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 design and implement curriculum in early childhood education and care services.
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.
Early childhood educators work in long day care centres, family day care, pre-schools, or kindergartens. They may work as room leaders, educational leaders, or centre directors.
To achieve this qualification, the individual must have completed a total of least 280 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.
No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.
Under the Education and Care Services National Law (2011) the Australian Children's Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information regarding regulatory requirements here:
www.acecqa.gov.au
.
Fifteen (15) units including twelve (12) core units and three (3) elective units are required for the award of the CHC50121 Diploma of Early Childhood Education and Care.
The 15 units that must be completed include:
- 12 core units
3 elective units consisting of:
- 2 units from the electives listed 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
Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level.
The latest release of the qualification and packaging rules can be found at the following link:
https://training.gov.au/Training/Details/CHC50121
Target groups for the CHC50121 Diploma of Early Childhood Education and Care are international students who are:
- seeking to advance their career in early childhood education
- seeking to become room leaders or educational leaders
- seeking to enter management roles in early childhood services
- seeking a pathway to higher level qualifications
Characteristics of the target group are as follows: Students will be from a range of countries and may be living in Australia for the first time or may have been here in the recent or more distant past.
Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.
Students are expected to typically fall into the age range of 20 – 40 as people establishing or advancing their careers in early childhood education.
Students may have study or work experience in early childhood education, community services, or education. Credit and/or RPL can be provided for those with existing skills and knowledge allowing such students to complete the course in a shorter timeframe.
Starford College
Level 7, 280-282 Pitt Street
Sydney, NSW 2000
To be successful in Starford College, international Students are mandatory to effectuate the following requirements:
Academic Requirements
- Students must be at least 18 years old
- Students must have completed year 12 or equivalent
- Students should have completed a Certificate III in Early Childhood Education and Care, or have relevant work experience in early childhood education
English Requirements
Have an IELTS* score of 6.0 with no individual band scoring lower than 5.5 (test results must be no more than 2 years old)
English language competence can also be demonstrated through documented evidence of any of the following:
- Successful completion of LLN Test
- Previous study in English at a recognised institution
Additional Requirements
- Working with Children Check (WWCC) clearance
- National Police Certificate
- First Aid Certificate (HLTAID012)
- Child Protection Training
GS Requirements
The genuine student requirement (GS) is an integrity measure to ensure that the Student visa Programme is used as intended and not used by international students as a way of maintaining de facto permanent residency in Australia. The GS requirement applies to all student visa applicants.
In order to be granted a student visa, applicants must satisfy the Australian Government Department of Home Affairs (DHA) that they have a genuine intention to stay in Australia temporarily, for the purpose of study.
In assessing the GS requirements, DHA will consider the requirements set out in Ministerial Direction 106. This requires DHA to be satisfied that the student visa applicant genuinely intends to stay in Australia temporarily having regard to:
- The applicant's circumstances in their home country
- The applicant's potential circumstances in Australia
- Previous study in Australia
- The value of the course to the applicant's future
- The applicant's immigration history
Students MUST have the following IT equipment prior to enrolling with the college and will require a suitable study space for self-study, assessment activities, or to participate in online classes.
HARDWARE REQUIREMENTS:
Laptop with the following recommended System Requirements:
- Processor: 2.5–2.9 GHz process
- Memory: 8GB
- Disk Space: 100 GB
Microsoft® Windows® 10 Version 22H2 or Windows® 11 Version 24H2 or above
Apple® macOS® Sequoia v15.5, Apple® macOS® Sonoma v14.7.6, or Apple® macOS® Ventura v13.7.6
- A webcam, e.g. built-in to a laptop or a USB webcam
Audio input and output suitable for video conferencing or online classes
- A headset or earbuds with a microphone is recommended
Photo/scan – a camera, e.g. on a mobile phone, can be required to scan and submit handwritten materials
SOFTWARE REQUIREMENTS:
A web browser such as Microsoft Edge, Firefox, Google Chrome, or Safari
Students are expected to access the web version of Microsoft Office 365 (i.e., Microsoft Outlook, Teams, Word, Excel, PowerPoint, Planner, To Do, and Project)
- Digital portfolio software (e.g., Mahara, PebblePad)
- Educational planning and documentation tools
INTERNET REQUIREMENTS:
A reliable, high-speed broadband internet connection with sufficient upload and download capacity. A Wi-Fi or mobile connection can be acceptable
Students will have access to the college's wireless connection whilst on campus
Community internet and computer access:
In Australia, public libraries offer free access to computers and the internet, although students may require a membership card or be required to pay a small charge
Students may need to book ahead if they wish to use library services
Students will also have access to printing and photocopying services on a pay-per-page basis. Most libraries also provide wireless hotspots and recharging stations at no cost for students using their own devices
Potential employment options include leadership roles in:
- Room Leader
- Educational Leader
- Centre Director
- Early Childhood Teacher
- Curriculum Coordinator
- Family Day Care Coordinator
Students who complete this course may wish to continue their education into a Bachelor of Early Childhood Education, Bachelor of Education (Early Childhood), or other higher education qualifications.
Students may apply for recognition of existing qualifications or skills, knowledge, and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course.
| Core Unit Code | Core Unit Title |
|---|---|
| CHCECE041 | Maintain a safe and healthy environment for children |
| CHCECE042 | Foster holistic early childhood learning, development and wellbeing |
| CHCECE043 | Nurture creativity in children |
| CHCECE044 | Facilitate compliance in a children's education and care service |
| CHCECE045 | Foster positive and respectful relationships and responsive engagement with children |
| CHCECE046 | Implement strategies for the inclusion of all children |
| CHCECE047 | Analyse information to inform children's learning |
| CHCECE048 | Plan and implement children's education and care curriculum |
| CHCECE049 | Embed environmental responsibility in service operations |
| CHCECE050 | Work in partnership with children's families |
| CHCPRT001 | Identify and respond to children and young people at risk |
| HLTAID012 | Provide First Aid in an education and care setting |
Elective Units
| Elective Unit Code | Elective Unit Title |
|---|---|
| CHCECE051 | Promote equity in access to the service |
| CHCECE052 | Plan service and supports for children and families |
| CHCECE053 | Respond to grievances and complaints about the service |
Please note: All electives are pre-selected by Starford College.
Delivery and Assessment Overview
The qualification is delivered over 78 weeks comprising of:
- Six (6) terms of 13 weeks each (78 weeks total)
Holiday breaks amounting to 18 weeks (as specified in the timetable)
DELIVERY AND ASSESSMENT DETAILS
Students are required to attend 20 hours of training and assessment per week. Additional, unsupervised study is expected to be approximately 10 hours a week. The training and assessment schedule shows the weeks during which training is delivered and assessment conducted for each unit.
AMOUNT OF TRAINING AND VOLUME OF LEARNING
The total amount of training provided being structured classroom sessions is 600 hours. Time scheduled for assessment in class is 300 hours. Work placement hours are 280 hours. Additional study which is unsupervised and may include research for assessments and general reading is expected to be on average 10 hours a week. Total hours delivery and assessment hours therefore amount to 900 hours and the volume of learning (i.e., including additional, unsupervised study) is 1,680 hours.
Starford College has decided on the course duration and amount of training considering the AQF Volume of Learning, which is typically 1-2 years and 1200-2400 hours. It is considered that the duration and amount of training provided will allow students the opportunity to fully absorb the required knowledge, as well as develop skills over time. Where learners have prior skills and knowledge, they may apply for RPL or credit transfer, which will reduce the course duration if granted.
DELIVERY ARRANGEMENTS
A face-to-face training and distance mode is employed for this qualification and all training will take place at Starford College's training facilities. The structured self-study component of this course amounts to 8 hours a week.
Students are provided with access to a Self-Study Guide for completion of a range of activities. The estimated time to complete activities is documented in the guide for each unit. This is a mandatory component of a student's study and student's attendance, and participation will be monitored.
Students will be provided with learning and assessment materials that they will use to develop their knowledge and understanding. All students will be provided with a range of learning support options and resources to help them achieve competency. Students can also be supported outside of face to face through e-mail and telephone contact with their trainer.
WORK PLACEMENT
Students will be required to complete a work placement of a minimum of 280 hours within a workplace as detailed in the assessment requirements of the following units:
- CHCECE041 – Maintain a safe and healthy environment for children
- CHCECE042 – Foster holistic early childhood learning, development and wellbeing
- CHCECE043 – Nurture creativity in children
- CHCECE044 – Facilitate compliance in a children's education and care service
- CHCECE045 – Foster positive and respectful relationships and responsive engagement with children
- CHCECE046 – Implement strategies for the inclusion of all children
- CHCECE047 – Analyse information to inform children's learning
- CHCECE048 – Plan and implement children's education and care curriculum
- CHCECE049 – Embed environmental responsibility in service operations
- CHCECE050 – Work in partnership with children's families
These units commence in Term 1 so that the required workplace hours can be achieved. Each work placement block is for 40 hours, and students record their hours in their workplace hours log.
Starford College will assist all students to obtain work placements. However, students may also find their own work placement. Work placement agreements will be signed with participating organisations and a facilities and equipment check will take place prior to the agreement being signed.
Students must undergo suitable checks including working with children checks prior to placement which will be at the student's own cost. Immunisations may also be required this will be advised by the student's workplace.
ASSESSMENT METHODS
Assessment methods include:
- Written assessments and reports
- Case studies and scenario-based assessments
- Project work and presentations
- Portfolio development
- Workplace observations
- Curriculum planning and implementation
- Reflective journals
FACILITIES, EQUIPMENT AND RESOURCES
The following facilities, equipment and resources will be used to deliver and assess this qualification:
Training rooms, including desks, chairs, whiteboard, and overhead projector
- Computers with Microsoft Office and access to the Internet
- Learning and assessment materials as outlined in this TAS
Resources as indicated in the CHC50121 Workplace and Classroom Checklists
- Early childhood education resources and materials
- Curriculum planning tools and templates
In addition, all students who are undertaking this qualification must have the following resources while in class. A laptop or computer that is installed with Microsoft Office or similar.
Career Outcomes
Upon successful completion of this qualification, you may find employment as a Room Leader, Educational Leader, Centre Director, Early Childhood Teacher, Curriculum Coordinator, or Family Day Care Coordinator in various early childhood settings including long day care centres, family day care, pre-schools, kindergartens, and early learning centres.