Overview

The CHC30121 Certificate III in Early Childhood Education and Care 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. More information is available via the My Skills website.

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Entry Requirements:

The entry requirements of this course for all students

  • Be 18 years of age or over
  • Have English proficiency level equivalent to IELTS 5.5 or Complete and Pass HIA LLN Assessment
  • Have satisfactorily completed Australian Year 11 or equivalent.

Possible Job Roles

Job roles and titles may vary across the industry however possible job titles relevant to this qualification include:

  • Family Day Care Educator
  • Kindergarten Assistant
  • Long Day Care Educator

 

Course Duration and Mode of Delivery

The course is delivered over a period of 52 weeks equating to 36 contact study weeks plus 16 weeks for holidays.

The mode of delivery is 20 hours per week on a blended delivery of 14 hours face to face in the classroom plus 6 hours online study.

 

Qualification Requirements

To achieve this qualification, the individual must have completed a total of 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.

Please note: The required work placement for this course will require students to hold and undergo Working with Children Checks and Police clearances.

Course Structure

Total number of units of competency (subjects) required to receive this qualification is 17, comprising of 15 core and 2 elective units.

CHCECE030
Support inclusion and diversity
C
CHCECE031
Support children’s health, safety and wellbeing
C
CHCECE032
Nurture babies and toddlers
C
CHCECE033
Develop positive and respectful relationships with children
C
CHCECE034
Use an approved learning framework to guide practice
C
CHCECE035
Support the holistic learning and development of children
C
CHCECE036
Provide experiences to support children’s play and learning
C
CHCECE037
Support children to connect with the natural environment
C
CHCECE038
Observe children to inform practice
C
CHCECE054
Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures
C
CHCECE055
Meet legal and ethical obligations in children’s education and care
C
CHCECE056
Work effectively in children’s education and care
C
CHCPRT001
Identify and respond to children and young people at risk
C
HLTAID012
Provide First Aid in an education and care setting
C
HLTWHS001
Participate in workplace health and safety
C
CHCDIV001
Work with diverse people ECEC
E
BSBSUS411
Implement and monitor environmentally sustainable work practices
E

Assessment Method

Assessment is competency based. Students are required to complete written and practical tasks, which reflect the requirements of the units of competency and current workplace practices. Assessment is continuous throughout the duration of the course.

Students are provided with a Student Assessment Booklet at the commencement of each unit of competency and the Booklet sets out the range and types of assessments that will be sued for this unit.

Pathways to Further Study / Career Opportunities:

After achieving the CHC30121 Certificate III in Early Childhood Education and Care, candidates may undertake the CHC50121 Diploma of Early Childhood Education and Care or other Diploma qualifications.

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