+ CHCECE030 Support inclusion and diversity
This unit focuses on understanding and promoting inclusion and diversity in early childhood education and care settings. It covers strategies to create inclusive environments that embrace diversity, respect individual differences, and support the needs of all children, regardless of their abilities, backgrounds, cultures, languages, or family structures.

+ CHCECE031 Support children’s health, safety and wellbeing
This unit focuses on understanding and implementing practices that promote the health, safety, and overall wellbeing of children in early childhood education and care settings. It covers various aspects related to creating and maintaining a safe and healthy environment, identifying potential risks, and responding effectively to ensure the wellbeing of children.

+ CHCECE032 Nurture babies and toddlers
This unit is designed to equip learners with the necessary skills to provide nurturing care and support for babies and toddlers in an early childhood education and care environment. It covers understanding the developmental needs, care routines, and effective strategies to create a safe and stimulating environment for babies and toddlers.

+ CHCECE033 Develop positive and respectful relationships with children
This unit aims to equip learners with the skills and understanding required to build positive, supportive, and respectful relationships with children in early childhood education and care settings. It focuses on effective communication, understanding children’s needs, and fostering a nurturing environment that encourages children’s active participation and engagement.

+ CHCECE034 Use an approved learning framework to guide practice
This unit aims to familiarise learners with approved early childhood learning frameworks used in Australia and how to apply these frameworks to guide and inform their practices when working with young children.

+ CHCECE035 Support the holistic learning and development of children
This unit aims to equip learners with the understanding and skills required to support and promote the holistic learning and development of children in early childhood education and care settings. It emphasises creating environments and experiences that cater to children’s diverse needs across various developmental domains.

+ CHCECE036 Provide experiences to support children’s play and learning
This unit aims to provide learners with an understanding of the importance of play in children’s learning and development. It focuses on creating and providing diverse and stimulating experiences that promote children’s learning across different domains through play-based activities.

+ CHCECE037 Support children to connect with the natural environment
This unit aims to help learners understand the importance of nature-based experiences in children’s learning and development. It focuses on promoting opportunities for children to explore, appreciate, and connect with the natural world.

+ CHCECE038 Observe children to inform practice
This unit aims to develop learners’ understanding of the importance of observation as a tool for gathering information about children’s behaviours, strengths, needs, and interests. It focuses on systematic observation techniques and using gathered data to inform and improve educational practices.

+ CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
This unit aims to develop learners’ knowledge and understanding of the rich cultural diversity, traditions, histories, and contemporary realities of Aboriginal and/or Torres Strait Islander peoples. It emphasizes the importance of promoting respect, inclusion, and cultural competence within early childhood education and care settings.

+ CHCECE055 Meet legal and ethical obligations in children’s education and care
This unit aims to develop learners’ understanding of the legal and ethical responsibilities, standards, and frameworks that guide practice in children’s education and care services. It focuses on ensuring compliance with relevant legislation, regulations, policies, and ethical codes of conduct.

+ CHCECE056 Work effectively in children’s education and care
This unit aims to develop learners’ understanding of their roles and responsibilities within the context of children’s education and care settings. It focuses on acquiring effective communication, teamwork, and organisational skills necessary to contribute positively to the learning and development of children.

+ CHCPRT025 Identify and respond to children and young people at risk
This unit aims to provide learners with the knowledge and understanding required to identify indicators of risk and respond effectively to children and young people who may be at risk of harm or abuse. It emphasises the legal and ethical responsibilities in safeguarding children and young people.

+ HLTAID012 Provide First Aid in an education and care setting
This unit aims to train individuals in providing first aid response and emergency life support in an education and care setting. It includes understanding the principles of first aid, assessing the situation, managing casualties, and providing appropriate first aid treatment according to established procedures and guidelines.

+ HLTWHS001 Participate in workplace health and safety
This unit aims to educate learners about the importance of workplace health and safety and their responsibilities in contributing to a safe and healthy work environment. It covers identifying and minimising workplace hazards, following safety procedures, and promoting a culture of safety within the workplace.

+ CHCDIV001 Work with diverse people
This unit aims to educate learners about the significance of diversity in the workplace and the skills required to work effectively with people from diverse backgrounds. It emphasizes respecting and understanding cultural, social, and individual differences to create an inclusive and supportive environment.

+ CHCPRP003 Reflect and improve on personal practice
This unit aims to facilitate learners in developing skills to reflect on their professional practice, identify areas for improvement, and implement strategies for ongoing personal and professional development. It emphasises the importance of self-reflection and continuous improvement in the workplace.

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

You will be assisted in securing your vocational placement in an Approved regulated children’s education and care service and be mentored by a qualified experienced Early Childhood Educator.

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

The Certificate III in Early Childhood Education and Care will prepare you to become qualified as a 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 Assistant
⦁ Childcare Worker
⦁ Nanny or Family Daycare Assistant
⦁ Playgroup Supervisor or Assistant
⦁ Out-of-School Hours Care Assistant
⦁ Special Needs Assistant

Your allocated trainer and assessor 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 your assessment is valid, reliable, flexible and fair, our trainers will conduct assessment as per the assessment conditions for each unit of competency you are studying.

Assessments have 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.

⦁ Observation: Your trainer 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.

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

⦁ RPL: You may already have the skills and knowledge.  For more information about Recognition of Prior Learning Student Information, please discuss with one our team.

Mixed / Blended

The formal learning takes place through a structured program of instruction through face-to-face delivery with your trainer at our campus.

You will be able to learn from your trainer 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
160 Placement hours
– This includes real world experience through vocational placement for students enrolled in Early Childhood qualifications