CHC50113 - Diploma of Early Childhood Education and Care
Updated class arrangements from April 2020.
In response to the COVID-19 restrictions OLA early childhood classes will follow new arrangements.
All students will attend an online class every Monday evening from 7:30pm till 9:30pm. These classes will be facilitated by Ujjval and will follow the monthly curriculum. There are 16 X 1 month modules to complete the Diploma. Students that have already competed Certificate III will need to complete 12 X 1 month modules
All students will attend online Heart Spaces workshops from 2:00 till 5:00pm every Saturday. These classes will be facilitated by Carol and will follow an annual curriculum. All students are required to attend for 12 months to pass.
Workshop times: Saturday afternoons from 2.30pm to 5.30pm (8 sessions per term)
1 Feb - 21 Mar
18 Apr - 6 Jun
11 Jul - 29 Aug
3 Oct - 21 Nov
Students are required to attend 80% of all classes. Classes will be recorded and made available for students who are unable to attend/commence on time due to family commitments. Students must make prior arrangements for catch up material.
Students must attend a 30 minute one on one mentoring session with Jake every fortnight. During mentoring sessions students will gain feedback on progress and be supported in completing any assessment activities.
All students will complete 1 practical assessment each month which is counted towards their portfolio. The practical assessment is designed to provide students with skills in facilitating a 'story circle'.
What is a 'story circle'?
A story circle is an integrated activity that occurs in most early learning centres at some point every day. A story circle is flexible as it is based on the needs and interests of the children in care, and includes an 'intentional teaching' component where teachers provide activities to explore and extend upon individual and group skills, goals and interests. Monthly assessment for OLA story circle will include:
Presenting a story (video or audio file upload)
Learning a song (video or audio file upload)
Developing an art/craft activity (this will be taught via video and students will upload photos and videos of their work for assessment)
Nature and Environment (photo or video upload with story/explanation)
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.
NOTE Work experience placement will be on hold during COVID 19 lockdown restrictions. Work experience placement will resume/commence when safe to do so. Any delays in completing the required hours may delay issuing the final qualification award.
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.
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?
You will need to put aside Monday evenings between 7:30 and 9:30 to participate in workshop activities.
You will need to put aside 1 weekday to participate in work placement activities (to a total of 240 hours).
You will need to attend the 3 hour 'heart spaces' 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:
2 hour workshop on defined topics from the units of competency (Monday 7:30-9:30)
30 minute fortnightly individual support session (Mondays)
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.
Modules consist of 5 assessment activities. You will need to demonstrate sufficient competence in all 5 assessments to pass the module.
Assessment 1 - complete workbook activities
Assessment 2 - attend 80% of classes
Assessment 3 - focus child activities (completed during placement)
Assessment 4 - EYLF programming (stemming from focus child observations and workplace reports during placement)
Assessment 5 - Complete your portfolio. (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 Portfolio?
Students will be encouraged to develop and extend their own gifts and talents and find expression within their portfolio - for example, musical, craft, artistic, engineering, design and aesthetic construction, multimedia and writing skills.
The portfolio will be built each month and be assessed in the following ways:
Students will demonstrate their developing skills for a daily 'story circle' which includes song, story, craft and nature activities.
Students will complete a group presentation at the end of each term of Heart Spaces. Over the 12 months students will present
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.
Upon successful completion of this course you will gain the qualification CHC30113 Diploma of Early childhood education and care.
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.
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 firstname.lastname@example.org 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.
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