Course Overview

Do you enjoy being around children and want to inspire the next generation of young learners?

Start your career in early childhood education!

With this qualification you’ll be entering a rewarding industry that provides education and care to children. With a strong emphasis on practical learning and work placements, you’ll be highly sought after upon graduation.

This course will allow you to potentially take on a supervisor or management role in early childhood education and care, preparing you to establish a safe and healthy environment and design and evaluate programs for children.

Mode of Study

Face-to-face classroom delivery
Vocational Placement – 280-hours (compulsory)

Duration

56 Weeks

Units Number

15 Units

Location

Brisbane Campus
or Gold Coast Campus

Our Courses

Course Name Diploma of Early Childhood Education and Care
Nationally Recognised Yes
National Code CHC50121
CRICOS Code 107903E
Delivery mode Face-to-face classroom delivery
Workshops
Skill Development Session Seminars
Vocational Placement – 280-hours (compulsory)
Course Duration 56 weeks (including 8 weeks holiday)
Start dates 17/04/2023
19/06/2023
19/10/2023
15/01/2024
18/03/2024
20/05/2024
22/07/2024
23/09/2024
25/11/2024
Career Opportunities Early Childhood Educator
Childhood Education Manager
Entry Requirements Minimum 18 years of age, with Year 12 equivalent.
Complete Certificate III in ECEC.
English levels at minimum IELTS 5.5 or equivalent.
Assessments Methodology Formative assessment quizzes, summative knowledge assessment (written), and practical assessment (scenario-based).
Awarded by Shafston International Pty Ltd, CRICOS Provider Code: 03917H, RTO Code: 45694

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

This unit applies to educators who develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

The unit describes the performance outcomes, skills and knowledge to monitor and maintain health and safety in the areas of individual health, hygiene, infectious disease, supervision, risk management, incident and emergency management. It includes the ability to contribute to the ongoing improvement of workplace health and safety policies and procedures.

This unit applies to educators who implement and monitor practices according to established service policies and procedures in a regulated children’s education and care service in Australia. They may also provide guidance to other workers.

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility.

This unit applies to educators who develop and implement practices according to established organisational policies in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

This unit describes the performance outcomes, skills and knowledge required to develop guidelines that foster positive and respectful interactions and behaviour, and to monitor and support children’s learning, development and wellbeing in this area.

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

This unit describes the skills and knowledge required to establish the information need, gather information and critically analyse the information for relevance to own work.

This unit applies to health and community service workers who need to research existing information to support and improve their work practice. It does not cover primary research.

This unit describes the performance outcomes, skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

This unit describes the performance outcomes, skills and knowledge required to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children.

This unit applies to educators working at a senior operational or leadership level in regulated children’s education and care services in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

This unit describes the performance outcomes, skills and knowledge required to gather and analyse information about children’s learning to inform practice.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

This unit describes the performance outcomes, skills and knowledge required to foster and enhance the holistic learning, development and wellbeing of children from birth to six years of age. It includes the ability to use detailed knowledge of different developmental domains and developmental theory and how these domains link to support holistic development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, according to the philosophy of the service.

This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate curriculum over a period of time to foster children’s learning and development.

This unit applies to educators who develop and implement curriculum in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

A total of 15 units of competency is required to obtain this qualification. On successful completion of the course students will be issued with the CHC50121 Diploma of Early Childhood Education and Care recognised within the Australian Qualification Framework.

Blue Card – Working with Children Check

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

A volunteer or unpaid trainee 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 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.

Volunteers & students

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

You will need to complete the minimum hours of vocational placement 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.

The Diploma of Early Childhood Education and Care (CHC50121) will prepare you to become qualified as an early childhood educator and will provide you with the skills, knowledge and understanding required for this demanding but rewarding career. Career outcomes include:

  • Early Childhood Educator
  • Childhood Education Manager
  • Outside School Hours Coordinator

Qualified early childhood educators have responsibility for the supervision of staff, students and volunteers. In most states of Australia this is the qualification required at Director or Service Manager Level. This course provides a qualification that is nationally recognised and in high demand. Our course will cover children’s development, care and wellbeing; design along with development of the curriculum; legal ethics and workplace health and safety.

We have specialist, experienced childcare trainers, offering you the skills, knowledge and experience to succeed in this rapidly growing industry.

“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 – 280-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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