Early Childhood Education and Care - Draft 2 Validation

CHC30119 Certificate III in Early Childhood Education and Care Draft 2

Please scroll down to review the various sections of this document. You can leave a comment by clicking on .
You can choose to be notified when someone else comments by clicking on
You can unsubscribe from notifications by clicking on

Qualification description & entry requirements

QUALIFICATION CODE

CHC30119

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 according to the requirements of the National Quality Framework. They support children’s wellbeing, and development in the context of an approved learning framework. Educators use a range of well-developed skills and must apply discretion and judgment to their work in the context of established policies and procedures. They work 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

 

The volume of learning for a Certificate III is typically 1-2 years.

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

21 Comments

Description clarity and AQF level

"Currently a cert III qualified staff member is considered and defined in the sector as a worker – providing support to educators, the CHC30119 qualification description changes the status to educator a term which industry currently uses to refer to a diploma qualified person. The CHC30119 qualification seems to be increasing the scope and duties of a certificate III worker whilst not considering the impact of the student being able to access the skills and learning required in the individual units particular in relation to the constraints and traditions within the Early Childhood Education and Care sector and existing managers and directors qualifications, expectations and experience. The qualification appears to be pitched at a context of an existing worker whom has already achieved the trust and experience required to carry out the duties in the UOC or an apprentice/trainee. It has been noted on the forum that the draft Cert III proposal is higher than that of the AQF level 3 Graduates at this level: - will have theoretical and practical knowledge and skills for work and/or further learning - will have factual, technical, procedural and some theoretical knowledge of a specific area of work and learning - will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials and information to: • complete routine activities • provide and transmit solutions to predictable and sometimes unpredictable problems - will apply knowledge and skills to demonstrate autonomy and judgement and to take limited responsibility in known and stable contexts within established parameters The draft 2 Cert III qualification is not currently clear with the relationship between the learning outcomes in the level 3 criteria, the qualification type descriptor and the discipline. The AQF specification for the Certificate III states that the design of the components of the qualification provide coherent learning outcomes for the level and qualification type and will enable graduates to demonstrate them which we believe is not currently aligned in the draft 2 proposal."

steven schumann 18.03.2019 03.51PM

Reply

You need to login to post a reply. or Register

"Preference: Perhaps consider entry requirement of over 16 years of age. Equally consider Police Check / WWCC prior to working with children and that the First Aid unit be one of the first core units to be completed prior to undertaking workplacement."

Nancy Pavlovic 05.03.2019 01.11PM

Reply

You need to login to post a reply. or Register

"A bit of a cart before the horse response - apologies, however given how contentious the Cert III has been it would not be completely without merit for the pre-requisite to be the completion of a Cert II (currently in draft consultation)"

Nancy Pavlovic 05.03.2019 10.04AM

Reply

You need to login to post a reply. or Register

Qualification description

"The current Australian Qualifications Framework p.33 https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf details the wide-ranging knowledge and skills (and their practical application) required by a Certificate III qualification. These include ‘factual, technical, procedural and theoretical knowledge’; specified cognitive, technical and communication skills ; the ability to: apply these using ‘discretion and judgement’; adapt and transfer the required skills and knowledge; and take responsibility for ‘own outputs’ and learning. In reality, and set within the context of the NQF documents, the above criteria should align with and fulfill the everyday industry expectations of working as a qualified Certificate III educator. Evidently, CHC30119 Certificate III in Early Childhood Education and Care needs to accomplish this in ways indicated in a revised qualification description for CHC30119. Moving forward from Draft 2 to a final version demands a positive mind set assessing and building on what works in the current draft and demonstrating a clear vision apparent in each and every unit of competency. This objective necessitates consistency with industry specific requirements and AQF Certificate III criteria (no more and no less). So, a true Certificate III qualification. "

Lorraine Walker 20.02.2019 03.31PM

Reply

You need to login to post a reply. or Register

Screen time & sedentary behaviour recommendations

"Include limiting use of small screen recreation as an Element within a unit to make the competencies consistent with the Australian 24 Hour Movement guidelines for the early years in November 2017. The units have been updated to reflect the inclusion of sleep however sedentary behaviour has not been referenced. Behaviours associated with screen time during childhood have been shown to track into adulthood leading to an increased risk of overweight and obesity. Therefore it is important for educators to understand and demonstrate how to use screens appropriately in ECEC services (Please see Department of Health website for recommendations: www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines)."

Anthea Leslie, NSW Health 18.02.2019 02.03PM

Reply

You need to login to post a reply. or Register

centre policies unit for Cert III in ECEC

"it would be good to have a unit on introducing what is a centre policy and different type of policies used in the centre as lots of Cert III students when they do the CHCPOL002 in diploma they do not understand the topic even though it is covered in HLTWHS001 .or maybe CHCPOL002 can be taught in cert III. "

Chandana Basumatary 28.01.2019 11.47AM

Reply

You need to login to post a reply. or Register

Review

"I would like to see this review paused so that we can get this qualification right - the current draft has so many problems that need to be properly addressed. One-off forums on each capital city is not satisfactory. Where is the voice of regional and rural/remote services? The Draft 2 Cert 3 does not reflect the AQF specifications for a cert 3 qual nor does it reflect core skills for this level. We are setting up students to fail. We talk about best practice for children - this is also about best practice for adult learning."

Karen Kearns 24.01.2019 08.50AM

Reply

You need to login to post a reply. or Register

4 Replies

"I second this Karen. There is a substantial change of this draft from even Draft one where it looks like our feedback from Draft one was taken in the wrong context or in some cases not applied at all. Draft one had a much better feel to it with some tweaking and further changes needed but we now seem to be heading in a different direction. Suggest a Draft 3 be released with considerations from these last 2 taken in to consideration before anything is approved. We are not in a hurry to change- would prefer to get this right."

Nicola Johnston 24.01.2019 09.11AM

Reply

You need to login to post a reply. or Register

"Hi Nicola The trouble is I don’t think that the review process as it stands has the understanding or capacity to make the necessary changes. No one seemstohavea big picture view of how this qual can be delivered. From an RTO perspective this course in pRts in undeliverable. The health, safety, welling unit is too large and will take students forever to complete all of the required assessment tasks. Much of the cone t knowledge for this qual is way beyond what should be expected of a Cert 3. It’s not fair to prospective students to simply use the argument ‘that it’s what industry wants’ - cert 3’ s should not be expected to function at a Diploma level. Instead of introducing a. Eat 2 (which was not part of the review brief) the IRC needs to focus on getting the Cert 3 & Dip right. I am extremely disappointed in the IRC especially in the ACECQA& unions for not promoting the rights and needs of learners. Cert 3’s can’t fix the issues around the cost of eve nor should they be expected to work beyond their AQF level simply because it’s too expensive for services to employ Dip or EC teachers - that is a totally separate issue that government needs to address. "

Karen Kearns 24.01.2019 10.34AM

Reply

You need to login to post a reply. or Register

"I agree."

Angela Ryan 21.02.2019 03.59PM

Reply

You need to login to post a reply. or Register

"I believe investing more time in this phase of the review would be of great benefit in outcomes, I support this perspective"

Susan Werner 19.03.2019 08.54AM

Reply

You need to login to post a reply. or Register

Qualification Description

"I think that the qualification should include: They support children's learning, wellbeing and development in the context of an approved learning framework."

Kerrie O'Neill 17.01.2019 11.56AM

Reply

You need to login to post a reply. or Register

7 Replies

"An interesting point. The EYLF or equivalent is a complex document that includes knowledge at a Diploma & EC degree level. Cert 3s need time to explore these concepts and should not be expected to apply knowledge that they may struggle to fully understand."

Karen Kearns 24.01.2019 10.46AM

Reply

You need to login to post a reply. or Register

"Agree Karen, but do we need to start by sorting out where the industry is or is going before we can sort out a training package?"

Debbie Conway 24.01.2019 02.41PM

Reply

You need to login to post a reply. or Register

"No not suggesting that however we do need to be very clear about expectations. It is unethical for service to expect Cert 3s to perform at Dip level unless they are being paid at a higher rate that reflect their work role. It is also unethical for this review to seemingly endorse these high level expectations without so much as acknowledging this elephant in the room! Sadly we have not had the opportunity to raise issues and concerns in open forums prior to the review. We can’t give feedback to ACECQA, ASQA, or any other authorities. It’s a bit of a one way street. It’s fne to hear about all,of the good things happening but where is the forum for raising the big issues? "

Karen Kearns 24.01.2019 05.29PM

Reply

You need to login to post a reply. or Register

"I am having trouble identifying the balance karen. Even if cert III are not working at diploma level, they still need to know what they are doing and why and unfortunately that means knowing and understanding information that is way above their heads (ACSF) and repetitive in its language to make things more complex (how many components of the NQF have repetitively used the same language ie: how many elements can we have). Still think we have to adjust industry. So... I think we have to reduce the 'depth' of understanding that a Cert III must have and that's where the training package does have some control. Get back to the basics for Cert III, what will they need to do and understand to do this job, and put in terms they will understand and can link as they work in the industry. From experience I see a lot of industry want Cert III's and Diploma's who have experience and knowledge well beyond their capability. We all began somewhere and built on a strong foundation. We should be building that foundation in Cert III, suring it up and giving responsibility in Diploma and then growing it in a degree."

Debbie Conway 25.01.2019 09.31AM

Reply

You need to login to post a reply. or Register

"I have to agree with both points of view. I work for an RTO that delivers VET in schools. I believe that the new CERT III will be very complex to deliver and the assessment conditions will be almost impossible to achieve by an assessor."

Sandra Yelen 21.02.2019 03.16PM

Reply

You need to login to post a reply. or Register

"Well written Sandra. Yes we have to consider industry needs but it is the RTO's who need to deliver these for industry and it wont work if it is made too difficult to deliver the quals."

Nicola Johnston 21.02.2019 03.21PM

Reply

You need to login to post a reply. or Register

"Agreed on all point here"

Joanne Dejun 26.02.2019 12.47PM

Reply

You need to login to post a reply. or Register

Companion volumes

"will companion volumes be released alongside the new units to assist with implementation "

Jessica Gwynne 16.01.2019 12.25PM

Reply

You need to login to post a reply. or Register

Entry requirement

"Looking at the requirements of the units - there are high level literacy requirements. Literacy skills definitely need to be an entry requirement. All units need to have foundation skills, some are blank."

Christianne McGibbon 13.12.2018 10.42AM

Reply

You need to login to post a reply. or Register

Packaging rules

PACKAGING RULES

Total number of units = 16

  • 14 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 children’s service in Australia, of which 120 hours must be in a regulated education and care service. 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 industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

27 Comments

Packaging rules, equivalence and unregulated hours

"The draft package has 16 units, less than the CHC30113 however some units have been combined to create a unit with 9 elements and 39 PCs which would likely be more approachable as smaller units. Already discussed in forums – the notion of 40 hours in an unregulated service creates some difficulties in that the majority of units state that tasks must be performed in a regulated education and care service which may be confusing for students as to what tasks they can undertake where and could require repeating of tasks if this requirement is not fully understood, furthermore it undermines the intent of the qualifications being in a highly regulated service and is at cross purposes to a student acquiring the knowledge, skills and experience required. Units Equivalence Could a case not be argued for maintaining equivalence in some units to enable a cleaner transition for students with existing qualifications or currently studying towards a qualification? A scenario where a student completes the CHC30113 just prior to the transition occurring could feel they do not have a worthwhile qualification due to updates and would not be able to enter the Diploma as there is no equivalent qualification. Currently qualified assessors in ECE would need to achieve up to 440 hours of industry placement to attain the qualifications that they are assessing in which would equate to 10 plus weeks on top of the study requirements to upgrade the 31 units within the qualifications that are neither equivalent nor embedded. Or could the entry requirement for the Diploma be: hold a CHC30113 or CHC30119 Certificate III in Early Childhood Education and Care or an equivalent qualification for those students who have recently completed the current Cert III and therefore allowing them to access Diploma without being disadvantaged. The certificate III in particular presents numerous barriers to regional and remote students with access, flexibility, equity, time and resource availability Students are usually not allowed access to parents nor are they a party to such discussions Students are often moved between rooms rather than having a static set of responsibilities which would impact on an ability to develop relationships If in a family day care they may not have a range of children to observe and plan for AND/OR access to other educators and supervisors for ‘collaborative activities,’ ‘critical reflections’ and ‘guidance’ a family day care or preschool may not provide access to babies and a student cannot assure access to babies for a simulation. The narrow stipulations in units such as CHCECE032 would also disadvantage any students working within a kindergarten or preschool environment."

steven schumann 18.03.2019 03.53PM

Reply

You need to login to post a reply. or Register

"Great t see additional 40 hours will be required to be completed , however very concerned that they are not inline with the existing 120 under regulated environments. The ambiguity of where or how those 40 hours are to be captured, documented, and verified will lead to abuse of this qualifications we have seen in more recent times. Please address this abnormality."

Nancy Pavlovic 05.03.2019 10.09AM

Reply

You need to login to post a reply. or Register

Unregulated Hours

"Concerned with the unregulated hours throughout the new qualification. Early childhood is a highly regulated industry. It would be beneficial to the students to maintain compliance, regulations, policies and procedures within a regulated service."

Amanda Pandoff 06.02.2019 03.18PM

Reply

You need to login to post a reply. or Register

2 Replies

"Yes definitely agree here"

Maree Werda 21.02.2019 03.58PM

Reply

You need to login to post a reply. or Register

"Agreed - also, what is the benefit to having students completing placement/working in an unregulated service?"

Joanne Dejun 26.02.2019 12.48PM

Reply

You need to login to post a reply. or Register

40 hours Unregulated

"I have great concerns about the 40 hours in an unregulated environment. To a student this can mean gym creche, friend's child, play group. 40 hours in an Unregulated environment means there are no regulations and standards, policy and procedure, compliance or adequate supervision of the student. This will not support the learning outcomes of the UOC / qualification, it will not reflect the the job role or positively influence and enhance the employability of the student. There is a very real chance students could complete these 40 hours without First Aid and knowledge of Health & safety and in an unregulated context with no policy / procedure or adequate supervision (like that expected in a regulated child care setting) this places the student and children at real risk including WHS compliance, child protection issues and health & safety such as response to food allergies and anaphylaxis. Also raises issue of insurance for the student. The 40 hours also undermines the role of the cert 3 educator, the requirements and significance of their job role and the regulatory system. 120 hours has been sufficient in a regulated ECEC environment. Kirsty Fantini - Early Years Training & Consultancy"

Kirsty Fantini 30.01.2019 05.03PM

Reply

You need to login to post a reply. or Register

7 Replies

"Completely agree with Kirsty here. All very good points."

Nicola Johnston 30.01.2019 05.17PM

Reply

You need to login to post a reply. or Register

"I agree. The 40 hours in an unregulated environment completely undermines the professionality and important regulatory requirements for the role."

Kerrie O'Neill 30.01.2019 06.19PM

Reply

You need to login to post a reply. or Register

"I also agree. What does this mean? Can they do it in their own home or a simulated environment - what would be the parameters? I cannot see how this would support student learning and believe the entire 160 hours should be in a regulated service. "

Renee Rainey 11.02.2019 01.06PM

Reply

You need to login to post a reply. or Register

"I totally agree with your comment here, Kirsty. This is concerning."

Angela Ryan 21.02.2019 04.12PM

Reply

You need to login to post a reply. or Register

"Well written Kirsty - I completely agree"

Joanne Dejun 26.02.2019 01.01PM

Reply

You need to login to post a reply. or Register

"Completely agree with all of these statements"

Melanie Mayfield 05.03.2019 10.11AM

Reply

You need to login to post a reply. or Register

"I agree, the inclusion of 'unregulated' hours is problematic for the points raised above"

Susan Werner 19.03.2019 08.56AM

Reply

You need to login to post a reply. or Register

160 hours

"what standards of application and requirements are set around where the additional 40 hours will be required to be completed - is this allowing students to just throw an extra 40 hours in where ever they like - say babysitting etc where that has no application of the skills and knowledge to the unit and how will that be governed "

Jessica Gwynne 16.01.2019 12.27PM

Reply

You need to login to post a reply. or Register

AQF III

"The revised Cert 3 does not reflect AQF specification for Cert. 3. Learners are required to practical, procedural, technical and some theoretical knowledge. They are required to participate in ROUTINE TASKS & take LIMITED RESPONSIBILITY IN KNOWN AND STABLE CONTEXT WITHIN ESTABLISHED PARAMETERS. Draft 2 is extremely disappointing - where is the rationale? What do we realistically want a Cert III to know/do/understand/apply? Draft 2 is a combination of AQF 3, 4 & 5! There is no consistency, terminology is confused (and confusing). Some performance criteria are not assessable in their current format. Collasping 3 units into one is not 'streamlining'! 40 hrs workplace experience in a non-regulated service means that no workplace assessment tasks can be undertaken during this period as all units state that they must be assessed in a regulated chns service! I am extremely disappointed in this review. This was an opportunity to get this qual right, instead Cert 3 Draft 2 is an absolute mess - we need to start over! Karen Kearns International Child Care College."

Karen Kearns 08.01.2019 04.40PM

Reply

You need to login to post a reply. or Register

3 Replies

"Isn't the issue that level of qualification doesn't suit the level of requirements for the industry? The terminology and depth of knowledge is well above the ACSF levels you would expect. With the NQF and the NQS, (noticed they are incorrectly substituted in the units and in general in the industry. Elements (NQS) - Sub-elements (EYLF), frameworks (NQF and learning frameworks) etc. All doubling up so its really hard for learners to understand. We find even those in industry have difficulty communicating clearly when so many terms cross over and are doubled up. So, the level of language and terminology is not at the level of the qualification, but employees need this to work in the industry. Critical reflection, scaffolding, pedagogy, spontaneous teachable moments, dispositions etc etc. These are not terms suited to general ACSF levels for Cert III either and yet they are part of the industry. We could raise the level of the qualification, but does that suit industry? We have to focus on what the industry really wants and what is expected of a CERT III. This varies from someone with minimal responsibility, to a family day care educator, almost entirely isolated in some situations. Is there an answer?"

Debbie Conway 14.01.2019 05.03PM

Reply

You need to login to post a reply. or Register

"Hi Debbie There certainly are many issues which need to be resolved. I agree that the terminology and related concepts are complex. It is my belief that the expectations of Cert. 3 educators have gradually increased over time. Years ago a Cert 3 (equivalent) was regarded as an assistant to the qualified staff - now they are expected to work alongside qualified staff, are given groups of children to observe/ plan for ect. There seems to be an expectation that they will apply child development knowledge, play/learning/ pedagogical theory ect. They are not teachers, they are not Diploma educators, they are supposedly there to support these roles. I believe that the cost of care is partially responsible for the higher expectations. Services struggle to pay for qualified educators/teachers and are increasingly placing higher expectations on Cert 3’s! My concern in relation to this review is that there is a need to clearly articulate what should be reasonable to expect of a Cert 3 educator. As you say the sector doesn’t seem to be able to agree on this and therefore some leadership is needed to address/clarify this. We may need to I trodu e a Cert 2 to take on the more tradional role of assistant to the qualified staff? The old Cert 4 provided a better pathway in terms of allowing learners to gradually build their skills and knowledge. My other concern in relation to this draft is that once again there is no understanding of the big picture - the volume of learning is enormous and in some instances unassessible. I dispair that the committee seem to have little understanding or regard as to how this course will be delivered in a timely manner hat allows for steady progress and success. My RTO delivers training mainly to trainees. I can’t begin to comprehend how student who only undertake 120/160 hours in the workplace would ever be able to complete all of the workplace tasks in the allocated time. (Let alone have the much needed opportunity to simply be part of the service interacting with children and observing educators etc.). Where to next? I would like to address the reference committee but doubt such an audience e would be granted! Regards Karen Kearns"

Karen Kearns 15.01.2019 09.42AM

Reply

You need to login to post a reply. or Register

"Are we headed for draft 3???"

Debbie Conway 15.01.2019 11.02AM

Reply

You need to login to post a reply. or Register

Mandated work placement hours at ECEC services

"Any reason as to why only 120 hours must be conducted at a regulated ECEC service and not the whole mandated 160 hours? As ECEC is a high risk qualification, I would believe that students must demonstrate their knowledge and skills at their work placement environment to be deemed competent in their course. "

Maryann James 28.12.2018 02.50PM

Reply

You need to login to post a reply. or Register

Hours Requirement

"Further details need to be given around the hours requirement. 40 hours that do not need to be completed in a registered early learning centre won't necessarily support the students knowledge, understanding and skills required to obtain this qualification. "

Ashleigh Smith 14.12.2018 12.31PM

Reply

You need to login to post a reply. or Register

1 Reply

"Very true Ashleigh in fact students will not be able to cattend mplete any workplace tasks if they are not in a regulated chns services as this is an assessment requirment for every competency "

Karen Kearns 24.01.2019 05.25PM

Reply

You need to login to post a reply. or Register

Hour requirement

"Needs clarification in regards to the 40 hours that can be done elsewhere! Also clarification of how this is resulted - do units not get resulted until hours are complete? Needs to be clearer."

Christianne McGibbon 13.12.2018 10.53AM

Reply

You need to login to post a reply. or Register

AQF Level

"Please to see the AQF level highlighted - students have struggled doing CHCECE026 at Certificate III level."

Christianne McGibbon 13.12.2018 10.44AM

Reply

You need to login to post a reply. or Register

2 Replies

"CHCECE026 is not even a recommended elective for cert III (not a core unit and not an elective in the qualification). It would have been included in the particular RTO's elective list."

Debbie Conway 14.01.2019 05.06PM

Reply

You need to login to post a reply. or Register

"Hi Debbie, I’m referring to this being utilised in the current package. There are some high level electives in this new draft that are not appropriate. My comment was about not repeating the same mistake."

Christianne McGibbon 18.01.2019 12.04PM

Reply

You need to login to post a reply. or Register

Package rules

"So glad to see that hours of work have increased."

Lynda Campbell 05.12.2018 07.30PM

Reply

You need to login to post a reply. or Register

1 Reply

"Hi Lynda This is a positive move, however because all units must be assessed in a regulated children’s service students would not be able to take a advantage of these extra hours to complete workplace tasks if they were placed in non-regulated service for the additional 40 hours."

Karen Kearns 15.01.2019 09.44AM

Reply

You need to login to post a reply. or Register

Core units

CORE UNITS

Core Units

CHCECE030

Support inclusion and diversity

CHCECE031

Support children’s health, safety and wellbeing

CHCECE032

Provide care for 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

CHCECE038

Observe children to inform practice

CHCECE054

Promote understanding of Aboriginal and/or Torres Strait Islander 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

 

34 Comments

Care for children 2+

"HI, It may be somewhere and I just cannot see it. Which unit covers the care for children after being a toddler? Is it in the relationships unit? Many will still be learning to toilet and wash their hands and learn those independent skills. Thanks "

Robyn O'Neill 03.03.2019 12.22PM

Reply

You need to login to post a reply. or Register

Core units

"The final version of CHC30119 needs to include core units which provide a solid foundation for Certificate III qualified educators and future Diploma students at the appropriate ACSF and AQF level. Hopefully, this will be achieved in the final version after amendments are made following the consultation process. Also, as three units of competency have been merged into one (CHCECE031), and two other units have been merged into one (CHCECE033), students are still essentially covering the existing 18 units. (In fact, there are now 19 units as CHCCEC056 has been added). Although, the intention of merging units is to remove some of the existing repetition, the final version of the Training Package needs to ensure that crucial knowledge and skills have not been excluded, and also that there has not been undue extension of the whole qualification. (Please see my comments on individual units regarding the above statements and suggested possible changes). Overall, in regard to all chapters, consideration for the use of the terminology 'a process of reflection' at Certificate III level vs. a considered more high order 'critical reflection process' at Diploma level needs to be determined and clearly defined. "

Lorraine Walker 21.02.2019 02.25PM

Reply

You need to login to post a reply. or Register

Cert III core

"It would be great to see CHCECE038 Observe children to inform practice as a pre-requisite for CHCECE036 Provide experiences to support children's play and leisure. This would mean that students know something about how to observe children and record this prior to developing experiences."

Debbie Conway 22.01.2019 12.19PM

Reply

You need to login to post a reply. or Register

4 Replies

"Maybe these two units should be made one, learn about observing children in meaningful ways, then do something with that information."

Debbie Conway 24.01.2019 08.07AM

Reply

You need to login to post a reply. or Register

"I agree Debbie "

Karen Kearns 24.01.2019 09.00AM

Reply

You need to login to post a reply. or Register

"Or even better, 035, 036 and 038 actaully become one whole UOC because you really cant do one with the others. Assessments would make much more sense (we all cluster this group anyway) and reflect the lived reality of how it works in the service."

Alissa Haddad 14.02.2019 11.10PM

Reply

You need to login to post a reply. or Register

"Alissa, I feel 035 is large enough, but agree that there is overlap in 035."

Debbie Conway 15.02.2019 08.10AM

Reply

You need to login to post a reply. or Register

cert III - NQS

"Unless the NQS is explained in CHCECE056, the National Quality Standard is not explained in any particular unit at all. We refer to it, we look at how other things link, but we don't actually have somewhere that it is the subject being studied. This means that learners don't ever get the basics of how it works. I am sure (hope) RTO's provide this learning, but it should be somewhere that maps in."

Debbie Conway 14.01.2019 05.10PM

Reply

You need to login to post a reply. or Register

3 Replies

"ICCC introduces the NQS in legal/ethical as N introduction and then refer to it in almost every unit so that students start to understand the relationship between practice and the NQF"

Karen Kearns 24.01.2019 08.42AM

Reply

You need to login to post a reply. or Register

"I agree that it is almost every unit, and should be, however there is nowhere that it is just laid out and explained - what are quality areas, what are standards and elements, how to use the guide to the NQF to understand the NQS (what standards are and how they are applied to each practice in the unit is fine) - even in CHCECE055 there isn't a direct reference to the NQS basics. We cover ECA code of ethics and UN Convention, but not the NQS basics which every educator must understand to be able to communicate with others everyday."

Debbie Conway 24.01.2019 09.03AM

Reply

You need to login to post a reply. or Register

"Yes you are absolutely right Debbie. Nor is there a stand alone unit introducing ing play as our primary learning tool. The problem is that concepts are introduced but then student are immediately expected to app,y this new and often complex knowledge. I am still learning about child development after 40 years! The expectation that complex knowledge can be immediately applied to practice demonstrates a lack of u der standing of adult learning ( or learning in general). I am totally frustrated by this review - where is the voice for learners?"

Karen Kearns 24.01.2019 10.42AM

Reply

You need to login to post a reply. or Register

Removal of CHCECE006

"As a PD professional - often I am asked about providing workshops and professional development on 'behaviour guidance'. I still think that strategies for supporting children's behaviour could be within its own unit, as well as introductory content with positive relationships with children."

Lorraine Christofis 12.12.2018 01.42PM

Reply

You need to login to post a reply. or Register

2 Replies

"Absolutely agree Lorraine. Behaviour management is always the most task for educators. There should be an intro for Cert 3 and a more advanced unit at Diploma. Certainly such units should take presidence over a stand alone unit on creativity which should simply be embedded in play and learning!"

Karen Kearns 24.01.2019 08.59AM

Reply

You need to login to post a reply. or Register

"Huge agreement from me too Lorraine and Karen, behaviour guidance is something nearly all educators struggle with."

Debbie Conway 24.01.2019 09.07AM

Reply

You need to login to post a reply. or Register

chcece054

"Glad to see this is more realistic in terms of what is relevant in a children's service environment."

Lynda Campbell 05.12.2018 07.34PM

Reply

You need to login to post a reply. or Register

Core unit

"I think it is very unfair that provide care for babies is still a core unit as there are many services where there are no babies or toddlers and it makes it difficult for the employers when the student has to go to another service for the practical experience. Should be an elective."

Lynda Campbell 05.12.2018 07.32PM

Reply

You need to login to post a reply. or Register

2 Replies

"Agreed- as it a very specific age group with a skill set that educators could choose to develop according to their working preferences."

Lorraine Christofis 12.12.2018 01.44PM

Reply

You need to login to post a reply. or Register

"If its not included then it wouldn't be an early childhood qualification, it would be a preschool qualification. Then we would need to have another qual! Also, students aren't gaining a qualification so they can just work in their own service, they are gaining it so they can work in the industry and that means transferring from one service need to another. the training provider should be arranging access and support for learners to gain all skills in flexible ways."

Debbie Conway 15.01.2019 10.59AM

Reply

You need to login to post a reply. or Register

CHCECE032 Provide care for babies and toddlers in this document has not been updated.

"The title for CHCECE032 is listed as Nurture babies and toddlers in the units on your website."

Jennifer Burston 05.12.2018 12.12PM

Reply

You need to login to post a reply. or Register

Observe children to inform practice

"Observation is a skill that needs to be practised so I am glad that you have included this as a core unit of competency."

sharon clinch 05.12.2018 11.35AM

Reply

You need to login to post a reply. or Register

1 Reply

"Agree. Taking a photo is NOT an observation, but many educators think it is."

Kerrie O'Neill 17.01.2019 12.00PM

Reply

You need to login to post a reply. or Register

Mandatory 160 hours CHC30119

"What constitutes a children's service in Australia"

Dianne Payne 05.12.2018 09.13AM

Reply

You need to login to post a reply. or Register

2 Replies

"I believe it refers to regulated services"

Karen Kearns 15.01.2019 09.50AM

Reply

You need to login to post a reply. or Register

"Guidelines and clarity are required here-other than a regulated early childhood education and care service- is a ball pit in IKEA suitable?"

Sue Dahlenburg 26.02.2019 01.43PM

Reply

You need to login to post a reply. or Register

New core unit CHCCEC056

"Where's the draft unit? Or when will we get to see this?"

Jenni Welch 04.12.2018 08.43AM

Reply

You need to login to post a reply. or Register

9 Replies

"Hi Jenni, That unit will be loaded as part of the Certificate II in Children's Services which will available on the forum in the next week or two. SkillsIQ"

Melinda Brown 05.12.2018 11.51AM

Reply

You need to login to post a reply. or Register

"The title does not make sense. It seems incomplete. It would read better if it was called 'Work effectively in children's education and care services'."

Kerrie O'Neill 17.01.2019 12.02PM

Reply

You need to login to post a reply. or Register

"Hi Jenni, this unit is now available for comment from the link in the list of units in the side bar on the left. SkillsIQ"

Liz Petrovic 21.01.2019 04.42PM

Reply

You need to login to post a reply. or Register

"What was the rationale for introducing a Cert 2? I thought this was a review of the existing quals? We need to get Cert 3 & Dip correct before looking at a new qual! "

Karen Kearns 24.01.2019 09.02AM

Reply

You need to login to post a reply. or Register

"yes!!!"

Debbie Conway 24.01.2019 09.09AM

Reply

You need to login to post a reply. or Register

"Debbie I have sent a paper to Skills IQ e pressing my concern about the entire process. The paper has also been circulated by ACPET to members in Aust delivery these quals. I am happy apply to send you a copy if you are interested. I think we need a concerted effort to stop this review in its tracks. What is the rush? We need to get it right!"

Karen Kearns 24.01.2019 10.37AM

Reply

You need to login to post a reply. or Register

"Hi Karen, I am happy to support also if you require further people. Nicola.Johnston@tafe.qld.edu.au"

Nicola Johnston 24.01.2019 11.39AM

Reply

You need to login to post a reply. or Register

"debbie@owfc.com.au"

Debbie Conway 24.01.2019 02.42PM

Reply

You need to login to post a reply. or Register

"I agree where is real consultation in this process we need at least a draft 3 and I’d start with better representation on the IRG"

Janis Green 01.02.2019 04.59PM

Reply

You need to login to post a reply. or Register

ELECTIVE UNITS

Elective Units

BSBINN301

Promote innovation in a team environment

BSBSUS301

Implement and monitor environmentally sustainable work practices

BSBWOR301

Organise personal work priorities and development

CHCDIV001

Work with diverse people

CHCECE037

Support children to connect with the natural environment

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 support

CHCPRP003

Reflect on and improve own professional practice

CHCPRT003

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

CHCSAC009

Support holistic middle childhood learning, development and wellbeing

HLTFSE001

Follow basic food safety practices

 

QUALIFICATION MAPPING INFORMATION

No equivalent qualification.

LINKS

Companion Volume Implementation Guide

31 Comments

"Insane suggestion: Is it at all possible for HLTFSE001 Follow basic food safety practices be made a core unit? So many educators do not have any form of food safety handling training, yet come in contact with food preparation, storage and serving to children. Alternatively is it possible that that knowledge evidence be expanded to include: Potential food safety hazards. • Consider removing foods from the menu that are not suitable for children under four for food safety reasons. Discuss with appropriate stakeholders if necessary. Food handling fundamentals. • Advise food handlers of their legal obligations. • Introduce a food handler’s hygiene policy. • Include time/temperature and good food handling fundamentals in food handler skills and knowledge requirements including: • receiving • storage • thawing • preparation. • cooking and reheating • cooling • service and delivery. Additionally: Some foods are not considered suitable for children under five because of their inherent microbiological risk. They are: • Raw or undercooked meat (particularly minced meat), poultry, fish and shellfish. Food poisoning bacteria are commonly found on raw chicken; particular care is required when handling and preparing raw chicken to avoid cross contamination and thorough cooking is essential; • Uncooked fermented meats, such as salami. Check the label: ‘cooked’ products are safe. Do not feed young children ‘heat treated’ or ‘not heat treated’ products; • Unpasteurised milk and products made from unpasteurised milk, such as raw milk, cheese and other dairy foods made from unpasteurised milk; and • Raw sprouts, such as alfalfa, clover and radish. "

Nancy Pavlovic 05.03.2019 12.00PM

Reply

You need to login to post a reply. or Register

Elective units

"The selected elective units need to be evaluated in order to achieve a true Certificate III qualification. Currently, they are not all the appropriate ACSF and AQF level, especially CHCPRP003 Reflect on and improve own professional practice."

Lorraine Walker 21.02.2019 02.27PM

Reply

You need to login to post a reply. or Register

Removal of the "Critical Reflection" to Reflection

"I apologise if this has already been addressed. CHCECE036Element 3.4 Identify the role of the educator in children’s play and learning through critical reflection of own pedagogical practices. This is quite a complex task for a Cert 3 student to deconstruct. Critical reflection is much deeper than just a “reflection” and involves understanding more complex concepts than what is taught at Cert 3 level. In order for a Cert 3 to undertake a critical reflection, their depth of knowledge and learning content would need to increase to support achievement of this skill. Critical reflection involves a deep sense of meaning making and requires analytical skills. In Academia, the critical reflection framework posits the notion of reflecting ON, IN and FOR action. These concepts are very challenging for a Cert 3 learner. See https://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf Within the Early Years Learning Framework (p.14) ‘Critical reflection involves closely examining all aspects of events and experiences from different perspectives. Educators often frame their reflective practice within a set of overarching questions, developing more specific questions for particular areas of enquiry. Overarching questions to guide reflection include: • What are my understandings of each child? Students could tackle this in general terms quite ok. • What theories, philosophies and understandings shape and assist my work? Starting to become more complex. • Who is advantaged when I work in this way? Who is disadvantaged? Beyond the scope of Cert 3 learning. Not supported in the course. • What questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by? Parts of this could be possible for Cert 3 such as “What am I challenged by and curios about?” The other questions require a deeper understanding to even begin to ask the question. • What aspects of my work are not helped by the theories and guidance that I usually draw on to make sense of what I do? We’ll beyond Cert 3 scope of learning. • Are there other theories or knowledge that could help me to understand better what I have observed or experienced? What are they? How might those theories and that knowledge affect my practice? Cert 3 would be unaware of what “other theories” exist as it is not in the scope of their learning. Deep analysis required here. Solution: It might sit better to remove the word critical and replace with just Reflect/Reflection. In addition: Is it necessary to know the history of play? Contemporary play and cultural play would be more pertinent. Especially incorporating digital play understandings into the educator's knowledge repertoire. No mention of technology and play which should really be included to keep up with current play, learning and development trends. Another inclusion into this unit could be a knowledge and performance criteria on children's agency in play. Element 2.6 focuses on agency in participation but agency is deeper than the child deciding whether to participate or not. Agency includes the child's ability to contribute to the play resources and equipment to be used and how it should be set up. It needs to reflect the child’s input into the curriculum and their play scenes. Just some thoughts!"

Alissa Haddad 14.02.2019 10.20AM

Reply

You need to login to post a reply. or Register

5 Replies

"Great points Alissa. I'm interested in the points you make about agency. Could the PC's in element 2 'support children's play and learning' be seen as a break down of what agency is in some areas? What else could be changed or added to make this clearer? While I agree that the cert III needs to know what agency is, it would be good for them to have it in a break down or simple term. What are your thoughts?"

Debbie Conway 14.02.2019 11.03AM

Reply

You need to login to post a reply. or Register

"Hi Debbie, Thanks for your reply. My thoughts are that agency is very closely connected to not only the discourse of participation rights, but also the pedagogy of responsive practice and educator attunement. I feel the PC’s in E2 can and do actually reflect agency as I can attach participation, responsiveness or attunement next to them however, not directly enough that a student will recognise it as being a pedagogical practice for “agency”. With participation rights being the practice of interpreting children’s cues and pedagogically responding by being attuned to the child, these three educator skills are imperative when ensuring there is a sharing of power in decision making with the child. This leads to the valuing of the child as a capable citizen with a voice to be heard. We do not want to create an epistemology positioning all children as having the same needs and desires so agency must be clearly understood and demonstrated by our students and learners. My thoughts are that it might help to break agency down further and include a point or two that might say for example something along the lines of: 1. Agency is promoted through various age appropriate levels of participation rights, from listening to the child, to supporting their views, taking their viewpoint into account, involving the child in the decision making process and the highest level of sharing power and responsibility for decision making with the child. See Shier’s participation model (Shier, 2001, p. 110), and 2. Agency is promoted through timely educator responsive practice and educator attunement during their interactions with the child. So what we are looking for as evidence of agency being promoted is that the student/learner goes beyond the “just listening” to the viewpoint of the child and actually doing something practical about it. Possibly by actioning agency promotion and taking it further through their responsive pedagogy and sense of attunement with the child. When children’s rights of agency are at the forefront of the educator’s thinking we see the child’s voice being honoured through respect of their expressions and preferences. "

Alissa Haddad 14.02.2019 11.04PM

Reply

You need to login to post a reply. or Register

"Alissa, I am with you about what agency is and how important, but we are also advocating for keeping things at the relevant level. So what I am taking from your comment is that the word 'agency' is missing and that something about what that means should be in the knowledge evidence, for example, - how agency is promoted through participation - how children's views are taken into account etc (or similar). Making sure that there is not too much overlap with what is already in the unit?"

Debbie Conway 15.02.2019 08.06AM

Reply

You need to login to post a reply. or Register

"Hi Debbie, sorry for the long winded response above. Yes that's right. Agency, if it is truly to be honored and to assist students learn this ped practice and be assessed reliably, it would be beneficial to include the word agency. The criteria would need to reflect a range of the agency practices (not just participation). On another note, when it comes to designing assessment tools, it is easier to meet reliability and sufficiency of evidence when there are specific skills to look for, so spelling agency out would work well. Assessors will know exactly what they are looking for to determine if the student can put agency into practice. Hope that helps :) Thanks for listening Debbie. Have a lovely day."

Alissa Haddad 15.02.2019 09.01AM

Reply

You need to login to post a reply. or Register

"The feedback on reflection, reflective practice and critical reflection is supported re Certificate lll's knowledge requirements- Diploma expectations."

Sue Dahlenburg 26.02.2019 01.37PM

Reply

You need to login to post a reply. or Register

Consultation 3 is a must!

"Both the Certificate and the Diploma reviews need a lot more work for them to meet the reality of the Early Childhood Education and Care; workforce, industry and ACSF levels. In addition regional Australia needs to be included in review consultations NOT just capital cities...A point of interest …...appears that very few Directors/Supervisors/Managers/Owners of Early Childhood Education and Care settings are even aware there is a review of the qualifications required by their staff....."

Dianne Payne 24.01.2019 01.22PM

Reply

You need to login to post a reply. or Register

3 Replies

"Yes Dianne I agree however the review process does not reflect the voice of services or RTOs the IRC is representative of peak bodies which are somewhat removed form workplace realities. "

Karen Kearns 24.01.2019 05.22PM

Reply

You need to login to post a reply. or Register

"Yes I agree let’s fix the IRG and aim for qualifications that meet the needs of the sector surely they can find a way to speak to Centre staff employers and RTOs "

Janis Green 01.02.2019 05.05PM

Reply

You need to login to post a reply. or Register

"Hi Dianne I attended the forum in Sydney (1of 2). There was approx 50 seats at the venue - 100 participants for the whole of NSW. I imagine there were similar numbers for other csapital cities. I absolutely agree that forums should have been arranged for regional, rural & remote areas. The forum itself was challenging as there was one person from Skills IQ who was very defensive and at times dismissive of people’s concerns. It left me wondering about the purpose of the forum! I am concerned that there is confusion about VET training needs and issues around quality ECEC. Of course the two are intrinsically interwoven but the task here is to focus on the needs of adult learners. We must remain confident that ACECQA is managing quality outcomes for fun & families and keep our focus on VET. "

Karen Kearns 14.02.2019 01.07PM

Reply

You need to login to post a reply. or Register

equivalence

"looking at the units in depth and making a comparison - there is units that could be of equivalence - why are we making it difficult-er for students to gain new qualifications and not allow them to gain some credit transfers - transitions between quals is going to be messy and students will be having to do units over again due to non equivalence "

Jessica Gwynne 16.01.2019 12.31PM

Reply

You need to login to post a reply. or Register

2 Replies

"Totally agree - for some students, they would need to start their qualification again - if they miss the 'teach-out' process."

Joanne Dejun 26.02.2019 01.04PM

Reply

You need to login to post a reply. or Register

"I agree with the comments both Jessica and Joanne have made here, no equivalence is a big concern. My concern is students may be disadvantaged."

Angela Ryan 26.02.2019 02.47PM

Reply

You need to login to post a reply. or Register

CHC50219 School Age qual

"Can we please see the draft for the School Age Education and Care qualification please. I cant seem to access it. If the Diploma in Early Childhood now has pre-requisites, is it safe to assume the School Age one does too? And if so, what are they?"

Nicola Johnston 15.01.2019 05.52PM

Reply

You need to login to post a reply. or Register

1 Reply

"Apologies, I mean entry requirements not pre-requisites."

Nicola Johnston 15.01.2019 05.57PM

Reply

You need to login to post a reply. or Register

Missing unit

" Link to CHCCEC056 Work effectively in children’s education and care unit of competency is missing. Would this be available soon? "

Jeany Bright 13.12.2018 08.34PM

Reply

You need to login to post a reply. or Register

1 Reply

"Hi Jeany, This unit is now available for comment from the link in the list of units in the side bar on the left. SkillsIQ."

Liz Petrovic 21.01.2019 04.42PM

Reply

You need to login to post a reply. or Register

Elective _ AQF Level

"CHCPRP003 is not a suitable elective for certificate III. When looking at the ACSF level it's the following - Learning - 4 Reading - 4 Writing - 4 Oral Communication -4 Numeracy - 3"

Christianne McGibbon 13.12.2018 11.57AM

Reply

You need to login to post a reply. or Register

2 Replies

"Many of the units do not reflect ACSF level 3. In relation to CHCPRP003 half of the core units refer to reflection or critical reflection, which highlights the issue of unrealistic expectations for this qual."

Karen Kearns 15.01.2019 09.47AM

Reply

You need to login to post a reply. or Register

"Nearly every unit includes critical reflection and review, so again we are battling levels and requirements at cert III in the industry."

Debbie Conway 15.01.2019 11.01AM

Reply

You need to login to post a reply. or Register

Mapping

"When looking closely at units there does seem to be equivalence - this needs to be looked at more closely."

Christianne McGibbon 13.12.2018 10.50AM

Reply

You need to login to post a reply. or Register

6 Replies

"If nothing else the measure of performance has changed in all of them so that would be the main reason everything is not deemed to be equivalent."

Debbie Conway 15.01.2019 11.02AM

Reply

You need to login to post a reply. or Register

"This would then have a great impact on those who are studying and will need to transfer from one to another. Some recognised equivalence would be good."

Nicola Johnston 15.01.2019 05.50PM

Reply

You need to login to post a reply. or Register

"RTO's should map the difference between the old TP and the new, then pass that on to students. There is 12 months for most RTO's to transfer to a new TP."

Debbie Conway 15.01.2019 05.58PM

Reply

You need to login to post a reply. or Register

"Yes that is understood. There is generally a 12 month teach out however we have many students who come to us from other RTO's or previous study that is not that old with units that will be more than 12 months old but are still recent enough to count their knowledge. We then have to create gap assessment tasks to fill in the gaps of the old unit version to the new unit. This means added cost and in many cases the gaps are very small (basically a word change for some) and/or should not be considered gaps however due to the word 'not equivalent' we have no choice but to have the student under take these due to minor changes that could have been deemed equivalent. Just something to consider and revise when releasing so as to put those wanting to come in to the industry, in the best position possible."

Nicola Johnston 15.01.2019 06.11PM

Reply

You need to login to post a reply. or Register

"This is what happens for all/most training package changes. I think, while it is difficult for RTO's and students to manage that and deal with it, particularly financially, we have ultimately follow what is good for the E&C industry and that would be making performance more important. There are RPL options also. These could be mapped and used."

Debbie Conway 15.01.2019 06.20PM

Reply

You need to login to post a reply. or Register

"As part of the implementation guide (that i assume will be released with the new qualifications) the map that articulates the differences between the old TP and the new should be provided by SSO (imo)"

Nancy Pavlovic 05.03.2019 11.44AM

Reply

You need to login to post a reply. or Register

Certificate ll in early childhood education and care

"Where is the content for this?"

Dianne Payne 05.12.2018 09.14AM

Reply

You need to login to post a reply. or Register

1 Reply

"Hi Dianne, The content for the Certificate II in Children's Services will be added to the Feedback Forum in the next week or two. We will advise when it is available for comment. SkillsIQ"

Melinda Brown 05.12.2018 11.50AM

Reply

You need to login to post a reply. or Register