Course Overview

The Early Childhood Education and Care profession is one of the fastest-growing professions in Australia and is expected to grow over the next 5 years.

Your qualifications will provide excellent employment prospects due to childcare workers being in high demand.

This qualification reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. Students will learn to support the implementation of an approved learning framework and support children’s learning and development. This qualification will enable direct supervision or autonomous work activity in a range of child care facilities such as full day care centres, occasional care facilities, crèches and early learning centres as an Early Childhood Educator.

Mode of Study

Face-to-face classroom delivery
Vocational Placement – 160-hours (compulsory)

Duration

56 Weeks

Units Number

17 Units

Location

Brisbane Campus
or Gold Coast Campus

Our Courses

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

This unit describes the performance outcomes, skills and knowledge required to communicate and interact respectfully with children and to guide their behaviours in ways that support their agency, positive sense of self and self-regulation.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to work in a children’s education and care context using effective communication and knowledge of job roles, responsibilities and service procedures to complete daily work activities.

This unit applies to individuals who work according to established policies and procedures and under the supervision and guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to develop relationships with babies and toddlers and their families and attend to the specific physical and emotional needs of babies and toddlers from birth to 23 months. It requires the ability to follow individualised care routines for sleep, feeding and toileting.

This unit applies to educators who work according to established policies and procedures and under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge to recognise and support the interrelationship between the physical, social, emotional, cognitive and communication development of children.

This unit applies to educators who support children’s learning and development according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.

This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.

This unit describes the skills and knowledge required to provide a first aid response to infants and children in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

This unit applies to a range of workers within an education and care setting who are required to respond to a first aid emergency, including asthma and anaphylactic emergencies. This includes early childhood workers and educators who work with school age children in outside school hours care and vacation programs.

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

This unit describes the performance outcomes, skills and knowledge required to source and use an approved childhood learning framework.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to identify and meet legal and ethical obligations. This includes the ability to recognise potential and actual examples of non-compliance with regulatory requirements and contribute to the continuous improvement of practice.

This unit applies to educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to support and encourage children’s connection with the natural environment.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to set up, support and review experiences for children’s play and learning.

This unit applies to educators who support children’s learning according to established curriculum under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the performance outcomes, skills and knowledge required to identify and gather information about children from observation and other sources as part of a collaborative process and as a basis for curriculum planning.

This unit applies to educators who contribute to the curriculum planning process under the guidance of others in regulated children’s education and care services in Australia.

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

This unit describes the skills and knowledge required to identify and implement ways of promoting innovation within team environments in the workplace.

The unit applies to individuals who are team participants or team leaders responsible for playing a proactive role in demonstrating innovation in a formal or informal team environment.

Blue Card – Working with Children Check

Students who work with children and young people must hold a Blue Card, unless an exemption applies.

A volunteer or student must not commence regulated child-related work (vocational placement) until they hold a valid blue card.

Shafston initiates the Blue Card application process at orientation.  The application is free and may take up to 28 working days to be processed. 

For more detailed information about the Blue Card please click on the link to Government website (below) and you will find further information about the volunteer Blue Card as listed below.

If your Blue Card application is declined you will be unable to commence placement, this will affect your course outcomes.  Please note, if you are unsure if you will meet the eligibility requirements please visit the website.

You will need to complete the minimum hours of vocational placement for CHC30121 Certificate III in Early Childhood Education and Care (minimum 160 hours) and for CHC50121 Diploma of Early Childhood Education and Care (minimum 280 hours).

You will be assisted in securing your vocational placement in an Approved Education and Care Service and be mentored by an experienced educator.

During vocational placement you will put into action everything you have learnt throughout your course.

For more information on Vocational Placement see the Best Practice Guide and Frequently Asked Questions for Students | Frequently Asked Questions for Organisations.

Begin your career in children’s services. This course covers the fundamentals of childhood development and caring for children. You will be able to plan leisure and play activities which focus on the child’s development. Career outcomes include:

  • Childhood Educator Assistant
  • Outside School Hours Aide
  • Preschool Assistant

The Certificate III in Early Childhood Education and Care (CHC30121) is the minimum requirement for employment in the early childhood industry. This qualification will provide you with high quality training in the skills and knowledge required to work with children, enabling you to support their wellbeing, learning and development. You will also be required to undertake work placements to gain experience in the industry.

Our trainer’s are highly qualified and industry current so you will receive up to date relevant training, you will graduate with a qualification you can be proud of which will take you on the pathway to the Diploma of Early Childhood Education and Care.

“The process of collecting evidence and making judgements on whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace, as specified in a training package or a VET accredited course.”  https://www.asqa.gov.au/standards-vac/definitions

Your Shafston teacher will formally assess your skills, knowledge and understanding.   Assessment is competency based, this means you will be required to show / demonstrate the required competencies for the units of competency you are studying.

In order to ensure that Shafston’s assessment is valid, reliable, flexible and fair, Shafston trainers will conduct assessment as per the assessment conditions for each unit of competency you are studying. 

There are many different types of assessment.  Multiple and varied assessments are used to ensure that learners are able to demonstrate competency.  We will ensure that the assessment is conducted in a manner that is fair, flexible, valid and reliable. 

The portal has the following sections Activities, Questioning, Project, and Observation which span across these different tasks.   Some of the assessment tasks are ‘stand-alone’ or they may be a combination of these methods of assessment.

There may be

• Written tasks

Written assessments include case studies, question-answer type tasks, written reports and assignments, including reflective evaluations, self-evaluations,  project work, demonstrations and class presentations.

• Examination

This includes written or spoken ‘question-answer’ type tasks in an examination. 

• Observation

Your teacher will observe your performance of tasks in real or simulated workplace environments.  This includes participation in role-plays, group discussions and demonstrations of practical skills and knowledge.  Students on vocational placement will be observed by a qualified professional.

• Vocational Placement

Vocational placement provides the opportunity to observe professionals in your vocation, gain skills specific to your vocation, engage and interact with your community, and most importantly, to apply what you have learnt in the classroom to the ‘real-world’ vocational environment.  You will be mentored and supported by an industry professional and have a valuable opportunity to learn in a structured workplace environment.  Your teacher as well as the industry professional will both observe your ability to apply the skills, knowledge and attitudes required in workplace situations and environments.

https://shafston.edu/wp-content/uploads/2018/12/Best_Practice_Guidelines_for_Vocational_Placement_V1.pdf

• RPL

You may already have the skills and knowledge.  For more information about Recognition of Prior Learning Student Information,  please refer to:  https://shafston.edu/forms-policies-and-procedures/

• Mixed / Blended

The formal learning takes place through a structured program of instruction through face to face delivery with your Shafston teacher on the Shafston campus.

You will be able to learn from your teacher and classmates as you study together through a combination of formal classroom based learning and independent study / research.
   – Further support is provided at the weekly Class Tutorial Support sessions with your teacher.
   – Face-to-face classroom delivery (20 hours of scheduled contact per week) and
   – Placement – 160-hours (compulsory)
   – This includes real world experience through vocational placement for students enrolled in Early Childhood qualifications

SHAFSTON ENGLISH LEVEL – ENGLISH EQUIVALENCY TABLE

Shafston General English C E F R Cambridge Cambridge Business Pearson PTE I E L T S T O E I C  T O E F L
C2 CPE PTE
General Level 5 9.0
Academic 85+ 110 – 120
8.0
C1 CAE BEC – H PTE 850
Advanced General Level 4 7.0 87 – 109
Academic 76 – 84 6.5
Upper-Intermediate B2 FCE BEC – V PTE 6.0 750
General Level 3
Academic 59 – 75 5.0 57 – 86
Intermediate
B1 PET BEC – P PTE 4.5 550
General Level 2 4.0
Pre-Intermediate Academic 43 – 58
41 – 56
A2 KET PTE 30 – 40
Elementary General Level 1
Academic 30-42
Beginner A1

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