+ BSBTWK502 Manage team effectiveness
The unit BSBTWK502 – Manage Team Effectiveness is part of the Business Services Training Package and focuses on developing the skills and knowledge required to lead and manage teams effectively in a business or organizational context. While this unit is not specifically within the realm of early childhood education and care, the skills taught in this unit can be valuable for professionals in various fields, including those working in leadership positions within childcare settings.

+ CHCECE041 Maintain a safe and healthy environment for children
This unit aims to provide learners with the skills and knowledge necessary to create, implement, and maintain safe and healthy environments for children in early childhood education and care settings. It focuses on ensuring the physical, emotional, and psychological wellbeing of children under their care.

+ CHCECE042 Foster holistic early childhood learning, development and wellbeing
This unit aims to provide learners with the skills and knowledge required to support and enhance holistic learning, development, and wellbeing in children within the early childhood education and care context. It emphasizes creating nurturing and inclusive environments that cater to children’s diverse needs and individual development.

+ CHCECE043 Nurture creativity in children
This unit aims to equip learners with the knowledge and skills necessary to create an environment that encourages and fosters creativity in young children. It emphasises the importance of creativity in children’s learning and development and provides strategies to support and enhance their creative expressions.

+ CHCECE044 Facilitate compliance in a children’s education and care service
This unit aims to provide learners with the skills and knowledge required to facilitate and ensure compliance with legislative, regulatory, and ethical standards in children’s education and care services. It emphasises the importance of maintaining a safe, high-quality, and legally compliant environment for children.

+ CHCECE045 Foster positive and respectful interactions and behaviour in children
This unit aims to provide learners with strategies and techniques to promote positive and respectful interactions and behaviour among children in early childhood education and care settings. It emphasizes creating inclusive and supportive environments that encourage social skills, empathy, and positive communication.

+ CHCECE046 Implement strategies for the inclusion of all children
This unit aims to equip learners with strategies and skills to create inclusive environments that cater to the diverse needs of all children in early childhood education and care settings. It emphasises the importance of recognising and valuing diversity, promoting participation, and implementing practices that support children with diverse abilities and backgrounds.

+ CHCECE047 Analyse information to inform children’s learning
This unit aims to equip learners with skills in gathering, analysing, and interpreting information about children’s learning and development. It emphasizes the importance of using collected data and observations to plan and implement responsive learning experiences tailored to individual children’s needs and interests.

+ CHCECE048 Plan and implement children’s education and care curriculum
This unit aims to equip learners with the skills to plan, implement, and evaluate curriculum programs that support children’s holistic development across various domains, including cognitive, physical, social, emotional, and language development.

+ CHCECE049 Embed environmental responsibility in service operations
This unit aims to provide learners with strategies and skills to promote environmental sustainability within early childhood education and care services. It emphasises the importance of fostering a culture of environmental responsibility and integrating sustainable practices into daily operations and activities.

+ CHCECE050 Work in partnership with children’s families
This unit aims to equip learners with the skills to build positive and collaborative relationships with families and to engage them as active participants in their child’s learning and development within early childhood education and care settings.

+ CHCPRP003 Reflect on and improve own professional practice
This unit aims to provide learners with the skills to reflect on their professional practice critically, identify areas for improvement, and implement strategies for ongoing professional development.

+ CHCPOL002 Develop and implement policy
This unit aims to provide learners with the skills and knowledge necessary to develop policies and procedures that align with legislative and organisational requirements, implement these policies effectively, and review them regularly to ensure ongoing relevance and compliance.
+ CHCPOL003 Research and apply evidence to practice
This unit aims to provide learners with the skills to access, critically evaluate, and apply evidence-based research to inform and improve professional practice within their field of expertise.

+ CHCDIV003 Manage and promote diversity
This unit aims to provide learners with the skills to manage and promote diversity effectively within their professional roles, ensuring inclusivity, equity, and respect for individuals from diverse backgrounds and with diverse needs.

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 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 Diploma of Early Childhood Education and Care will prepare you to become qualified as an Early Childhood Supervisor or Manager and will provide you with the skills, knowledge and understanding required for this demanding but rewarding career. Career outcomes include:

⦁ Early Childhood Educator/Teacher
⦁ Lead Educator/Room Leader
⦁ Childcare Centre Director/Manager
⦁ Family Day Care Coordinator
⦁ Inclusion Support Worker
⦁ Playgroup Supervisor/Facilitator
⦁ Nanny or Au Pair

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
280 Placement hours
– This includes real world experience through vocational placement for students enrolled in Early Childhood qualifications