.09.2020 03.21PM

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"Agreed Janine for all qualifications. "

ECTARC Training Services 11.09.2020 12.42PM

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"Agree an 18 month teach out period will assist Diploma students to complete their 28 units in the current qualification. ECEC students have been greatly impacted by COVID-19 which has seen many of them not being in services for quite some time and unable to complete practical requirements and demonstrate competencies. A 12 month teach out period would be too short a time period to ensure this can happen for students nationally. Given that some parts of the country still have high restrictions in ECEC. "

Julia Gregory 01.10.2020 04.16PM

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"Agree an 18 month teach out period will assist Diploma students to complete their 28 units in the current qualification. ECEC students have been greatly impacted by COVID-19 which has seen many of them not being in services for quite some time and unable to complete practical requirements and demonstrate competencies. A 12 month teach out period would be too short a time period to ensure this can happen for students nationally. Given that some parts of the country still have high restrictions in ECEC. "

Julia Gregory 01.10.2020 04.16PM

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Pre requisite units / Entry requirements

"If the Diploma has an entire qualification as the pre-requisite, none of the units in the diploma should require a separate or different entry requirement."

Vonna H 04.09.2020 04.05PM

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2 Replies

"totally agree! "

Kirsty Fantini 09.09.2020 01.04PM

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"Totally agree entry into the Diploma should not be stopped because of individual units. This will only harm the sector and reduce pathways for educators. The prerequisites in CHCECE041 and CHCECE049 should be cancelled."

Janis Green 10.09.2020 11.44AM

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Enrty requirements

"It would be good to consider entry requirements as: CHC30113 / CHC30120 OR an ACECQA approved Cert III qualification AND at least 12 months (full time equivalent) work in an education and care service in the last 5 years (for example)"

Cass B 04.09.2020 03.00PM

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2 Replies

"I agree"

Lare Stanton 09.09.2020 09.26AM

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"I like the wording of the qualification requirements bit I think it shouldn't have an experience requirement. This does not meet competency based training ideals."

Suzanne Boyce 02.10.2020 03.05PM

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Entry requirments

"Fantastic to see a Cert III as an entry requirement again! This will provide much more knowledge and hopefully experience for students when coming into the Diploma. I'm sure this will also support students to complete their courses successfully. "

Joe-anne Fletcher 19.08.2020 12.57PM

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Entry requirements

"Glad to see the CHC30113 included here but still sadly missing our educators with older Cert III qualifications who have maintained their currency via employment. I think the VET sector is sadly missing the whole point of competency based learning! Older qualifications (such as an 08) with current experience should also be considered an entry requirement to Diploma. LLN should also be a consideration. Adding ACSF entry levels should be added here as LLN is an ongoing issue in the sector. "

Carla Scalia 19.08.2020 12.33PM

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5 Replies

"For students who have an older qual and updated currency with ongoing employment, they are applicable to RPL. Back in the 08 training package and the 12 one too, the units did not have anything to do with the childcare reform that happened in 2011 (new NQF). The CHC30113 qual has been going for 7 years now so it is possibly understandable that those wanting to proceed with more study should update fresh- but use their experience to RPL the basics they know and fill their gaps in new knowledge and skills."

Nicola Johnston 28.08.2020 05.17PM

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"I am also glad to see that the certificate III in ECEC is the pre rec into the diploma of ECEC. I also support the comment where there needs to be consideration for educators who hold a previous qualifications to the CHC30113 who are currently working as educators in the early childhood sector who have developed further knowledge and experience on the job. I feel that draft 2 entry requirements cover new students and also covers educators who hold a previous qualification and can demonstrated at least 12 months full time employment. I would not like to see current educators disadvantaged by not able to commence training in the diploma due to hold an older qualifications and needing to upskill in the cert III in the first instance. This may also become a challenge for Early Childhood and care Services if they need to have staff working towards the diploma qualification to meet the regulations. I also support the LNN consideration against the ACSF entry level."

Danielle Morgan 31.08.2020 04.35PM

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"This is a real issue. ACECQA recognises older qualifications and so should the training package."

Allison Cox 05.09.2020 12.15PM

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"I agree Carla this is VET based competency learning that means we acknowledge and recognise the work experience and gained skills and knowledge of workers. An educator who holds an old qualification but has current experience has built current knowledge and skills as VET tells us just because you don't learn it in a classroom does not mean we do not know it. This is the competency based learning."

Janis Green 10.09.2020 11.47AM

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"I agree LLN levels and ACSF levels need to be clearly defined. Feedback from industry has articulated that this is clearly an issue in the sector. Great to see Cert III as an entry requirement for the Diploma. "

Emma Freitas 11.09.2020 02.18PM

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entry requirements

"Does this mean a student with an older Certificate III (pre CHC30113) and working in the industry for multiple years can not enrol in the diploma? "

Anna Hamilton 19.08.2020 11.44AM

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3 Replies

"That looks to be correct. They need to include consideration of 'years of experience' for older qualifications. E.g. CHC30708 plus 'x' years current experience"

Chloe Brewer 19.08.2020 01.00PM

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"They could, but they would need to do the new Cert III first before going into this version of the Diploma via RPL or training and assessment based pathways. That's the way I see it anyway. "

Carla Scalia 19.08.2020 01.04PM

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"I find this will deter a lot of students from further study i.e. into their Diploma, as by holding any Certificate students will be unable to access government funding and have to pay full course fees to do the current Certificate CHC30120. The 'Companion Volume Implementation Guide' will be helpful to address concerns around students with prior to CHC30113 Certificate III qualifications. "

Penbe Durdu 19.08.2020 04.48PM

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Entry requirements

"Really great to have the Cert III as an entry requirement again!! Should help with completion rates!"

Irene Stariha 19.08.2020 10.05AM

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""

Irene Stariha 19.08.2020 10.03AM

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Entry requirements

"Great to see the CHC30113 added to acceptable qualifications."

Cathryn Harris 14.08.2020 08.07AM

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Entry Requirements

"Great to see the Cert III being made a requirement prior to the Diploma, this is has been the feedback of many educators and services that I have communicated with. Also glad to see that the CHC30113 program is being accepted as an entry requirements (rather than just the new Cert III qual). "

Ashleigh Smith 13.08.2020 10.36AM

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1 Reply

"Agree!"

Melanie Mayfield 09.09.2020 03.25PM

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"There are students from some RTOs who are currently embedding their cert 3 within their diploma qualification. These students (interviewed as recently as July 2020) are tracking to complete their Diploma studies in October early November and are yet to do a unit in child development. The confidence for me, in RTOs, is diminishing at a rapid rate and I fear for the quality for children's care and learning outcomes moving forward. "

Theresa Blizzard 13.08.2020 10.24AM

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1 Reply

"Agree and that is why the need to separate the Certificate III and the Diploma is necessary and welcomed. A new entrant into the ECEC sector needs to have the foundational knowledge and experience before moving into the knowledge and skills needed for a Diploma qualified Educator."

Julia Gregory 01.10.2020 04.19PM

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Packaging rules

PACKAGING RULES

 

 

 

 

 

 

 

 

Total number of units = 15

  • 12 core units
  • 3 elective units, consisting of:
    • 2 units from the list below
    • 1 unit may be selected 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 280 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.

8 Comments

Required Work placement hours

"The increase in hours will put extra pressure on our services, which is an especially significant issue in regional locations. As it is we compete for placements. It also adds further financial stress for the many students who work part time whilst studying. From reading the units I can't see why there was a need to increase hours."

tanya gillespie 07.09.2020 10.45AM

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4 Replies

"I agree; those who are working full time in a registered service it does not affect; but those who are trying to get into the profession and are employed in a different field is affected; I have students who then have to take leave to go and do prac volunteer in a service and in most cases it is difficult to get them in with the Pandemic in motion. "

Lare Stanton 09.09.2020 02.10PM

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"Agree, this increase disadvantages volunteering students. These students will have already completed 160 in the Cert III and then need to complete a further 280 with less units in the Diploma. This adds additional pressure to placement providers, mentors and the students themselves. I don't feel this increase was necessary - the current 240 is sufficient."

Melanie Mayfield 09.09.2020 03.30PM

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"I agree. The current Diploma has 240hrs done with the course covering 28 units. And yet the new Diploma has the certificate taken out so only has 15 units but yet has increased hours to 280. Can the hours done in a CHC30120 certificate count towards the CHC50120 if a student continues with the Diploma? previously we have not done the credit of hours because the 2 quals stood alone."

Nicola Johnston 09.09.2020 05.36PM

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"Agree, Can we get this point clarified please. The current Cert II is embedded within the Diploma so a total of 240 hours is the minimum requirement to gain the Diploma qualification. Given these qualifications are now separate do students need to complete 160 (Cert) + 280 (Dip) = 440 hours in total?"

Melanie Mayfield 10.09.2020 08.16AM

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WP assessing

"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 05.39PM

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WP requirements

"Can we have clarification regarding 240 hours being in a regulated service - where can the other 40 hours be? How is this monitored?"

Irene Stariha 19.08.2020 10.18AM

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1 Reply

"That is no longer the case as per the last draft Irene. This new draft just says they now must do 280hrs and all must be in a regulated service."

Nicola Johnston 28.08.2020 05.21PM

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Core units

CORE UNITS

 

 

 

 

 

 

 

 

 

Core Units

BSBWOR502

Lead and manage team effectiveness

CHCECE041

Maintain a safe and healthy environment for children

CHCECE042

Foster holistic early childhood learning, development and wellbeing

CHCECE043

Nurture creativity in children

CHCECE044

Facilitate compliance in an education and care service

CHCECE045

Foster positive and respectful interactions and behaviour in children

CHCECE046

Implement strategies for the inclusion of all children

CHCECE047

Analyse information to inform learning

CHCECE048

Plan and implement children’s education and care curriculum

CHCECE049

Embed environmental responsibility in service operations

CHCECE050

Work in partnership with children’s families

CHCPRP003

Reflect on and improve own professional practice

 

20 Comments

""

Suzanne Boyce 02.10.2020 03.07PM

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Back to a skills focus

"I notice that some units have lost the focus on skills and are treating knowledge as skills. For example, CHCECE042 and CHCECE043. Some rethinking of elements, performance criteria. knowledge and skills for these units needs to occur. "

Maree Aldwinckle 11.09.2020 09.23PM

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CHCECE022 Agency

"There does not seem to be an equivalent in the new set of units. Has the content been redistributed of is play and pedagogy no longer considered to be core to the EC educators role? This unit was important to target play-based learning pedagogy and gave some structure to the array of units for training organisations delivering to preservice learners."

Maree Aldwinckle 11.09.2020 02.09PM

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BSB unit/s

"I am wondering if anyone has taken in account the BSB unit/s will be replaced under the new training package BSB7.0v. Has there been a consideration to review? "

Patricia Robinson 11.09.2020 11.44AM

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BSBWOR502

"In reading through the Application of BSBWOR502, I can see it would be extremely difficult for most of our students to meet the requirements. The application states that the unit is intended for individuals who already work 'at a managerial level who facilitate work teams and build a positive culture within their work teams'. The students completing this unit would have a Cert III only, and not likely to be leading a team. Many areas of this unit ask the student to 'develop', 'establish' and 'resolve' in their work - not easily assessed when they do not fit the application of being in a leadership role. If these assessment points fell under the Knowledge evidence it would be acceptable. I fully support the idea of leadership being assessed, and see it as a necessity, but not like this. Also, the BSB training package has been reviewed and although the unit is 'equivalent' in the new package, the code will change, and there are significant changes to wording, structure, etc. "

Lauren G 10.09.2020 05.00PM

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1 Reply

"All good points Lauren"

Lorraine Walker 10.09.2020 07.29PM

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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. "

Carly Smith 07.09.2020 02.23PM

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Core unit selection

"The inclusion of BSBWOR502 is a very suitable choice as the majority of Diploma graduates end up in a supervisory position. As for focus of all the curriculum content, it seems to sit in the Nurture creativity unit, which usually doesn't have enough delivery time. It would be much better to have separate units for Music, Visual Art, STEM & nature, Language & literacy. This was the way it was delivered much more successfully and provided students with an excellent grounding in the basics of their curriculum's in old versions of the Diploma. This would better support the implementation of the EYLF as well."

tanya gillespie 07.09.2020 10.57AM

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1 Reply

"While students may end up there, they need more immediate skills for their work as educators. I thinks we should be training students for the job they are doing - not the one they will do i the future. "

Suzanne Boyce 02.10.2020 03.10PM

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HLTWHS003

"I am really concerned that the skills and knowledge from 'Maintain work health and safety' is no longer core in our Diploma qualification. The key performance ability indicators of contributing to procedures, implementing, supporting consultation, cooperation and communication appears to be sorely lacking."

Caroline Lancaster 04.09.2020 04.09PM

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2 Replies

"I agree. I think HLTWHS003 should be a core in the Diploma."

Amanda Grainger 04.09.2020 04.11PM

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"I believe these aspects are all covered in the new core unit CHCECE041 Maintain a safe and healthy environment for children."

Nicola Johnston 09.09.2020 05.49PM

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Team leadership

"I suggest replacing BSBWOR502 Lead and manage team effectiveness with CHCMGT003 Lead the work team as it is more appropriate for children’s services. I realise Lead the work team is suggested as an elective but two team leadership UOCs are unnecessary."

Lorraine Walker 17.08.2020 02.56PM

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1 Reply

"agree with Lorraine - This would add to the integrity of the course rather than importing units from other packages into Core."

Anne Williams 28.08.2020 07.26AM

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"Bring back the "öld school" ways of teaching the practical side of being with children. Teach potential educators songs, rhymes, HOW to read a story with intonation and dramatic pause when needed, the joy of a puppet show, group games etc. Teach the HOW's and ways to use and store things like finger paint, clay, playdough (gluten free and typical), explore the varieties of glues and the purpose for which they are best suited and adapted. Teach how to use tools for woodwork experience, give educators confidence to teach. Teach HOW to take a small group for a cooking experience. BE PRACTICAL. You can't teach what you don't know. If we don't do this we are setting educators up to fail and we are setting children up for mediocre. "

Theresa Blizzard 13.08.2020 10.35AM

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5 Replies

"I couldn't agree more. There needs to be more explicit emphasis on these practical skills."

Suzanne Boyce 24.08.2020 03.40PM

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"Agree and I believe that was the aim of Nurture creativity in children. All of the old develop units were put into foster holistic development and Nurture creativity was kept out to try emphasis this. Its whether that is being taught or not in both services AND RTO's. I personally like when we had to do portfolio examples of actual activities and experiences like these. We have something this as an assessment in our CHC50213 that we deliver."

Nicola Johnston 28.08.2020 05.45PM

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"Its very hard to understand the contradictions here. I'm hearing people say they can't observe all these skills in the workplace and then on the other hand hearing lets get back into practical side. If old school means being practical, it is your training and assessment methods that are of concern. Old school to me is going to TAFE and sitting through lectures, taking notes and going to placement. In our RTO current practice is the learner in a ECEC service from as soon as possible after enrolment and continuing until they are competent, despite them achieving the allocated hours. They also have lots of contact with their trainer during that time, and assessment occurs for all units, in the workplace. We can't call ourselves educators but not include lots of theory. If we get rid of theory we call ourselves child care workers again."

Debbie Conway 29.08.2020 10.02AM

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"I don't think anyone has suggested not have theory. I think the suggestion is to also make room for the practical things Theresa mentions and I couldn't agree more. Students need these fun activities to balance the course and I think the message was that some of this has been lost over the years. My experience of TAFE was certainly not going to lectures and taking notes and I think this is what Theresa was trying to ensure doesn't happen. That there is practical and fun too "

Sue Wyatt 04.09.2020 03.30PM

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"Wouldn't it be brilliant - could we add another element to CHCECE036 to embed the skills and understandings of the importance of creativity and 'practical know how'. "

Caroline Lancaster 04.09.2020 03.31PM

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ELECTIVE UNITS

Elective Units

BSBINN502

Build and sustain an innovative work environment

BSBLED401

Develop teams and individuals

BSBLDR511

Develop and use emotional intelligence

BSBMGT517

Manage operational plan

BSBSUS501

Develop workplace policy and procedures for sustainability

CHCDIV003

Manage and promote diversity

CHCECE051

Promote equity in access to the service

CHCECE052

Plan service and supports for children and families

CHCECE053

Respond to problems and complaints about the service

CHCECE057

Use collaborative practices to uphold child protection principles

CHCEDS056

Provide support to students with autism spectrum disorder

CHCINM002

Meet community information needs

CHCMGT003

Lead the work team

CHCPOL002

Develop and implement policy

CHCPOL003

Research and apply evidence to practice

CHCSAC010

Foster holistic middle childhood learning, development and wellbeing

 

QUALIFICATION MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

25 Comments

Emotional Intelligence

"BSBLDR511Develop and use emotional intelligence- is a welcomed choice of elective as the sector needs leaders who are adept in this skill."

Julia Gregory 01.10.2020 04.22PM

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The two Pre-req units in the Diploma

"There are two pre-req units that are required before enrolling into the Diploma CHCECE041 has pre req CHCECE031 CHCECE049 has pre req CHCECE037 so my understanding is that students who have completed the old qualification CHC30113 will have to undertake the extra two units in the new Cert III before being able to undertake the Diploma units - this disadvantages these students financially and timely; can this be addressed? Maybe add the two pre req units into the Diploma electives so that old training Cert III students can then elect them as part of the electives in the Diploma. "

Lare Stanton 09.09.2020 09.25AM

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2 Replies

"Agreed; it's incredibly vague around how these pre-req units could be accommodated to for CHC30113 qualified learners without financially disadvantaging them, or discouraging them form upskilling altogether. Hopefully equivalency mapping will clarify this, but it would help to understand what this means for recent graduates who intend to upskill so we can plan accordingly. "

Breanna Albanese 17.09.2020 04.40PM

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"Agreed, further clarification around what his looks like is necessary to allow for training organisations to plan accordingly."

Julia Gregory 01.10.2020 04.20PM

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CHCMGT003 Lead the work team

"This unit is not suitable for this qualification. Students should not be expected to participate in the recruitment processes."

deepali shah 08.09.2020 04.44PM

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1 Reply

"Many diploma qualified students end up in lead roles and even as Directors and are often required to be involved recruitment processes, including advertising, interviewing and hiring"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 08.19PM

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Choice

"I feel that these options are great and would provide a great overview of working within ECE on a daily basis but feel it could be more beneficial to the students to have a deeper and more concrete focus on leadership within a centre as they will have leadership roles once they complete their Diploma."

Carly Smith 07.09.2020 02.17PM

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Choice of electives

"The options available are not very inspiring and have a very heavy focus on management. From the list the following units that would be of most value for doing the 'real' job are: CHCDIV003 Manage & promote diversity - there is no recap in relation to diversity in the core units and would rely heavily on students 'remembering' the content of the C111 unit. They do need skills at a managerial level for supporting diversity BSBLDR511 Develop & use emotional intelligence - the inclusion of this unit would enable students to understand and increase their soft skills when working with colleagues, families and children. It would enable them to better build relationships, team work, partnerships and improve communication skills CHCECE053 Respond to problems and complaints - As we all know working with people requires a range of skills to deal with all the many issues that arise. Most of our students shy away from having to deal with difficult people or when someone complains or criticises. At Diploma level this is a common occurrence for room leaders, 2IC and Director."

tanya gillespie 07.09.2020 11.12AM

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Electives

"I really have to wonder about the electives, shouldn't the electives be value added areas of interest to support the students development as an educator. They should be units that support children's' literacy, numeracy, STEAM, Music that brings out the passion in students and send them out with value added skills. "

Allison Cox 05.09.2020 12.19PM

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inappropriate electives

"So many of the elective choices clearly state that the candidate should be in a leadership or management position and even a senior leadership position (e.g. CHCECE051 / CHCECE052 / CHCINM002 / CHCDIV003 / BSBMGT517) - how are students and even new graduates meant to meet these competencies if they don't have agency or authority or seniority in the service to undertake these? Such a false set of "choices" being presented here."

Vonna H 03.09.2020 02.40AM

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3 Replies

"I agree Vonna. We are missing a great opportunity to have an EC specific unit, such as "Introduction to Leadership in an Education and Care Service" - where we can stimulate 'beginning' skills of a leader in in UOC"

Cass B 04.09.2020 11.36AM

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"Exactly! - An Introduction to Leadership is perfect for where these students are up to. Great idea :)"

Vonna H 04.09.2020 04.00PM

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" I agree Vonna and add to this the electives that require assessment with school aged children how are these relevant to most Diploma educators."

Janis Green 10.09.2020 11.52AM

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Elective options

"I think it is critical to have curriculum based units available in the Diploma. Example: The Arts in Early Childhood: elements including visual arts, music, dance, drama, storytelling STEM in early childhood - elements clearly Science; Technology, Engineering; Maths Imagine the possibilities in terms of knowledge and skills that could be developed and then the value this will give to children's learning and development"

Cass B 02.09.2020 08.32AM

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4 Replies

"Hi Cassie, STEM is in the creativity unit CHCECE043:)"

Debbie Conway 02.09.2020 09.45AM

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"Hi Debbie - thanks for pointing this out (I had missed the reference in this unit!) - I notice that some music is in PC of this unit and STEM in knowledge - kind of hidden. I would prefer that these elements are removed and stand alone units created to give the weighting in content that it deserves."

Cass B 04.09.2020 11.39AM

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"agree . We need more of this - the elective choices are a bit dry "

Sue Wyatt 04.09.2020 04.07PM

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"Agreed. The current electives demonstrate a real lack of the ability to support learners to engage with specialised areas of curriculum planning, it would be wonderful to see this expanded upon and further options provided. "

Breanna Albanese 17.09.2020 04.36PM

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Electives in BSB package - due for update to 7.0

"May be worthwhile considering that the BSB package is about to be approved and the BSB units will be out of date by the time the students complete."

Anne Williams 28.08.2020 07.24AM

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1 Reply

"Agree Anne and was thinking the exact same thing - major changes to the BSB package need to be considered here. Completing units were CT would be grated to the new v7 of the BSB package needs to be something our learners can access."

Carla Scalia 28.08.2020 09.40AM

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Work placement hours

"How are RTO's going to be able to place students for weeks in Certificate 3 and 7 weeks in Diploma. Early childhood services are inundated with students and have very limited time and resources to take students. The pandemic has been very hard on the industry with many services not taking students at all. I think it is very unfair on both students and services for the training package to have such an unrealistic amount of hours needing to be in a regulated children's service. With 7 weeks of work placement, how long is the course going to be and when will the content be taught?"

Allison Cox 26.08.2020 03.05PM

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2 Replies

"If a student does an 8hr day in placement (simulated to what employees actually do), they would do 35 days of placement to get 280hrs which is 5 weeks if doing in a block placement or equals less than a year if doing 1 day per week. At the moment our students do 1 day per week for the duration of their course which is approx 1 year for Cert and 1.5/2years for Diploma. They should have no problem getting the required hours so feel these are fair to get a good amount of experience. Our current students always exceed their min hours slightly in order to complete all of the on the job tasks anyways."

Nicola Johnston 28.08.2020 05.52PM

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"Can we check the maths here? 8hrs per day x 5* days per week = 40 hours ; then 40 hrs x 5 weeks = 200 hours (*unless you were expecting your students to work 7 days per week?)"

Vonna H 04.09.2020 03.39PM

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General comment about the units of competency.

"When trying to meet compliance requirements for assessment purposes it is very important that consistent terminology is used. Language in elements and performance criteria needs to match the language in PE and KE. And language in KE and PE needs to match."

Maree Aldwinckle 20.08.2020 12.53PM

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Assessment Conditions

"In CHC50113 under Assessment Conditions it states "Assessment Conditions Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment." Can this please left in for the new qualification? With the Global Pandemic we are having trouble getting students placed in regulated ECEC services with no other options for us. However, some providers like ours have access to simulated ECEC environments which are accessed by children. This would be ideal for emergency situations such as a Pandemic to ensure students are still able to move forward in their qualifications and are able to be both supported in a practical sense. In addition, the NT also has a large number of ECEC services which are in operation but are not regulated services. Students living remotley then need to either re-locate or travel for the purpose of undergoing their placement for 240 hours - soon to be 280 hours. Are we disadvantaging these students and all students during the pandemics by not supporting them to the full capacity we could be by not considering the context of the students individual circumstances? "

Joe-anne Fletcher 13.08.2020 02.37PM

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