CHC30125 Certificate III in Early Childhood Education and Care
CRICOS Course Code
CRICOS Provider code
Delivery mode
Overview
This qualification reflects the role of educators in early childhood education and care who
work in regulated children’s education and care services in Australia. They support children’s
wellbeing, and development in the context of an approved learning framework. Educators use
a range of well-developed skills and knowledge using discretion and judgment when carrying
out their work in the context of established policies and procedures. They may work
independently or 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.
To achieve this qualification, the individual must have completed a total of at least 160 hours
of work in a regulated children’s education and care service in Australia as detailed in the
Assessment Requirements of units of competency. The total number of hours may be applied
collectively across all units of competency that include the requirement for workplace hours.
Total number of units = 17
- 15 core units
- 2 elective units, consisting of:
- 1 unit from the list below
- 1 unit from the electives listed below, elsewhere in the CHC Community Services Training Package, or any other current training package or accredited course.
- People looking at applying for a management position within Early Childhood Education and Care Industry.
- Current workers who either are wishing to have their current skills and knowledge recognised and/or looking to upgrade to the current industry qualification.
Under mutual recognition, the Qualification or Statement of Attainment awarded by epicure will be recognized by other RTOs Australia wide. Upon successful completion of this course, students may choose to study:
CHC50121 Diploma of Early Childhood Education and Care at Skyline International College or
An undergraduate degree at universities or higher education providers that are willing to accept your credentials and experience (subject to higher education providers course entry requirements).
Classroom delivery: Level 1, 175 Liverpool Street, Sydney, New South Wales 2000
The qualification is delivered over 52 weeks.
Individuals may hold:
- An Australian diploma in Early Childhood Education and Care
- or An Australian diploma or certificate III in Children’s Services and Demonstrate at least 12 months of cumulative employment (full-time equivalent) within the last 5 years in a regulated education and care service in Australia, supported by verifiable evidence.
- or Hold the CHCSS00147
All applicants are required to hold the below prior to commencing work placement; and will be obtained at the students own expense:
- hold a valid National Police Check
- hold a valid National Working With Children Check (WWCC)
- hold a valid NDIS Worker Screening Check
RPL and credit transfer (CT) can be applied for at the time of enrolment or during orientation and the original or certified copy must be provided. A fee is payable for assessing your RPL status or processing your credit transfer, please refer to our price lists in the handbook and website. If credit is granted, international students may have their course and visa shortened.
| Unit Code | Unit Title |
|---|---|
| CORE | |
| HLTWHS001 | Participate in workplace health and safety |
| CHCECE030 | Support inclusion and diversity |
| CHCPRT025 | Identify and report children and young people at risk |
| CHCECE054 | Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures |
| CHCECE032 | Nurture babies and toddlers |
| HLTAID012 | Provide First Aid in an education and care setting |
| CHCECE055 | Meet legal and ethical obligations in children’s education and care |
| CHCECE034 | Use an approved learning framework to guide practice |
| CHCECE056 | Work effectively in children’s education and care |
| CHCECE038 | Observe children to inform practice |
| CHCECE031 | Support children’s health, safety and wellbeing (WP) |
| CHCECE035 | Support the holistic learning and development of children |
| CHCECE037 | Support children to connect with the natural environment |
| CHCECE036 | Provide experiences to support children’s play and learning |
| CHCECE033 | Develop positive and respectful relationships with children |
| Electives | |
| BSBSTR401 | Promote innovation in team environments |
| BSBSUS411 | Implement and monitor environmentally sustainable work practices |
Epicure Skills Training Pty Ltd has a Quality Assessment System which aims to ensure that assessment of our students meets the requirements of the nationally endorsed training packages and accredited courses and produces graduates with the relevant skills and knowledge for the workplace.
All assessments for this training program comply with the assessment requirements of the CHC52025 Diploma of Community Services and in accordance with the Principles of Assessment and Rules of Evidence.
For details on assessment activity, refer to the Training and Assessment Sequencing Plan included as Appendix 1 of this TAS. The information below aligns with the Training and Assessment Sequencing Plan.
Epicure Skills Training Pty Ltd requires that students complete all assessments/provide assessment evidence ethically and without cheating, plagiarism, and collusion. The CEO and trainer/assessors will ensure that academic integrity is maintained in all learning and assessment activities by providing information to students to ensure they understand what constitutes cheating, plagiarism and collusion and what will be the outcome if they undertake such practice. Epicure Skills Training Pty Ltd has the following definitions for cheating, plagiarism and collusion.
Cheating: this is the use of any means to gain an unfair advantage during the assessment process. Cheating may include copying a friends’ answers, using mobile phones or other electronic devices during closed book assessments, bringing in and referring to pre-prepared written answers in a closed book assessment and referring to texts during closed book assessments, amongst others.
Plagiarism: plagiarism is the submission of somebody else’s work as if it was the student’s own. This may include copying all or part of another person’s thoughts or ideas and representing them as your own. If a student fails to identify the original source of some or all the submissions, this also constitutes plagiarism. If a student copies another student’s work and passes this of as their own, then this is also a form of plagiarism and cheating.
During the assessment, students will read about ideas and gather information from many sources. When students use these ideas in assignments, they must identify who produced them and in what publications they were found. If students do not do this, they are plagiarising. If students include other people; work in submissions e.g., passages from books or websites, then the reference should be made to the source.
Collusion: this is the presentation by a student of an assignment as his or her own, which is the result of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct or cheating. Both collusion and plagiarism can occur in group work.
Where it is found that cheating, plagiarism, or collusion has occurred, this will result in the student’s assessment submission being invalidated, and the Student will be investigated for academic misconduct.
Epicure Skills Training Pty Ltd has a plan for, and implements, systematic validation of assessment practices and judgments. The Validation Plan ensures that each unit or module on EPICURE SKILLS TRAINING PTY LTD’s scope of registration is validated at least once every five years, with at least 50% of all units or modules validated within the first three years of each five-year cycle.
The Validation Plan includes:
- When assessment validation will occur
- Which training products will be the focus of the validation
- Who will lead and participate in the validation activities.
Validation is conducted on a regular basis for each training product in line with the requirements of the Standards for RTOs 2015 (Clause 1.9, 1.10 & 1.11). Collectively, those involved in validation must have:
- Vocational competencies and current industry skills
- Current knowledge and skills in vocational teaching and learning
- The training and assessment qualification or assessor skill set
