Early Childhood Education and Care - Draft 2 Validation

Project Summary

SkillsIQ, under the direction of the Children’s Education and Care Industry Reference Committee and a Technical Advisory Committee (TAC), is undertaking a detailed review of the following six Qualifications and associated 65 Units of Competency in the Children’s Education and Care Sector: 

  • CHC30113 Certificate III in Early Childhood Education and Care
  • CHC50113 Diploma of Early Childhood Education and Care
  • CHC40113 Certificate IV in School Age Education and Care
  • CHC50213 Diploma of School Aged Education and Care
  • CHC30213 Certificate III in Education Support
  • CHC40213 Certificate IV in Education Support.

This review continues on from previous work in response to the 2015 Australian Skills Quality Authority (ASQA) strategic review, Training for early childhood education and care in Australia. The ASQA findings and broader issues relate to the Children’s Education and Care Qualifications and Units of Competency contained in the CHC Community Services Training Package.

Create a pdf of all documents in this project

Status - Open for Feedback

You will need to to provide feedback.
Need help? Visit our How To page for step by step instructions on how to leave feedback.

The ECE Draft 2 material is now available for public consultation. Significant changes have been made to the structure of existing Qualifications, with the CHC30113 Certificate III in Early Childhood Education and Care proposed as being an Entry Requirement to the CHC50113 Diploma of Early Childhood Education and Care.

To access the Draft 2 Validation Guide, which includes a detailed mapping table, please scroll to the bottom of this page where the Validation Guide can be downloaded.

Consultation Activities and Timelines

The national consultation process for Draft 2 material will be open from 30 November 2018 – 30 June 2019. Throughout this period SkillsIQ will be undertaking a number of key activities to engage industry stakeholders and VET professionals. These will include consultation forums, webinars, and opportunities to give feedback via the SkillsIQ Online Feedback Forum.

Webinars

Please click here to access the PowerPoint presentation slides used in the webinars conducted in December 2018 and click here to see the responses to "Frequently Asked Questions (FAQs) raised in the webinars.

For further information please contact  marianne.wehby@skillsiq.com.au at SkillsIQ or call (02) 9392 8100.

Attachments

ECE Validation Guide

Recent Comments

Anne Parker 31.05.2019

"Hi Jodie I think this is taught and covered in the knowledge of "child history" the effects of toxic stress and inconsistent guidance etc. If we are to define "a" theory we will need to do for each unit too"

Early Childhood Education and Care - Draft 2 Validation

CHCECE045_Foster positive and respectful interactions and behaviour in children Draft 2

View

Debbie Conway 31.05.2019

"Hi Jodie, I agree that we need to promote links to biological responses, but do you think this is covered through the use of self-regulation and resilience in the unit - throughout? There are many models currently, resilience donut, phoenix cups (and others) being used in the industry, all linking with resilience and self-regulation, all with their own take on how the brain and behaviour effect children (people). Brain development is such a quickly evolving science at present and the importance of gut brain links and plasticity could also be explored. I feel that sticking with basic brain development, self-regulation and resilience concepts captures the essence, then further experience and knowledge as practitioners will cement philosophy and allow expansion. The basic actions of an educator are often the same despite the foundation theory, for example, using positive interactions, creating a sense of belonging through acceptance and being responsive. How much can we fit into an industry entry level student? How many theories/practices/approaches can we teach so that students develop their own philosophy? What are your thoughts? "

Early Childhood Education and Care - Draft 2 Validation

CHCECE045_Foster positive and respectful interactions and behaviour in children Draft 2

View

Jodie Cox 31.05.2019

"There needs to be a greater emphasis and inclusion of information on understanding why children behave the way they do. Understanding of brain development and models such as the Triune brain model will lead to greater understanding of how to support children. The emphasis on a biological response instead of choice and blame, and the importance of connection and attachment are vital to meaningful and effective practices. "

Early Childhood Education and Care - Draft 2 Validation

CHCECE045_Foster positive and respectful interactions and behaviour in children Draft 2

View

Debbie Conway 28.05.2019

"Maree, I think we are on the same wavelength. Getting back to the learning framework planning cycle. Currently it seems to go in and out is inconsistent in a variety of ways."

Early Childhood Education and Care - Draft 2 Validation

CHCECE048_Plan and implement children's education and care curriculum Draft 2

View

Maree Aldwinckle 28.05.2019

"Alternative wording suggestions Rationale: the name, elements and performance criteria need to draw on all elements of the current NQF without too much muddying of the waters. Curriculum needs to be seen as the overall structure incorporating aims and goals; content and subject matter; methods or procedures and processes for reflection, evaluation and assessment - based on the approved learning framework. The program is the plan for the practical implementation of the curriculum. The EYLF definition of curriculum is not helpful in a broader educational context. The same definition is given to programming in the MTOP! Unit application and prerequisites UNIT CODE CHCECE048 UNIT TITLE Plan and implement educational and care programs for young children APPLICATION This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate programs to foster young children’s learning and development. This unit applies to educators and teachers who use an approved learning framework to guide curriculum decision-making in early childhood education and care services. Work is undertaken independently according to the philosophy of the service. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. PREREQUISTE UNIT Nil COMPETENCY FIELD Early Childhood Education and Care UNIT SECTOR Children’s Education and Care Elements and performance criteria ELEMENTS PERFORMANCE CRITERIA Elements describe the essential outcomes Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Use a range of sources to inform curriculum decision-making. 1.1 Identify information about each child’s current knowledge, strengths, ideas, culture, abilities and interests. 1.2 Collect and use information about the service setting, philosophy and policies to guide curriculum design and on-going programming. 1.3 Seek feedback from colleagues, children and families about on-going programming and learning environments using formal and informal methods. 1.4 Consider local community contexts and events when selecting curriculum content and planning the on-going program. 1.5 Use contemporary knowledge about early learning, development and educational practice to frame curriculum decision-making. 2. Design curriculum and learning experiences in accord with an approved learning framework. 2.1 Use information about the development and learning of individual children and groups of children to inform the design 2.2 Clarify intentions, learning environments and educator roles using the approved framework’s learning outcomes, principles and practices. 2.3 Design an on-going program, environments, routines and transitions that foster active, holistic learning and development. 2.4 Integrate a balance between child-initiated and educator-supported learning by providing opportunities for scaffolding learning and development 2.5 Allow for planned and unplanned experiences. 3. Implement curriculum and learning experiences. 3.1 Access sufficient materials and set up inclusive learning opportunities that allow every child to engage in play-based learning. 3.2 Use responsive techniques and intentional teaching to co-construct meaning with children and ensure there are sustained interactions. 3.3 Model positive learning dispositions and scaffold learning in ways that support children’s development over time. 3.4 Identify spontaneous teachable moments as they occur and use them to build on children’s learning. 3.5 Document and reflect on children’s participation in the program with reference to an approved learning framework. 4. Evaluate teaching and learning. 4.1 Critically reflect on children’s learning and development, both as individuals and in groups to refine curriculum and on-going program. 4.2 Use critical reflection about children’s responses, planned and unplanned outcomes and own pedagogical practices to identify future curriculum refinements. 4.3 Identify and use opportunities to share information and program outcomes with colleagues, families and children. 4.4 Reflect and evaluate regularly and collaboratively and document according to services guidelines Foundation skills FOUNDATION SKILLS Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. SKILLS DESCRIPTION Reading skills to: • interpret the learning framework. Writing skills to: • document curriculum and record evaluations Oral communication skills to: • Numeracy skills to: • Learning skills to: • Problem-solving skills to: • Initiative and enterprise skills to: • Teamwork skills to: • Planning and organising skills to: • Self-management skills to: • Technology skills to: • document curriculum and record evaluations using digital media. UNIT MAPPING INFORMATION No equivalent unit. LINKS Performance evidence TITLE Assessment Requirements for CHCECE048 Plan and implement children’s education and care curriculum PERFORMANCE EVIDENCE Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: • plan, document, and implement a curriculum and on-going program that incorporates development and learning for: o three individual children o a group of at least five children • planning must include all of the following: o play experiences o routines o transitions o indoor and outdoor activities • use collaboration and critical reflection to evaluate the implemented curriculum and on-going program • document the evaluation process and outcomes for the implemented curriculum and on-going program • perform the activities outlined in the performance criteria of this unit during at least 280 hours of work in at least one children’s service, of which 240 must be in a regulated education and care service in Australia. Knowledge evidence KNOWLEDGE EVIDENCE Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit: • requirements of the following National Quality Standard(s) and related regulations and laws applicable to this unit, including: o educational program and practice o health and safety o physical environment o relationships with children • the principles and practices of the approved learning framework and related contemporary knowledge • how a service develops a specific philosophy and the link to curriculum design • stages of the curriculum planning cycle and how to manage that cycle: o using information o planning o implementation o reflection, evaluation and review • strategies for curriculum planning: o linking the collection and analysis of information to planning for each child’s play and learning o using the learning framework to inform planning with appropriate links to the principles, practices and learning outcomes o incorporating consultation, collaboration and communication with: • children • families • other educators o planning environments, opportunities and experiences o using daily interactions to promote play and learning o using intentional teaching strategies o developing documentation methods o developing monitoring and assessment strategies and tools • strategies for curriculum implementation: o using the learning framework to guide the way plans are put into practice o collaborating with children, families and educators o creating opportunities and environments that support play, learning and development o actively engaging with children to support and co-construct learning o modelling positive learning dispositions o using professional judgment to vary plans in response to children’s needs and emerging interests • the need for multiple perspectives and how educators can encourage and support collaborative critical reflection in the service • reflective practice: o what is critical reflection o why and how educators use critical reflection o what is meaningful reflection? Assessment conditions ASSESSMENT CONDITIONS Skills must be demonstrated in a regulated education and care service in Australia: • the assessor must directly observe the following aspects of Performance Evidence: o implementation of one aspect of the curriculum • observation must be supplemented by authenticated third-party reports and other forms of evidence • an approved early childhood educator must supervise interactions with children. Skills related to identifying information, design and evaluation may be demonstrated outside of the service. Assessment must ensure access to: • information technology • National Quality Framework for Early Childhood Education and Care o National Quality Standard o the relevant approved national learning framework • service standards, policies and procedures for: o educational program and practice o health and safety o physical environment o relationships with children • children between the ages of birth to six years in a regulated education and care service. Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors."

Early Childhood Education and Care - Draft 2 Validation

CHCECE048_Plan and implement children's education and care curriculum Draft 2

View