CHC50113 - Diploma of Early Childhood Education and Care

CHC50113 - Diploma of Early Childhood Education and Care

To successfully complete 'CHC50113 Diploma in Early Childhood Education and Care' students will need to complete all of the following study clusters:

  • Clusters 2,3,4 and 6 common to Cert3 and Diploma courses, and
  • Clusters 7 - 16 unique to the Diploma course, and
  • HLTAID004 Apply first Aid in Education and Care setting (link the first aid to the FA product)
August
Cluster 13 - Diploma

CHCECE024 Design and implement the curriculum to foster children's learning and development

CHCECE018 Nurture creativity in children

Cluster 2 - Certificate III and Diploma

CHCECE003 - Provide care for children

CHCECE005 - Provide care for babies and toddlers

CHCECE004 - Promote and provide healthy food and drinks

September
Cluster 3 - Certificate III and Diploma

CHCECE012 - Support children to connect with their world

CHCECE007 - Develop positive and respectful relationships with children

CHCECE009 - Use an approved learning framework to guide practice

HLTWHS001 - Participate in work health and safety

Cluster 14 - Diploma

CHCPRP003 Reflect on and improve own professional practice

October
Cluster 15 - Diploma

CHCSAC005 Foster the holistic development and wellbeing of the child in school age care

CHCECE020 Establish and implement plans for developing cooperative behaviour

Cluster 4 - Certificate III and Diploma

CHCECE002 - Ensure the health and safety of children

CHCLEG001 - Work legally and ethically

CHCPRT001 - Identify and respond to children and young people at risk

November
Cluster 15 - Diploma

CHCSAC005 Foster the holistic development and wellbeing of the child in school age care

CHCECE020 Establish and implement plans for developing cooperative behaviour

December
Cluster 16 - Diploma

CHCECE022 Promote children’s agency

HLTWHS003 Maintain work health and safety

Cluster 6 - Certificate III and Diploma

CHCDIV001 - Work with diverse people
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECE001 - Develop cultural competence

January
Cluster 7 - Diploma
CHCECE023 Analyse information to inform learning
CHCECE025 Embed sustainable practices in service operations
February
Cluster 2 - Certificate III and Diploma

CHCECE003 - Provide care for children

CHCECE005 - Provide care for babies and toddlers

CHCECE004 - Promote and provide healthy food and drinks

Cluster 8 - Dip
CHCECE021 Implement strategies for the inclusion of all children
CHCIC511A Implement and promote inclusive policies and practices in children's services
CHCECE026 Work in partnership with families to provide appropriate education and care for children
March
Cluster 3 - Certificate III and Diploma

CHCECE012 - Support children to connect with their world

CHCECE007 - Develop positive and respectful relationships with children

CHCECE009 - Use an approved learning framework to guide practice

HLTWHS001 - Participate in work health and safety

Cluster 9 - Diploma

CHCECE017 Foster the holistic development and wellbeing of the child in early childhood

April
Cluster 10 - Diploma

CHCECE016 Establish and maintain a safe and healthy environment for children
CHCINM002 Meet information needs of the community

Cluster 4 - Certificate III and Diploma

CHCECE002 - Ensure the health and safety of children

CHCLEG001 - Work legally and ethically

CHCPRT001 - Identify and respond to children and young people at risk

May
Cluster 11 - Diploma

Classes run on Friday 19th May, and Friday 2nd June

CHCECE019 Facilitate compliance in an education and care services

June
Cluster 12 - Diploma

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

PSPMNGT605B Manage diversity

Cluster 6 - Certificate III and Diploma

CHCDIV001 - Work with diverse people
CHCDIV002 - Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCECE001 - Develop cultural competence

July
Cluster 13 - Diploma

CHCECE024 Design and implement the curriculum to foster children's learning and development

CHCECE018 Nurture creativity in children

Being a leader in Early Childhood Education is more than being gifted with children.  Leadership is that sweet spot between authority, mentor and coach. Leadership is intuitive, playful and authentic.  Leaders in education cannot merely focus on what they do but must be aware of who they are becoming.

Industry pulls us in many directions.  For example, research demonstrates that children learn through controlled exposure to risks, yet some early childhood leadership teams remain so risk averse that their learning environments are too sanitised to support play based enquiry.  Industry requires Education leaders that employ creativity, lateral thinking, sound rational judgement and exceptional communication skills to embrace risks, keep children safe and remove the 'glass ceiling' on what learning is possible.

Another example is that the EYLF outcomes 4.4 and 5.5 reference a need for children to access technologies to access information, investigate ideas and represent their thinking yet the Australian Government Department of health recommends that children under 2 access zero screen time and children 2-5 years have less than 1 hour per day.  

Industry requires the Leadership team to facilitate informed discussions about appropriate use of technology in Early Childhood - ask yourself - what was the most influential piece of technology a.) the hammer that paved the road to rare earths and touch screens, or b.) the pencil that passed our thoughts and creative insights through generations?  Another way to look at is is 'does this technology facilitate better and healthier human interactions?'  A playful learning environment that embraces technologies does not have to be reduced to apps and screens!

These are some of the debates and problems you will seek solutions and compromises on as an emerging leader in Early Childhood Education.

Watch the below video and see why quality educators matter! Play your part. Become an extraordinary Early Childhood Educator.

This qualification reflects the role of early childhood educators who are responsible for designing and implementing curriculum in early childhood centres such as Day Care and Family Day Care centres. These educators work to implement an approved learning framework within the requirements of the Education and Care Services National Regulations and the National Quality Standard.

They may have responsibility for supervision of volunteers or other staff.

Occupational titles may include:

  • Authorised supervisor / coordinator (children's services)
  • Centre director / manager (children's services)
  • Child care worker / Family Day Care worker
  • Children's adviser / program leader
  • Children's service director / manager

Course Cost

 Full fee paying $7,600.00
* Eligible Government Subsidised Place $1,520.00

*Delivered with Victorian and Commonwealth Government Funding - Click here to check your eligibility.

Are you the 'right fit' for this course?

Students who get the most from our course have some of the following in common.

  • Are driven and success oriented - have been working at a higher level than they are employed at - acting manager, team leader or supervisor.
  • Are creative thinkers, artists and creators - open to learning new skills.
  • Are solutions focussed and seeking to bring about change within existing organisations.
  • Are planning on career progression or setting up own family day care service.
  • Think deeply about our children and the society they will inherent.
  • Are open to alternative education and parenting.

To be an ECE leader you must be passionate about your industry and that passion must be contagious.  Your team must like and respect you if you are to be effective!

  • If you have low levels of reading and writing literacy this is not the course for you.

Our pre enrolment process is designed to ensure you are the right fit for this course and you get maximum benefit from us.  Click here for more

    Ok, I'm interested but how much time do I need?

    1. You will need to put aside 1 weekday to participate in workshop activities.
    2. You will need to put aside 1 weekday to participate in work placement activities (to a total of 120 hours). 
    3. You will need to attend a 3 hour workshop every Saturday over 12 months.

    Students will develop an individual learning plan based on a deep and abiding personal interest – anything from the arts to animal husbandry and natural sciences – an approach called project-based learning.  Subjects for study are then "contextualised" around that area of interest.

    Diploma students need to complete 16 months of scheduled classes.  If you have already completed CHC30113 Certificate III in Early Childhood Education you will only need to complete 12 months of study. Students may take longer to complete depending on their placement arrangement.  Part-Time students will be able to halve the weekly commitment but double the course duration.

    Weekly workshop content includes:

    • 1.5 hour lecture on defined topics from the units of competency
    • 1.5 hour tutorial that explores the topics from lecture
    • 3 hours pedagogical workshop - heart spaces (Saturday)
    • 1.5 hour workshop being - nature pedagogy (body, self and world)
    • 1.5 hour workshop belonging - storytelling, movement and imagination (soul life)
    • 1.5 hour workshop becoming - pedagogy of things (curriculum of making play objects - transformation)

    The course is structured around a flipped classroom model where students will be expected to complete reading and homework activities as well as complete a major assessment project in their own time.  

    Reading activities will be available online and will be accompanied with short answer questions and multiple choice assessments.   Students will have access to google classroom where they can complete course work and engage with other students in an online environment.  Google classroom is a place to submit assessments, track progress, ask, and respond to questions from academic peers and college staff.

    There are 16 modules to complete this course. Each module is delivered in one month.  Assessment can take longer depending on the nature of your work placement. 

    1. Modules consist of 5 assessment activities.  You will need to demonstrate sufficient competence in all 5 assessments to pass the module.
      1. Assessment 1 - complete workbook activities
      2. Assessment 2 - attend 90% of classes
      3. Assessment 3 - focus child activities (completed during placement)
      4. Assessment 4 - EYLF programming (stemming from focus child observations and workplace reports during placement)
      5. Assessment 5 - Complete your major project. (see below)

    Allow up to 16 months to complete this course.  Duration can be shorter depending on Recognition of Prior Learning or Credit Transfer.

      This course has been structured around a play based curriculum that promotes practical hands on approach to recognising that children learn through play.

      Students can commence this course at any time.  You can enrol in the first class of the month of enrolment and will continue until completion of all 14 modules.

      What is a focus child?

      A focus child is a child that you will observe closely throughout your work experience activities.  By focussing on a single child rather than on all children at your centre, you will be able to effectively, plan, monitor, implement and review your education activities.  

      You will work closely with 3 focus children. Of the 3 children, one child must be  0-12 months, one child must be between 1-3 years of age, and one child that is 3+ years of age.

      What is Work Placement?

      Work placement can be paid or voluntary.  We have voluntary agreements and insurance in place to clarify your rights and expectations.  During placement you will engage with 3 focus children and our assessment activities will centre around the developmental needs and interests of these children. Your assessor will visit you once per month during placement to conduct an observation assessment.  We will also collect information from the worksite and speak with your supervisor to assist form judgement of competence.

      What is a Major Project?

      Major projects can vary and will be negotiated with your college mentor within the first 6 weeks of commencement.  Projects will take the whole course to complete and will seek to express a deep and abiding personal interest in Early Childhood in creative and dramatic ways. Students will be encouraged to develop and extend their own gifts and talents for their major project - for example, musical, craft, artistic, engineering, design and aesthetic construction, multimedia and writing skills.

      Some examples of a major project could include:

      • Making puppets, building the theatre, scripting the story and directing a group performance piece with reference to nature
      • Composing music, creating lyrics, making percussion instruments and creating a seasonal circle experience with movement and dance, in a team, where each person has a specific role.
      • Designing and making high quality natural toys that will be relevant to child’s developmental ‘epochs’
      • Telling a range of stories for different ages and needs with poetry (at least 3) through artistic means and inspired by nature, that encourages audience participation

      The criteria for major projects is as follows:

      • The project must express early childhood as related to the framework, in a publicly accessible format (ie, publication, performance, experience piece)
      • The project must utilise creative expression (puppetry, music, song, poetry, movement, woodwork, craft, multimedia etc)
      • The project must be presented to the college and student bodies for review/assessment

      Major projects will be communicated and monitored with college mentors.  Students will be given time to extend on and complete major projects during the 3 workshops.  For example, whilst attending a workshop of ‘nature pedagogy’ a student would be encouraged to think about and develop their major project from the insight this discipline brings.

      As song and movement are vital ‘instruments’ for all early childhood educators, all workshops and classes will have dedicated time for movement and song.  Students will gain confidence in expressing themselves through voice and gesture/movement.

      Course Outline:

      The units selected for this qualification have been customised to meet the requirements of either Family Day Care Educators or Supervisors of educators within centre based care.

      Total number of units = 28

      • 23 core units (11 of which are core from the CHC30113 Certificate III in Early childhood Education and Care)
      • 5 elective units

      This course is delivered over 16 defined clusters of units over 16 months. Depending on the number of units that need to be completed (if you do not have the 11 certificate III units below or a recognised equivalent) this course could take up to 18 months to complete.

      You will be expected to enrol in volunteer work placement for 5 hours per week for at least 240 hours over the 18 month course duration. During placement you will engage with 3 focus children and your assessment activities will centre around the developmental needs and interests of these children. Your assessor will visit you during placement to conduct an observation assessment and support you develop and extend the learning experiences for your focus children.

      Learning Outcomes:

      Upon successful completion of this course you will gain the qualification CHC30113 Diploma of Early childhood education and care.

      Prerequisites

      Students are encouraged to complete our CHC50113 Certificate III in Early childhood education and care which incorporates 11 core units prior to enrolling. Where students do not wish to complete the full Certificate III they will need to complete the 11 units which make up part of the core of this qualification.

      Entry Requirements

      • Students will need to successfully pass the following selection criteria to study this course
      • Victorian Working with Children's Check
      • National Police Check
      • Pass a Language and Literacy test of ACSF Level 3 (equivalent to Year 10 English)
      • Attend pre enrolment interview and demonstrate a genuine desire to work in the industry.

      Who should attend:

      Anyone who is passionate about working with children and is seeking to enter this exciting sector.  Students seeking additional know how to set themselves up in Family Day Care are supported via our link with Ignite Minds family day care.

      Support Services:

      Organisational Learning Australia promotes and models inclusive social practice. We understand that the world is not equally accessible and we will do everything we can to overcome barriers to accessing our learning program. Please discuss your particular needs with your Trainer either on the phone or in person when you meet. Alternatively, please email privacy@organisationallearning.edu.au and our privacy officer will make a time to discuss options with you. We trust we can work together to provide a supportive and proactive learning environment. More details can be found in our Student Welfare Policy at Student Information page

      People with disabilities are encouraged to apply.

      We aspire to a world where people are valued and promoted on their ability and have the necessary tools and aids to leave the term ‘disability’ redundant. Click here to view our Access & Equity Policy.  If after discussions with us you decide that this is something to pursue we will work with you to make this happen.

      What's Next?

      Enrol Now in Diploma of Early Childhood Education and Care